The effect of differentiated instruction implementation in English course on students' achievement and attitude towards the course

The aim of this research is to analyze the effects of differentiated instruction implementation in English course on students' academic achievement and attitudes towards the course. The pre-test post-test with control group semi experimental pattern was employed in the study. The population of this research was applied to 5th grade students from secondary schools located in Döşemealtı town of Antalya province within 2013-2014 academic year. The sample group of research was applied for the 5th grade students from Ilıcaköy Secondary School. The class 5/A as experimental and the class 5/B control groups were identified. There were 20 students in the experimental and control groups each. The data collection tools used in the study were academic achievement test, attitude scale, observation and interview forms towards English course. The data obtained from these tools were analyzed by SPSS 18 using t-test for independent groups. 'My Daily Routine' and 'My Town' units were selected for the research. While the courses were done on the basis of differentiated instruction in the experimental group, the courses were done through the courses plans prepared according to curriculum. The research took 8 weeks including test application and in-class activities. The results of this study, it was revealed that differentiated instruction in the units of 'My Daily Routine' and 'My Town' influenced the students' academic success and attitude toward English course positively. Key words: Differentiated Instruction, English Language Teaching, Academic Achievement, Attitude