Bridging Language Gaps: Nurturing Interactive Learning in Diverse Classrooms

Abstract

This study explores the role of teachers in facilitating effective language interaction among mixed-ability students in an Islamic boarding school EFL context. Using qualitative methods, including classroom observations of 32 students and semi-structured interviews with five experienced English teachers, the research examines challenges in mixed-ability instruction and teachers' pedagogical strategies. The findings highlight three key challenges: disparities in material comprehension, uneven participation patterns, and varying student interest levels. In response, teachers adopted three distinct pedagogical roles: demonstrators, who modeled linguistic behaviors; conductors, who orchestrated inclusive classroom dynamics; and commentators, who provided targeted feedback across ability levels. This study contributes to understanding effective mixed-ability language instruction and offers practical insights for educators managing diverse proficiency levels. The findings underscore the importance of flexible, multi-faceted teaching approaches that accommodate diverse learning needs while maintaining instructional coherence in mixed-ability classrooms.