Effects of Differentiated Instruction and Gamification on Iranian EFL Learners’ Willingness to Communicate, and Speaking Motivation
Hamed Taghizadeh
1
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
Mahnaz Saeidi
2
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
Saeideh Ahanghari
3
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
الکلمات المفتاحية: Willingness to Communicate, Speaking Motivation, Differentiated Instruction, Gamification, Iranian EFL Learners,
ملخص المقالة :
The ability to communicate effectively in English is crucial for Iranian EFL learners, yet many struggle with low Willingness to Communicate (WTC) and speaking motivation due to anxiety, lack of practice, and rigid teaching methods. This study explores the impact of Differentiated Instruction (DI) and Gamification (G) on improving WTC and speaking motivation among Iranian EFL learners. A quasi-experimental design was employed with 108 B2-level learners at Safir Language Institute in Iran, divided into three groups: one receiving DI, another experiencing G-based instruction, and a control group following conventional teaching. Participants were assessed using validated WTC and speaking motivation scales before and after a 10-week intervention. Statistical analyses, including ANOVA and t-tests, revealed significant improvements in both WTC and motivation in the experimental groups, with Gamification showing the highest gains. Qualitative findings from semi-structured interviews indicated that learners in both DI and G groups reported increased confidence, engagement, and a more positive attitude toward speaking. The study concludes that interactive, learner-centered strategies like DI and Gamification can effectively address communication barriers in Iranian EFL classrooms. These findings have implications for EFL pedagogy, suggesting a shift toward more engaging and personalized teaching approaches.
The study concludes that interactive, learner-centered strategies like DI and Gamification can effectively address communication barriers in Iranian EFL classrooms. These findings have implications for EFL pedagogy, suggesting a shift toward more engaging and personalized teaching approaches.
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