Jufrianto M, Basri Muhammad
Universitas Negeri Makassar, Makassar, 90222, Indonesia.
MethodsX. 2025 Jun 21;15:103457. doi: 10.1016/j.mex.2025.103457. eCollection 2025 Dec.
This article presents a methodological framework for systematically investigating barriers to differentiated instruction implementation among English as Foreign Language (EFL) teachers. Our method combines:-15-item Likert-scale questionnaire measuring teacher perceptions across three domains: teacher preparation, classroom implementation challenges, and institutional barriers-A structured classroom observation protocol assessing nine key indicators of differentiated instruction implementation-Statistical validation procedures establishing instrument reliability (Cronbach's Alpha 0.869) and observation consistency (Cohen's Kappa 0.81)This dual-instrument approach was applied to six EFL teachers in an Indonesian secondary school context, revealing significant discrepancies between theoretical knowledge and classroom practice. The framework effectively identified that while teachers possessed reasonable knowledge of differentiation principles ( = 2.50, SD=0.98), process differentiation strategies were implemented by only 33 % of participants. This methodology enables researchers to triangulate self-reported perceptions with observed practices, providing a comprehensive understanding of implementation barriers in language education contexts.
本文提出了一个方法框架，用于系统地调查外语（EFL）教师在实施差异化教学时面临的障碍。我们的方法包括：-一份15项李克特量表问卷，用于测量教师在三个领域的看法：教师准备情况、课堂实施挑战和制度障碍-一个结构化的课堂观察方案，用于评估差异化教学实施的九个关键指标-统计验证程序，用于确定工具的可靠性（克朗巴哈系数α为0.869）和观察的一致性（科恩kappa系数为0.81）这种双工具方法应用于印度尼西亚一所中学的六名外语教师，揭示了理论知识与课堂实践之间的显著差异。该框架有效地确定，虽然教师对差异化原则有合理的了解（平均值=2.50，标准差=0.98），但只有33%的参与者实施了过程差异化策略。这种方法使研究人员能够将自我报告的看法与观察到的实践进行三角测量，从而全面了解语言教育背景下的实施障碍。
