The article focus on the importance of differentiating instructions as well as tiering the tasks in EFL classes appropriately. The empirical research shows that there is a gap in implementing the elements of differentiated instructions (DI) in practice and many educators have a lack of knowledge or experience to utilize tiering activities in their classes. The article provides key information and elements of tiered activities based on empirical research and literature reviews.
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Nilufar JAMOLIDDINOVA (2024) studied this question.
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