Heterogeneous language proficiency levels among university students in our republic create major challenges in higher education. This study, based on surveys, interviews, and classroom observations, explored strategies for managing mixed-ability classes. Findings show that tiered tasks, flexible grouping, and technology-based differentiated instruction improved student satisfaction by 42% and learning outcomes by 35%. The study concludes that differentiated instruction, adapted to the Uzbek context, can effectively address heterogeneity; however, it requires institutional support and teacher training.
| Mualliflar | Utaganovа, Roza, Утаганова, Роза, Utaganovа, Roza |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-09-15 |
| Jild | 3 |
| Son | 5 |
| Betlar | 48-57 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss5-pp48-57 |
DOI: 10.47689/2181-3701-vol3-iss5-pp48-57 · Maqolaning asl sahifasi
дифференцированное обучение, гетерогенные группы, высшее образование, differentiated instruction, heterogeneous classes, higher education, differensial ta’lim, turli darajadagi guruhlar, oliy ta’lim
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