Differentiation in Listening Tasks: Supporting Diverse Learners in the ESL/EFL Classroom

Abstract

Differentiating listening tasks in ESL/EFL instruction allows educators to meet the varied needs of learners, enhancing both engagement and comprehension. This article explores strategies for creating differentiated listening activities, considering factors such as language proficiency, learning styles, and cultural backgrounds. Through techniques like tiered listening exercises, flexible group work, and scaffolded support, teachers can develop listening skills in a way that supports individual learner needs. This approach not only promotes language acquisition but also builds learner confidence and increases motivation. Examples of differentiated activities demonstrate how teachers can make listening practice more inclusive and effective.