Did they Manage to Meet Students’ Needs? English Language Instructors’ Experiences of Remote Instruction Differentiation

The COVID-19 pandemic has impacted English language teaching (ELT) in many ways, and it pushed educators to the limit. Due shift virtual education, non-mediated in-person support that instructors used acknowledge their students’ needs, is no longer available. A question of significant relevance this ongoing emergency is: How do differentiate remote instruction? Differentiated Remote Instruction (DRI) pedagogical approach needed for successful e-learning teaching. Guided by three main research questions, study examines adoption challenges differentiated instruction online classrooms college during Saudi context. adopted a mixed-methods approach, examination based on surveys filled out 172 thematic analysis six semi-structured interviews. Analysis yielded interesting findings differentiation practices among instructors. Findings show there are some factors related 1) students; 2) instructors; 3) technological issues affect challenge implementation DRI EFL classrooms. Moreover, despite faced instructors, they did attempt find methods deal with them. These were effective through platforms (LMS), early diagnosis interventions problem weak learners, specific tailoring lessons activities, dedicating one-on-one sessions students need.