Study the Effects of Differentiated Instruction on English Grammar Teaching in Ethiopia

The purpose of the current study was to explore effects differentiated instruction, a neglected instructional practice in Ethiopia EFL class contemporary diverse classroom situations. To achieve this purpose, adopted quasi-experimental design and randomly selected two intact classes consisting 84 grade 12 students (CG:43, EG:41) pre-tested prove comparability students’ grammar learning achievement. Relevant quantitative data were gathered using an English achievement test. intervention lasted for consecutive weeks from October 2022 through early January 2022. experimental group taught flexible grouping, tiered instructions, scaffolding techniques, anchored activities as strategies while control following one-size-fits-all conventional approach that hardly addresses or neglects needs. This similar language focus only textbook-provided activities. analyzed SPSS, version 24 software. Confirming normality data, independent t-test dependent used analyzing pre-test post-test but qualitative descriptively. findings indicated overall mean gains significantly differed corresponding comparison group’s test gains. within-group also showed results different pretest results. calculated effect size t-tests found be moderate large. treatment exposed instructions revealed meaningful improvement learning. In light main results, concluded DI improved Accordingly, suggested instruction should integrated into regular promote