Technology-Mediated Instructional Differentiation in CALL

Abstract

This qualitative multiple case study explores how computer-assisted language learning (CALL) teachers utilise learning management systems (LMS) to differentiate instruction for English language learners of different proficiency levels. The data were collected from four CALL instructors via semi-structured interviews and classroom observations on integrating technology and teaching practices. The findings revealed that the instructors efficiently employed the different digital tools on LMS websites to support the learners’ heterogeneity. The tools enabled the individualised learning experience for the learners and the efficient scaffolding of the lessons. The application of multimedia materials, interactive tasks, and adaptive testing was among the most notable methods to support students at the different levels. The study also revealed the critical role of teacher expertise and pedagogical flexibility in implementing technology-mediated instructional differentiation in Vietnamese higher education. The study also underscores the transformative potential of digital technologies in crafting inclusive teaching environments for diverse learners. The study supports the integration of adaptive technologies in the CALL environments and the need for ongoing professional training to expose educators to competencies in applying the technology for differentiated instruction in language learning.