Challenges and Strategies of Teaching English to Mixed-Ability Classes: A Study of Five Tunisian Preparatory Schools

Abstract

This study investigated challenges faced by teachers and the strategies used in instructing mixed-ability classes. It involved 50 full-time Tunisian EFL teachers. They were randomly selected from five preparatory schools in Greater Tunis. Half of the participants were females. They were aged between 23 and 60 years old. A survey questionnaire was adapted from Al-subaiei (2017). The results showed that Teachers of mixed-ability classes faced many challenges. This entailed a thorough understanding of each student’s preferred learning styles, strengths, and areas of improvement. Teachers have used several methods, such as flexible grouping, grading tasks etc. In addition, teachers stressed the importance of a good cooperative learning environment to guarantee students’ progress. Adopting these strategies would not only help teachers overcome the difficulty of managing diversity but also remodel students’ diversity into a real asset for improving the learning experience.