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EFL teacher at Secondary School No. 5, Namangan; CPD Master and Mentor Teacher Trainer under the Ministry of Preschool and School Education of Uzbekistan; MD in linguistics; Independent Researcher in ELT and professional development; Regional Peer Mentor and Board Member in the ESN Program (American Councils for International Education); School-Based Champion and National Consultant (British Council – AELLCA) - CPD Hub Facilitator of Namangan branch. Work experience - since 2003.

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Research topic: How can I engage my students during grammar tasks through differentiated instruction?

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Research topic: How can I engage my students during grammar tasks through differentiated instruction?

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I decided to focus on this research topic because my grammar classes include students with different proficiency levels and learning needs. During grammar tasks, some students actively participate, while others remain passive or disengaged.

Through this Exploratory Action Research, I aim to better understand how differentiated instruction during grammar tasks can support student engagement, participation, and meaningful learning for all students.

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Secondary school # 5 in Namangan, Uzbekistan

EFL classroom

Grade: 8

Participants: 17 students (3 SEN)

Mixed proficiency levels (A1 to B2)

Focus on grammar lessons

Identified issue:
During grammar tasks, some students actively participate, while others remain passive, disengaged, or anxious due to different language levels

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1.  How do my current grammar teaching practices address learners’ different levels and needs?

2.  Which types of differentiated grammar tasks do students find more engaging?

3.  When and why do some students remain less engaged during grammar activities?

4.  How do students perceive my grammar lessons in terms of engagement, confidence, and learning experience?

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1. Diagnostic grammar test

2. Peer observation

3. Classroom observation and video record

4. Student questionnaire

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·        Students had mixed grammar proficiency levels (A1–B2).

·        Lower-level and SEN students struggled with verb tenses and prepositions.

·        Some students became passive when tasks were too challenging or unclear.

·        Fear of making grammatical mistakes reduced participation, especially during whole-class checks.

·        Engagement was higher during differentiated tasks.

·        Supportive task design reduced visible student anxiety.

·        Many students feared using incorrect grammar forms.

·        Students felt more confident when lessons were less stressful and more supportive.

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-How can I adapt my grammar teaching practices to better address learners’ different proficiency levels and learning needs?

- How can I design and implement differentiated grammar tasks that increase student engagement?

- What steps can I take to reduce student anxiety and increase participation during grammar activities?

-How can I promote a more supportive and confident learning environment during grammar lessons?

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Gap-filling tasks (levelled) – reduced anxiety, supported SEN and lower-level learners

Graphic organisers – helped visualise tenses and grammar rules

Matching activities – increased engagement and confidence

Grammar templates / sentence frames – supported accurate language use

Pair & small-group work – encouraged participation

Guided guessing activities – made grammar interactive and less stressful

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Open-ended grammar tasks (no scaffolding) – too difficult for lower-level students

Whole-class grammar checking – increased fear of mistakes

Grammar explanation without visuals – low engagement

Short grammar videos without tasks – limited impact

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·        Grammar scores improved significantly (32% → 76%)

·        Student participation in grammar lessons increased, including lower-level and SEN learners.

·        Grammar anxiety significantly decreased; students became less afraid of making mistakes.

·        Students used verb tenses and prepositions more confidently and accurately.

·        Engagement improved during pair and small-group grammar tasks.

·        Differentiated and scaffolded tasks created a more inclusive learning environment.

·        Grammar lessons became more interactive, supportive, and learner-centred.

·        My role shifted from explaining grammar rules to facilitating student learning.