Enhancing Algerian Learners' Writing Skills Through Differentiated Instruction

Abstract

Many French teachers in Algeria observe significant gaps in students' written production, as shown by baccalaureate results. This study explores the effectiveness of differentiated pedagogy to improve this skill, using an experimental and quantitative approach. It highlights the potential of this pedagogy to reduce failure in writing. The research addresses learner diversity (levels, needs, interests) and integrates writing with reading comprehension and grammar. It adopts an interdisciplinary approach, combining pedagogy, didactics, psychology, and cognitive sciences. Finally, the study proposes a didactic model adapted to Algerian public schools, offering practical solutions for the context.