The implementation of differentiated learning in English language teaching: Primary school teachers’ perceptions

Abstract

The implementation of differentiated learning has become increasingly significant in English Language Teaching (ELT), particularly within the framework of Indonesia’s Kurikulum Merdeka, which emphasizes student-centered and inclusive education. However, limited empirical evidence exists regarding teachers’ perceptions of its practical application. This study aims to explore primary school English teachers’ perceptions of implementing differentiated learning, including its effectiveness, challenges, and required support. Employing a qualitative descriptive field study design, the research involved 16 English teachers selected purposively based on their teaching experience. Data were collected through a structured Google Forms survey comprising open-ended and close-ended questions and were analyzed using thematic analysis complemented by descriptive statistics. The findings reveal that teachers generally perceive differentiated learning as effective in enhancing student engagement, motivation, and academic performance. Nevertheless, major challenges include time constraints, insufficient training, limited instructional resources, large class sizes, and inadequate administrative support. Despite these obstacles, teachers expressed strong commitment to its implementation and emphasized the need for sustained professional development and institutional support. The study implies that systematic training, resource allocation, and collaborative planning opportunities are essential to optimize differentiated learning practices and strengthen the successful implementation of Kurikulum Merdeka in ELT contexts.