Higher Education Category Submission

672 – The Effectiveness of Using Generative Artificial Intelligence Tools for Enhancing Differentiated Instruction Practices among English Teachers in Secondary Stage at Riyadh Schools and their attitudes towards them

This study investigated the effectiveness of utilizing generative artificial intelligence (GAI) tools to enhance differentiated instruction practices among secondary stage English teachers in Riyadh schools, as well as their attitudes toward these tools. A quasi-experimental design was adopted, involving two groups (experimental and control) with pre- and post-test measures. Data collection was carried out using: an observation checklist, an attitude scale, and an interview form. The study was conducted on a sample of 32 teachers, selected using a convenience sampling method, and randomly assigned to a control group of 15 teachers who were trained on differentiated instruction strategies, and an experimental group of 17 teachers who were trained to utilize GAI tools in differentiated instruction. Findings revealed statistically significant differences in favor of the experimental group in the post-application of the observation checklist, with a high effect size. Furthermore, participants’ attitudes toward using GAI tools were generally positive, with a mean score of 3.70 on the attitude scale. No statistically significant differences were found in attitude scores based on demographic variables. The interview results further indicated that most teachers perceived GAI tools as effective in supporting differentiated instruction and addressing diverse student needs. Participants also highlighted the importance of continuous training and technical support to ensure the effective use of these tools in educational settings. The study recommended implementing training programs aimed at equipping teachers with the skills to integrate GAI tools in teaching and suggested conducting future research to explore the impact of these tools on teachers’ professional competencies and students’ academic achievement.

Saudi Arabia’s Vision 2030 prioritizes human capability development through enhancing educational outcomes, including foreign language teaching and learning. However, studies have shown that English language learning outcomes remain low, because of a unified curriculum and traditional teaching methods. These approaches often overlook students' individual differences and needs, leading to low motivation and engagement.

Differentiated instruction has been recommended as a solution to address these differences by tailoring content, process and product. Research confirms its positive impact on language achievement, but its implementation among teachers remains limited due to heavy workloads, time constraints, and lack of resources. Teachers also face challenges designing suitable activities and assessments for diverse learners.

Recent research highlights the positive role of technology in supporting differentiated instruction by enabling content customization and flexible assessment. In particular, generative artificial intelligence (AI) tools offer promising support, as they can produce varied outputs based on teacher input, easing planning and personalization tasks.

Therefore, this study explores the effectiveness of generative AI tools in improving differentiated instruction among secondary English teachers in Riyadh and examines their attitudes toward using these tools.

The research employs a quasi-experimental design with pre-test and post-test measurements, dividing 32 teachers into two groups: one trained in traditional differentiated instruction strategies (control) and the other in GAI-assisted differentiation (experimental). The study uses a multi-method approach, incorporating an observation checklist, attitude scale, and interviews, ensuring a comprehensive evaluation.

The implementation of this study involved several structured stages to ensure accuracy and effectiveness in evaluating the impact of Generative AI tools on differentiated instruction practices. First, the researcher secured official permissions through formal approval letters from the University and the General Directorate of Education in Riyadh. Then, English language teachers were recruited through coordination with local education offices and contacted directly via WhatsApp, where the study objectives and participation benefits were clearly explained.

Data collection began with pre-observation classroom visits using a pre-designed observation checklist. Due to time constraints, supporting evidence such as lesson plans, student activities, and assessment tools were collected via WhatsApp communication to ensure completeness of the data.

Professional development was a key component: 32 teachers from both control and experimental groups attended a certified 8-hour training on differentiated instruction, while 17 experimental group teachers received an additional 15-hour training on using Generative AI tools in education, all delivered asynchronously through a certified training platform.

Following the training, post-observations were conducted. Teachers in the experimental group also completed an attitude scale and participated in semi-structured interviews via WhatsApp to provide qualitative insights.

Statistical analysis was performed using SPSS, including Pearson correlation, Cronbach’s Alpha, Mann-Whitney U, and Kruskal-Wallis tests to validate reliability and assess significance.

This project offers an innovative and creative solution by integrating GAI tools into professional development programs for English teachers to enhance differentiated instruction practices. While differentiated instruction is widely acknowledged as an effective teaching strategy, its implementation remains a challenge due to teachers’ limited time, resources, and expertise. The innovative edge of this project lies in leveraging AI to overcome these barriers in practical, user-friendly ways.

The scalability of this idea depends on the level of advancement reached by generative AI tools in assisting the teacher to implement differentiation in their classroom by providing appropriate, accurate, and highly reliable materials and tools. It also relies on the teacher's skills in formulating commands in the required and appropriate way to obtain suitable outputs.

it empowers teachers with advanced tools that enhance differentiated instruction practices. This directly impacts the educational experience of students. By training teachers to effectively integrate generative AI tools, it promotes differentiated instruction that can meet the varied learning needs of students. The use of AI tools helps teachers to cater to different learning styles and abilities can receive tailored educational support.
The study uses a multi-method approach, incorporating an observation checklist, attitude scale, and interviews, ensuring a comprehensive evaluation.

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