A Systematic Literature Review on Differentiated Instruction Practices in English Classrooms (2020–2025)

In the multifaceted reality of today's English language teaching (ELT) classrooms, a single curriculum is insufficient to meet the needs of all learners, making a flexible and responsive approach essential. Teachers face the challenge of addressing variations in students’ proficiency levels, learning preferences, and motivational backgrounds. Differentiated Instruction (DI) has emerged as a key pedagogical framework to support inclusion and learner engagement. However, research on DI in ELT remains fragmented, with limited synthesis of its implementation patterns, pedagogical outcomes, and contextual challenges. Accordingly, this review aims to consolidate recent research to identify trends, thematic patterns, and pedagogical implications of DI in ELT. Sixteen peer-reviewed studies published between 2020 and 2025 and indexed in Scopus and Web of Science were analyzed using a thematic synthesis approach guided by the PRISMA framework, and relevance-based selection ensured analytical consistency. Findings confirm DI’s potential to enhance learner engagement, motivation, and autonomy. From the analysis, five major thematic clusters were identified, encompassing teachers’ beliefs, pedagogical implementation, effectiveness, professional readiness, and research trends. Despite its benefits, DI implementation remains inconsistent due to limited teacher preparation, time constraints, and contextual barriers. The review concludes that sustained institutional support, targeted professional development, and context-sensitive frameworks are essential to translating DI from theory into consistent classroom practice.

Differentiated Instruction (DI); English Language Teaching (ELT)

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