Effectiveness of Differentiated Instruction in Business English: The Lebanese Higher Education

Abstract

Mastering both the English language and the skills in business communication in Lebanon is needed for the students to succeed in their careers in this internationalized world. As diversity expands in higher education, the implementation of the traditional one-fits-all method steers students to failure in contrast to differentiated instruction’s (DI) successful results. The purpose of this study is to determine the impact of DI in a blended learning environment and the traditional method on the productive proficiency of 180 students (94 in experimental groups and 86 in control groups) in two Lebanese universities having varied experiences and education during a period of three semesters. Mixed methods were utilized to collect and analyze the data. The findings revealed that the implementation of DI in a blended environment enhanced students’ English productive skills.