EXPLORING DIFFERENTIATED INSTRUCTION IN DEVELOPING LANGUAGE SKILLS: INSIGHTS FROM NOVICE EFL TEACHERS DURING THEIR INDUCTION PERIOD

Abstract

This study investigates the experiences of newly graduated English language and literature teachers in Montenegro during their induction period in primary and secondary schools. It focuses on the implementation of differentiated teaching to develop specific language skills. Twelve novice teachers were divided into four groups, each targeting a different skill: listening, speaking, reading, and writing. The groups worked across various regions and education cycles: one in a primary school in the north (listening), another in a fourth-grade general secondary school (speaking), a third in a primary school in the south (reading), and the fourth in a primary school in the central region (writing). Novice teachers collaborated with experienced mentors who provided support in planning and executing differentiated tasks. Data collected through a questionnaire highlighted the challenges and benefits of differentiated instruction and its impact on student achievement. The findings emphasize the importance of university training and mentoring for effective differentiated teaching and outline key areas for further development to prepare future educators for complex teaching environments.