THE EFFECTIVENESS OF DIFFERENTIATED COMMUNICATIVE ACTIVITIES IN DEVELOPING ENGLISH-SPEAKING SKILLS AMONG A1–A2 LEARNERS

Abstract

Article explores the impact of differentiated communicative activities on the development of English-speaking skills among elementary (A1–A2) English as a Foreign Language (EFL) learners. In a mixed-ability classroom setting, traditional one-size-fits-all speaking tasks often fail to address the diverse linguistic needs, anxieties, and learning paces of beginner students. Differentiation offers a strategic pedagogical framework to tailor instruction through content, process, and product modifications based on student readiness and profile. Utilizing a mixed-methods research design involving pre- and post-tests, classroom observations, and student surveys, this study evaluates the quantitative gains in oral proficiency and qualitative shifts in learner confidence. The findings indicate that tiered communicative tasks significantly enhance fluency, grammatical accuracy, and vocabulary acquisition while reducing foreign language speaking anxiety. This study outlines practical frameworks for implementing differentiated role-plays, information gaps, and discussion tasks tailored to A1 and A2 learners.