Differentiated instruction and emotional intelligence strategies in the foreign language classroom influencing oral performance and academic success

Abstract

This study introduces how the application of Differentiated Instruction (DI) and Emotional Intelligence (EI) strategies influence oral performance and academic success in the English subject. The investigation was carried out with 11th graders who belong to two different public-school settings in Colombia. After a seven-week research period, with both the application and observation of how strategies, activities, and oral tasks planned, impacted the English oral performance of students; data gathered through the application of a pre and post-test in an interview format, observations, and reflective journals; allowed the teachers to grasp a general idea on how students were being positively influenced. Results obtained showed that students improved in their control of emotions, which simultaneously impacted their oral performance and academic achievement in English. In addition, strategies implemented allowed the teachers to evidence different aspects: students prefer working with written materials, they have a marked necessity to have their responses written before orally producing them, leveled instructions play an essential role, that interaction is crucial and motivating for students, and that the use of Spanish in the classroom is a way to enhance engagement with the topics and activities proposed.