"This thesis presents an overview of differentiating instruction through flexible
grouping in EFL classrooms and also an overview of the role of EFL teachers in
differentiated classrooms. The methodological questions and answers through the
review of the literature will enable EFL teachers to recognize how well flexible
instructional groupings work in the classrooms. More significantly, teachers should
start differentiating instruction from getting to know better of their students’ interests,
learning styles, readiness and talents. Additionally, Bloom’s taxonomy and Gardner’s
multiple intelligences are suggested formulas for tiered activities to frame the
curriculum. Moreover, the appendixes in this thesis provide clear and
comprehensible graphic organizers for better understandings while managing
differentiated instruction in the curriculum. Consequently, EFL teachers who want to
take the chance and challenge to energize themselves will increase the likelihood of
providing success for ELLs with diverse English proficiency. "
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