THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION BASED ON LEARNING STYLES IN IMPROVING EFL SPEAKING PERFORMANCE

Abstract

This systematic review aims to determine the effectiveness of Differentiated Instruction (DI) based on students' learning styles in improving speaking performance in English as a Foreign Language (EFL). In the language learning process, there are four skill aspects: speaking, writing, reading, and listening. However, speaking is often considered the most difficult skill because it encompasses linguistic, psychological, and social abilities. Therefore, teaching methods that take into account differences in learning styles play a crucial role in helping students achieve their learning objectives. This study analyzed fifteen empirical studies published between 2015 and 2025 that addressed the application of DI in EFL contexts. The main focus of this review was how adapting learning strategies to visual, auditory, and kinesthetic learning styles can influence students' fluency, confidence, and engagement in speaking. The analysis showed that implementing DI based on learning styles can improve speaking fluency, reduce anxiety, strengthen active participation, and create a more enjoyable and meaningful learning environment. Teachers who adapt their teaching methods based on students' learning styles also reported that students are more motivated and enthusiastic about learning. However, teachers also face several challenges, including limited time, teacher readiness, and inadequate school support. So, this review confirms that learning style-based DI not only helps students speak more fluently and confidently but also fosters a sense of responsibility and independence in the learning process. This approach also highlights the importance of the teacher's role as a facilitator who understands student diversity and can create a fun and meaningful learning environment