Exploring Student Communicative Needs and Learning Style Preferences in Thai EFL Secondary Classrooms for Differentiated Instruction Implementation

Abstract

This study investigated the implementation of differentiated instruction in Thai
EFL secondary
classrooms by examining students' communicative skill needs and identifying effective activities that
accommodate diverse learning preferences. Using a mixed methods approach, the research combined
learning style and learning preferences int erview data from Grade 9 students in a large lower secondary
school in the east of Thailand. The findings revealed that Thai EFL students require communicative skill
development emphasizing real world, functional language use rather than traditional gramma r focused
instruction. Students demonstrated strong preferences for interactive activities involving speaking, idea
exchange, and authentic communication. Their needs include developing fluency, critical reasoning,
organized expression, and confidence in p ublic speaking. These preferences challenge assumptions about
Thai students' comfort with passive learning and indicate readiness for communicative language teaching
when implemented through culturally responsive strategies. The study identified effective differentiated
instruction activities including movement based activities, debate exercises, collaborative structures, and
integration of authentic materials. These activities successfully accommodated multiple learning styles
while creating dynamic studen t centered environments. The research demonstrates that differentiated
instruction principles can be successfully integrated with communicative language teaching
methodologies to create more effective and inclusive EFL learning environments. The findings s uggest
that culturally responsive differentiated instruction can enhance educational effectiveness and support
communicative competence development that enables students to use English effectively in real world
contexts.