Investigating EFL teachers' beliefs and practices of differentiated instruction: A questionnaire study in the Hungarian K-12 context

Abstract This questionnaire study ( N = 212) investigates Hungarian K-12 (primary and secondary school) English language teachers' beliefs and self-reported practices of differentiated instruction (DI) and technology-enhanced differentiated instruction (TEDI) and the variables impacting these practices. The research addresses emerging expectations for English teachers to meet diverse student needs, an aspect scarcely examined to date on a larger scale in Hungary. Descriptive statistical analysis of the data revealed teachers' recognition of the importance of DI and TEDI and relatively lower DI self-efficacy beliefs. Regarding specific dimensions of DI implementation, teachers indicated a preference for prioritizing learners' readiness- and learning profile-related differences over their interests. Planning is considered the biggest challenge of DI, while access to differentiated materials, digital infrastructure, and cooperation with stakeholders were rated as top enablers. Regression analysis revealed a positive impact of DI self-efficacy beliefs on all dimensions of DI practices, while ICT use and cooperation with stakeholders also emerged as predictors for certain dimensions of implementation. Recommendations include hands-on training to strengthen teachers' DI and TEDI competencies and self-efficacy, further research on TEDI resources and strategies, and reducing the individual burden of planning through intra-institutional sharing of best practices, differentiated materials, and student information.