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All Journal International Conference on Education and Language (ICEL) Jurnal English Education: Jurnal Tadris Bahasa Inggris LINGUISTIKA International Multidiciplinary Conference on Social Sciences (IMCoSS) JEES (Journal of English Educators Society) Journal of English Education Studies Journal of English Language and Pedagogy Journal of English Language and Education Beyond Linguistika: Journal of Linguistics and Language Education International Journal of Education, Vocational and Social Science Jurnal Pendidikan Progresif
Helta Anggia
Universitas Bandar Lampung
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Implementation of Differentiated Instruction and Adaptive Assessment in Improving English Reading Comprehension in an Efl University Context Ega Melani; Helta Anggia; Helta Anggi
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2597

Abstract

This study investigates the implementation of differentiated instruction and adaptive assessment in improving the reading comprehension of university students in an English as a Foreign Language (EFL) environment. Both approaches have been recognised widely for their pedagogical benefits, but they are rarely employed simultaneously, which is a missed opportunity for a more holistic approach to instructional design. Moreover, there is a lack of study on the implementation of adaptive evaluation in different EFL reading teaching. To overcome this gap, an eight-session mixed-methods intervention was administered to 20 first-semester university students enrolled in an intensive reading course. The quantitative data were analysed using t-tests and Rasch modelling and the qualitative data were collected using classroom observations and semi-structured interviews. Results showed statistically significant gains in reading comprehension. Rasch analysis further evidence of consistent levels of learner competency and meaningful development among participants. Furthermore, the students found the adaptive assessments fair and transparent, which increased their engagement and awareness of their learning progress. Overall, the findings suggest that the use of differentiated instruction and Rasch-based adaptive assessment is an effective way to support reading development by aligning instructional delivery and assessment practices to learners’ needs.
Co-Authors Alfiani, Elsa Arnes Yuli Vandika Ayu Rini Tri Utari Devita Widyaningtyas Yogyanti Deviyanti, Rafista Dian Cahyaning Pertiwi Dwi Iswahyuni Ega Melani Eko Windu Prasetya Erika Utami Harpain, Harpain Helta Anggi Ida Nahdaleni Ida Nahdaleni, Ida Ilham Sandy Pratama Kaló Zsuzsa Krisna Ismawati Kristóf Lakatos Lakatos, Kristóf Muhammad Wahyudi Noning Verawati Randi Setyadi Rosa Widyaningtyas Sadikin, Hamim Sari, Angela Bayu Pertama Sela Fitriana Sidabalok, Dameria Magdalena Sri Rejeki Sri Rejeki Sutanto Sutanto Sutanto Sutanto Yanuarius Yanu Dharmawan Yoga Prasetya Yulan Puspita Rini Yulia Gusmiarni Zsuzsa , Kaló