Differentiated Learning Implementation to Improve Students’ Writing Skills

DOI

10.2991/978-2-38476-501-0_5How to use a DOI?

Keywords

creativity; differentiated learning; learning style; learning strategies; writing skills

Abstract

Learning to write often faces challenges due to the diversity of students’ abilities, interests, and learning styles in the classroom. To answer these problems, differentiated learning is a relevant and effective approach. The purpose of this study is to explain how differentiated learning is used in writing instruction and how it affects students’ writing abilities. The research method used is a qualitative study with a descriptive approach, involving observation of the learning process, document analysis, and interviews with teachers and students. The results show that the application of differentiation in content, process, and product aspects is able to increase student participation, facilitate diverse learning needs, and encourage students to produce more creative, in-depth, and comprehensively structured writing. In the context of higher education, especially in students of English language education study programs, the application of differentiation has been proven to help them develop academic skills, critical thinking, and writing skills in the target language more effectively. In conclusion, differentiated learning not only provides space for students to learn according to their potential, but also becomes an effective strategy to improve the quality of writing learning in a highly heterogeneous and dynamic classroom.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Fahri Haswani
AU  - Mohd. Nazri Bin Latiff Azmi
PY  - 2025
DA  - 2025/12/16
TI  - Differentiated Learning Implementation to Improve Students’ Writing Skills
BT  - Proceedings of the International Seminar of Languages, Arts and Literature Education (ISLALE 2025)
PB  - Atlantis Press
SP  - 38
EP  - 43
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-501-0_5
DO  - 10.2991/978-2-38476-501-0_5
ID  - Haswani2025
ER  -