One Classroom, Many Levels: Combining Methods for Effective Language Teaching in Mixed-Level Classrooms
DOI:
https://doi.org/10.69760/egjlle.2601002Keywords:
mixed-level classrooms, differentiated instruction, task-based learning, blended learning, language pedagogyAbstract
Mixed-level language classrooms have become increasingly prevalent in both ESL and EFL settings as a result of inclusive education policies, diverse learner populations, and flexible enrollment practices. In such environments, teachers face pedagogical challenges related to pacing, engagement, assessment, and classroom management due to differences in student proficiency. This study investigates the impact of integrating differentiated instruction, task-based language teaching (TBLT), collaborative learning, and technology-supported strategies within multi-level language classrooms. Employing a quasi-experimental mixed-methods design, the research analyzes student achievement, engagement, and perceived self-efficacy over a 12-week intervention period. The findings indicate that a blended methodological approach significantly enhances learner participation, language achievement, and classroom cohesion. The results underscore the value of combining adaptive and collaborative instructional practices to effectively address heterogeneous proficiency levels.
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