The Impact of Differentiated Instruction Strategies on Self-Vocabulary Ability: A Qualitative Study in Public Primary Schools in Saudi Arabia

HRMARS - This study investigates the impact of differentiated instruction strategies on vocabulary learning among Grade Six primary school students in public schools in Sakaka City, Saudi Arabia. Guided by the need to address learners’ diverse language abilities and promote learner-centered instruction, the study examines how differentiated instruction strategies enhance students’ vocabulary ability, self-confidence, and engagement in English language learning. A qualitative methodology was employed involving semi-structured interviews with six male Grade Six students representing different English language proficiency levels. Data were collected over a 12-week intervention period in which differentiated instruction strategies such as brainstorming, cooperative learning, and flexible grouping were implemented in vocabulary instruction. Thematic analysis revealed five major themes: differentiated instruction as a facilitator of vocabulary learning, semantic vocabulary and meaning-making, instructional and communicative vocabulary development, incidental and intentional vocabulary learning, and self-confidence in vocabulary use. The findings indicate that differentiated instruction strategies enhanced students’ understanding, retention, and application of vocabulary across different contexts. Brainstorming and flexible grouping were particularly effective in promoting peer interaction, communicative practice, and confidence in vocabulary use. However, several challenges were identified, including difficulties with memory retention, pronunciation problems, cognitive overload, and limited engagement among lower-proficiency learners. The study further highlights the importance of scaffolding, teacher support, collaborative learning environments, and parental reinforcement in improving vocabulary acquisition. Practical implications emphasize the need for continuous teacher training, learner-centered instructional approaches, and supportive classroom environments that accommodate students’ diverse learning needs. By foregrounding differentiated instruction in primary English education, this study contributes to the growing body of research on vocabulary development, learner confidence, and inclusive language teaching practices in Saudi Arabian schools.