Managing heterogeneous language classes in higher education

Roza Utaganovа

doi:10.47689/2181-3701-vol3-iss5-pp48-57

Roza Utaganovа Teacher, English Philology Faculty, Uzbekistan State World Languages University

DOI

https://doi.org/10.47689/2181-3701-vol3-iss5-pp48-57

Keywords

differentiated instruction , heterogeneous classes , higher education

Abstract

Heterogeneous language proficiency levels among university students in our republic create major challenges in higher education. This study, based on surveys, interviews, and classroom observations, explored strategies for managing mixed-ability classes. Findings show that tiered tasks, flexible grouping, and technology-based differentiated instruction improved student satisfaction by 42% and learning outcomes by 35%. The study concludes that differentiated instruction, adapted to the Uzbek context, can effectively address heterogeneity; however, it requires institutional support and teacher training.

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Downloads

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Published

2025-09-15

How to Cite

Utaganovа R. 2025. Managing heterogeneous language classes in higher education. Foreign Linguistics and Lingvodidactics. 3, 5 (Sep. 2025), 48–57. DOI:https://doi.org/10.47689/2181-3701-vol3-iss5-pp48-57.