Exploring Student Perceptions of Level-Differentiated Instruction for Improving College English Programs

The purpose of this study is to investigate perceptions of students in a non-metropolitan university regarding level-differentiated general English classes with a primary objective of identifying strategies to improve a college English program. To achieve the goal, a survey was conducted to assess the necessity and educational effects of level-differentiated classes, and 434 students responded. The results are summarized as follows: First, nearly half of the students disapproved the level-differentiated instruction. Second, the students exhibited more positive responses on the effectiveness of level-differentiated instruction. Third, perception on the effectiveness of level-differentiated instruction differed depending on the students’ views of its necessity. Those who feel the need for level-differentiated instruction are in favor of the effects of level-differentiated instruction. Based on the findings and analysis of the survey, pedagogical implications and suggestions were provided to improve the college English program in the university without differentiated English classes.