THE INTERPLAY OF TEACHERS’ BELIEFS, ATTITUDES, AND THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN INDONESIAN EFL CONTEXTS

The aims of this study were to examine the relationship between teachers’ beliefs and attitudes about differentiation implementation approach in English as Foreign Language (EFL) classrooms Indonesia. also aimed impact these practices on student engagement motivation. A total 100 teachers from several different schools participated which scattered major islands Indonesia, data collected using a self-report questionnaire that was administered online by provided with link. Correlations analysis conducted relationships variables. results showed had strong positive correlation their (r = 0.75, p 0.001). addition, professional development positively correlated 0.65, indicated achievement EFL 0.80, These findings suggest play significant role classroom, differentiated instruction has potential improve classroom However, further research larger more diverse sample is needed fully understand Indonesian context.