This article analyzes the theoretical and methodological foundations for improving English language teaching in higher education through differentiated instruction methods. In the context of globalization and digital transformation, English is regarded as an essential means of developing students’ academic, professional, and intercultural communicative competence. However, students in higher education English language classes differ significantly in terms of language proficiency, learning needs, interests, motivation, academic preparedness, and learning styles. Therefore, the traditional “one-size-fits-all” approach, in which all students are taught through the same content, tasks, and methods, does not always lead to the expected learning outcomes.
The article examines the theoretical foundations of differentiated instruction in relation to Carol Ann Tomlinson’s concept of differentiated instruction, Krashen’s theory of second language acquisition, constructivist learning theory, the theory of multiple intelligences, and recent studies in English as a Foreign Language (EFL) education. The article also discusses the methodological potential of such strategies as flexible grouping, tiered assignments, individualized feedback, flipped learning, AI-generated feedback, online resources, blended learning, and project-based learning in higher education English language teaching. The findings of the theoretical analysis indicate that the systematic use of differentiated instruction methods may serve as an important factor in developing students’ communicative competence, written and oral language skills, independent learning abilities, and learning motivation.
Publication Date: 2026-05-30