Differentiated Instructions: Implementing Bias Reading Tasks through Cooperative Learning in Mixed-Level Classrooms

Catering to the diverse needs of students in a differentiated classroom holds immense signifi-cance for language educators. This is because it can perplex second language instructors when it comes to implementing various materials and techniques tailored to individual learners' levels of preparedness, abilities, and societal experiences. This study draws on Tomlinson's (2015) dif-ferentiated instruction as a teaching strategy to prompt teachers to cater the needs of second lan-guage (L2) learners by customizing the content, process, and product of instruction. To this end, an explanatory sequential mixed method approach was adopted at two phases: Initially, bias tasks through cooperative learning (BTCL) was investigated in classrooms focused on reading comprehension. The aim was to evaluate the reading comprehension achievements of 60 learn-ers with varying abilities, including high, medium, and low achievers. One-way ANCOVA was run to analyze the quantitative data. Following the intervention, a focused group interview was carried out during the qualitative phase to explore the educational effectiveness of the BTCL within reading classrooms. Qualitative data analysis included an in-depth content analysis of 10 EFL learners' iterative reading of transcribed interviews. The data were coded into reductionist themes in three levels of open, axial, and selective coding process. MAXQDA software was used to systematically evaluate and interpret the data. The results revealed that promoting moti-vation and developing meaning-building skills in reading were the most important themes for the implication of the BTCL. Notably, various subcategories emerged out of incorporating this strategy in the classroom such as decision-making, creativity, conceptualizing, understanding main ideas, to name but a few. The findings indicated that the integration of the BTCL in EFL classrooms can significantly enhance the reading abilities of learners. These outcomes have im-portant implications for language learners and the professional development of teachers in-volved in their training.