Literature Review on Differentiated Instruction among College Students

Abstract

Krashen’s hypothesis states that input should be challenging but not overly difficult, which makes the design of college English education critical. This article focuses on the application of Graded Teaching under the guidance of differentiated instruction and three of its influencing factors. Schools should provide appropriate policies for Graded Teaching mode. Teachers and course designers also need to select materials of appropriate difficulty to facilitate students’ language acquisition. Learners themselves are not only the receivers, but the dominant power of Graded Teaching as well. Thus, in university English education, Krashen’s input hypothesis provides a theoretical basis that emphasizes the importance of the quality of input and moderate difficulty. This is instructive in helping students to better acquire English language skills and application at the university level. Therefore, researchers can focus on how to effectively utilize Krashen’s theory of input hypothesis to improve the teaching methods and material design of university English education to better meet students’ learning needs.