In the local EFL class, differentiated instruction has scarcely been acknowledged or implemented. This study set out to investigate how high school students perceived differentiated instruction as it was implemented in the classroom using anchored activities, tiered activities, flexible grouping, and scaffolding strategies for teaching English grammar. The results also showed that students were given time to reflect and finish tasks at their own pace and convenience when they learned through individualized instruction. Overall, the study found that students thought differently about receiving instruction in English grammar, and it recommended that differentiated EFL classes be used more freely.

teaching English grammar; differentiated instruction; one-size-fits-all instruction; instructional approaches; students' perspectives;

Abate Demissie (2013). The effects of differentiated instructional approach on grade eight students’ attitude and vocabulary learning achievements. Addis Ababa University, unpublished Ph.D. dissertation.

Alavinia, P., & Farhady, S. (2012). Using differentiated instruction to teach vocabulary in mixed ability classes with a focus on multiple intelligences and learning styles. International Journal of Applied Science & Technology, 2(4), 72–82.

AlHashmi, B., & Elyas, T. (2018). Investigating the Effect of Differentiated Instruction in Light of the Ehrman & Leaver Construct on Grammar Learning. Arab World English Journal, 9 (3), 145-162.

Alfehaid, A. F. T. (2011). Developing an ESP curriculum for students of health sciences through needs analysis and course evaluation in Saudi Arabia. University of Leicester.

Alkutbi, D. (2018). Bridging the gap: A study of academic language-learning needs of Saudi international students. Unpublished Ph.D. Thesis.