1. Introduction

With the rise of diverse and personalized education, the traditional one-size-fits-all teaching model no longer meets students’ varied needs, especially in English language teaching where learners differ in styles, cognition, interests, motivation, and language skills. To better support student development and improve teaching effectiveness, differentiated instruction has gained attention. This paper explores practical strategies for applying differentiated instruction in English teaching by setting tailored objectives, selecting suitable content, adopting varied methods, and implementing diverse assessments based on individual differences, offering both theoretical and practical value.

2. Differentiated instruction: theoretical overview

2.1. Definition and fundamental principles of differentiated instruction

Differentiated Instruction is a student-centered teaching approach that involves purposefully adjusting instructional content, methods, processes, and assessments to address students’ diverse learning abilities, interests, styles, and prior knowledge. Introduced by Carol Ann Tomlinson, this approach emphasizes the importance of observing and understanding individual student differences to design flexible and inclusive instruction that promotes optimal growth for all learners. Rooted in the philosophy of respecting learner diversity, its core principles include beginning with students’ actual needs, offering multiple means of representation and varied learning pathways, making dynamic adjustments based on ongoing feedback, and promoting equity by providing appropriate support tailored to each student rather than applying the same approach to everyone.

2.2. Theoretical basis of differentiated teaching

Differentiated instruction is based on key educational theories. Constructivist learning theory, from Piaget and Bruner, sees learning as an active process where students build knowledge based on their unique cognitive structures, emphasizing individual differences. The theory of individual differences, by Thorndike and others, highlights variations in intelligence, abilities, emotions, interests, and motivation, opposing one-size-fits-all teaching and advocating tailored instruction, especially in language learning. Gardner’s multiple intelligences theory identifies eight types of intelligence, encouraging diverse tasks and assessments to support each student's strengths in differentiated teaching.

2.3. Current situation and trends of differentiated teaching research at home and abroad

With the ongoing evolution of educational concepts and deepening teaching reforms, differentiated instruction has gained increasing attention and application in English language teaching as a key strategy for improving teaching quality and achieving personalized education. In China, recent studies highlight its practical value across various educational stages. Researchers like Li Zhangjing emphasized optimizing teaching design based on student differences to enhance participation and outcomes[1], while Hao Fenfound it effective in stimulating interest and creativity in high school English writing[2]. Sun Xiujun noted its role in improving expression and oral confidence in vocational English[3], and Guo Kan stressed tailoring teaching content to students’ varying foundations and goals[4]. Duan Yuyuan further demonstrated its effectiveness in developing vocational English skills, especially in tourism management education. These studies reflect a strong practical focus, broad stage coverage, and diverse strategies[5]. Looking forward, emphasis is shifting toward improving evaluation systems, integrating technology, and enhancing teacher training. Internationally, differentiated instruction in ELT has also become a prominent research focus. Scholars such as Alain and Mercado confirmed teachers' recognition of its value in improving language skills and engagement[6]. Daghriri et al. highlighted its effectiveness in grammar instruction[7]. while Kokkinos et al. advocated for grammar-checking software to support differentiation[8]. Tademir and Karaman reviewed teacher development literature, identifying differentiated instruction as a key training area, and Korucu-K linked flipped classrooms and digital characteristics to teaching satisfaction [9,10].

3. Analysis of student differences in english language teaching

3.1. Differences in learning styles

In English language teaching, students demonstrate diverse learning styles, reflected in varying modes of perception and information processing. Visual learners acquire knowledge effectively through visual materials such as images, charts, and videos, showing strength in reading comprehension and vocabulary retention. Auditory learners prefer spoken input and excel in listening and speaking activities. Kinesthetic learners benefit from physical movement and hands-on experiences, with role-playing and practical tasks enhancing their learning outcomes. Tactile learners improve understanding through note-taking and interacting with teaching aids. Research indicates that these differing learning styles lead to significant variations in students' language skill development.

3.2. Differences in cognitive levels

In English language teaching, differences in students' cognitive abilities are mainly reflected in language processing speed, memory capacity, and logical reasoning ability. Learners of different age groups exhibit typical characteristics of cognitive development stages, such as child learners relying more on intuitive acquisition and imitation, while adult learners tend to use metacognitive strategies for systematic learning. In terms of individual differences, some students have strong phonological sensitivity and have made significant progress in pronunciation and listening; Other students demonstrate excellent grammar analysis skills and can quickly grasp language rules. The difference in working memory capacity directly affects students' ability to handle complex sentence structures and lengthy chapters, while the strength of executive function is related to learners' attention maintenance and multitasking switching efficiency.

3.3. Differences in interests, hobbies, and motivation

In English language teaching, students show diverse interests, hobbies, and learning motivations, which significantly influence their engagement and persistence. Survey data indicates that tool-driven learners form the largest group, focusing on English for practical purposes like exams, job hunting, and career advancement, with a strong emphasis on test-related language application. Fusion-motivated learners are drawn to the culture of English-speaking countries and often engage with authentic English through films, music, and media. Intrinsic interest-driven learners treat English as a personal hobby and find satisfaction in exploring the language itself. Additionally, interests vary across age groups—adolescents favor content related to popular culture, while adult learners are more attracted to practical contexts such as business and social communication.

3.4. Differences in cultural background and language foundation

In English language teaching, differences in students' cultural backgrounds and language foundations have a significant impact on learning outcomes. Learners from different cultural circles often exhibit unique thinking patterns and language habits. For example, native Chinese speakers are easily influenced by negative transfer of their mother tongue in the process of learning English, and often make typical errors in tense use and article selection; Learners with a European language background benefit from language similarity and have an advantage in vocabulary acquisition and grammar comprehension. In terms of language foundation, zero starting students need to systematically construct a knowledge framework from phonetic symbols and basic sentence patterns, while learners with a certain foundation face the challenge of breaking through the phenomenon of language fossilization.

4. Application strategies of differentiated teaching in English language teaching

4.1. Differentiated setting of teaching objectives

This section highlights the importance of setting differentiated teaching objectives in English instruction to support personalized learning. Teachers should consider students' language backgrounds, cognitive traits, and learning needs, using tools like pre-tests and observations to group them into basic, developmental, and advanced levels. Each group has tailored goals: basic learners focus on core vocabulary and grammar, developmental learners work on fluency and writing, and advanced learners develop critical thinking and cross-cultural skills through debates and academic tasks. A structured progression, such as a three-level vocabulary system (memorization, application, expansion), helps maintain coherence and offers choice. Flexible timing and deadlines further support individual learning paces, enabling effective, tiered management of student progress.

4.2. Differentiated selection of teaching content

This section discusses the importance of selecting differentiated teaching content in English instruction by recognizing students’ individual differences. Teachers should structure content into core, expanded, and challenging levels according to learners’ language proficiency, cognitive characteristics, and interests. Core content includes basic vocabulary, grammar, and everyday communication for all students. Expanded content, such as dialogues and short readings, supports intermediate learners in improving language output. Challenging content, including authentic materials like news articles and academic lectures, is designed to develop advanced learners’ critical thinking. Vocabulary and grammar instruction should follow a graded, hierarchical approach, and interest-based supplementary materials should be provided to achieve personalized learning.

4.3. Differentiated application of teaching methods

In English language teaching, differentiated teaching methods should be flexibly adapted to students' cognitive styles and learning characteristics. Visual learners benefit from combining text with images and using visual aids like mind maps and infographics, while auditory learners respond well to audio inputs such as songs and radio programs. Kinesthetic learners require experiential activities like role-playing and situational simulations. Grammar instruction can be tailored by using deductive reasoning for students with strong logical skills and inductive reasoning for more intuitive learners. Additionally, teaching should be layered according to student levels: beginners primarily imitate and follow, intermediate learners engage in group cooperation, and advanced students participate in project-based exploration. Digital platforms can support personalized learning paths, enabling precise adjustment of teaching methods to individual progress.

4.4. Differentiated implementation of teaching evaluation

Differentiated teaching evaluation involves creating a diverse and dynamic system that respects students’ individual developmental differences. It uses a three-level indicator system—basic, developmental, and challenging—allowing students to choose evaluation paths suited to their level. For evaluation methods, basic-level students primarily receive formative assessments through classroom observation and homework feedback to affirm progress; developmental students benefit from diagnostic evaluations to identify knowledge gaps; advanced students undergo performance evaluations that assess higher-order thinking through projects and academic presentations. The evaluation content covers multiple dimensions, including language knowledge, skill application, and cultural awareness, giving students with varied strengths opportunities to demonstrate their abilities.

5. Case analysis

5.1. Introduction to teaching practice cases

This section takes the fifth unit of the eighth grade English textbook by People's Education Press, "What are you doing when it rains?", as an example to illustrate differentiated teaching practices. The goal is divided into three levels: basic students learn core vocabulary and past continuous tense structures, developmental students describe unexpected events, and extended students create complete stories with environmental details; Content layering, basic student dialogue with textbooks, developmental students watching BBC weather videos, and extended students reading articles from National Geographic; The teaching method includes hierarchical group tasks, based on grammar and image learning, developed into role-playing, and extended to the "Extreme Weather Survival Guide" project; The evaluation methods vary, with basic students answering multiple-choice questions, development students submitting recordings, and extension students submitting projects for mutual evaluation. This method achieves inclusive and targeted learning through structured activities and diverse assessments.

5.2. Case effect analysis

After two weeks of implementation and data collection, differentiated teaching led to significant improvements. Basic students' vocabulary scores increased from 62 to 78, with 85% accurately using the past continuous tense. Developmental students showed marked oral fluency gains, with 73% achieving excellence in dialogue assessments. Expansion students created high-quality projects, two of which were featured at the school’s English corner. Observations showed greater participation at all levels, particularly among previously quiet basic students. A student survey revealed that 92% found the tiered tasks reasonable and 87% felt more confident in learning. However, some developmental students had difficulty advancing to the expansion level, indicating a need for better transition support. Overall, the case demonstrates that differentiated teaching effectively promotes inclusivity and enhances learning outcomes in junior high English education, offering practical guidance for future improvements.

5.3. Case reflection and summary

The implementation of differentiated teaching in junior high English classrooms has yielded significant improvements, notably increasing student participation and learning outcomes across all levels. Basic students showed notable gains in vocabulary and grammar, developmental students enhanced their language proficiency, and expansion-level students exercised creative thinking and comprehensive language skills. However, challenges remain, as some intermediate students struggle with higher-level tasks, indicating a need to optimize the teaching gradient and introduce more transitional activities to create a smoother progression. Additionally, differentiated teaching demands more from teachers, requiring greater time and effort in analyzing student needs, preparing materials, and offering personalized support, which tests their professional skills and classroom management capabilities.

6. Conclusion

In conclusion, differentiated teaching is valuable in English education by addressing diverse student needs beyond traditional methods. Its foundation lies in constructivist, individual differences, and multiple intelligences theories, supported by research. The Unit 5 case from the eighth grade textbook shows it improves academic performance, engagement, and confidence. However, challenges like optimizing teaching levels, higher demands on teachers, and better evaluation remain. Therefore, continued efforts in resource development, teacher training, and learning tracking are needed to enhance personalized learning and support sustainable progress.