Exploring The Types of Task Differentiated Strategies (DS) In Teaching Writing

Abstract

Writing skills are often regarded as one of the most challenging aspects to acquire in the English language, especially for second language learners (ESL). Malaysian teachers, in particular, face difficulties in teaching writing due to the diverse learning needs of their students. The Cambridge Baseline Study conducted in 2013 emphasized the need for Differentiated Instruction (DI) in Malaysian classrooms, which consist of mixed-ability students. As a response, the Bahagian Pembangunan Kurikulum, Ministry of Education (MoE) introduced eight differentiated strategies