Teachers’ self-efficacy and perceived practices on technology-enhanced differentiated instruction (TEDI)
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Today’s ELT classrooms are becoming more diverse and technology-mediated, requiring teachers to blend digital tools with differentiated instruction to accommodate learners' varying readiness levels, interests, and learning profiles. This study investigates teachers' self-efficacy and perceptions of the tactics used in implementing Technology-Enhanced Differentiated Instruction (TEDI) in English Language Teaching (ELT). A sequential explanatory mixed-methods design was conducted in this study. The quantitative stage comprised 124 Indonesian English instructors, and the qualitative phase included six teachers. We used questionnaires and semi-structured interviews to find out how teachers felt about using TEDI. Quantitative data were analysed using descriptive statistics and a one-sample t-test. Interview data were analysed thematically to interpret survey results and identify teachers’ practical challenges with implementing TEDI. The findings indicate that many teachers face several problems, including not being very good at differentiated instruction, having too much work to do, and not receiving enough support from technology and institutions. These problems make it hard for teachers to use technology and differentiated education in different kinds of classrooms. Even with these limitations, teachers agree that TEDI is important for meeting children's diverse learning needs and for getting them more engaged in their learning. The study emphasizes the necessity to enhance teacher professional development, upgrade technological infrastructure, and offer institutional support to ensure the efficient deployment of TEDI in English language teaching environments.
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