Fransızca okuma derslerinde farklılaştırılmış öğrenme yaklaşımı: Uygulamanın rolleri ve öğrencilerin tutumları üzerindeki etkileri

The present study aims to examine the role of differentiated instruction in developing learners' reading comprehension skills in French as a Foreign Language (FFL) courses and to evaluate its impact on their attitudes toward reading. To achieve this, a differentiated instructional design was implemented in the reading comprehension courses during the second semester of the 2023–2024 academic year, following Tomlinson's differentiation model. Differentiation was applied across content, process, and product, taking into account learners' readiness levels, interests, and learning profiles. Over an eight-week period, students participated in reading activities tailored to their individual needs, organized through flexible grouping strategies. These collective reading activities were followed by two weeks of extensive individual reading practice. The study employed an integrated research design. Qualitative data, collected through semi-structured interviews, learners' journals, and the instructor's logbook, revealed three main themes: the roles of differentiated reading, adaptation to activities, and suggestions for optimizing the instructional design. Results from the attitude scale indicated that the intervention did not have a significant effect on learners' attitudes toward reading. At the conclusion of the study, all data were reexamined from a cross-analytical perspective.