The Impact of Differentiated Instructional Materials on English Language Learner (ELL) Students’ Comprehension of Science Laboratory Tasks

Abstract

Through a qualitative research design, this article investigates the impacts of differentiated laboratory instructional materials on English language learners’ (ELLs) laboratory task comprehension. The factors affecting ELLs’ science learning experiences are further explored. Data analysis reveals a greater degree of laboratory task comprehension when utilizing language-modified and visually modified laboratory instructional materials. The findings suggest the further development of linguistically appropriate science course materials. This study also indicates that teachers must consider the sociopsychological influences affecting the individual ELL in order to better facilitate science learning.