Factors Influencing the Implementation of Differentiated Instruction in English Language Instruction in Rural and Urban Secondary Schools of Johor Bahru

When the effectiveness of an instruction is based on outcomes students at end lessons, heterogeneity classroom could not be ignored. Considering fact that Malaysian classrooms consist mixed-ability students, Cambridge Baseline Study (CBS), which was conducted in 2013, prior to education reformation, emphasised use Differentiated Instruction (DI). Since DI relatively new system, little known phenomenon its implementation from various aspects, namely, effectiveness, teachers’ readiness, challenges faced, factors significant implementation, students’ and perceptions, aptness needs relevant stakeholders. In relation this, current study aims investigate influencing English language instruction. addition, it also seeks reveal if there are differences between rural urban schools. teachers ten schools Johor Bahru were selected for semi-structured interviews revealed consider aspects related Curriculum, Instruction, Knowledge DI, School, Students, Time Workload no difference considered Implications future studies discussed.