Abstract:
Individual differences imply distinctive attributes which exist within individual discerning
one from another. In academic sphere, the matches or mismatches of instructional
practice with the students’ learning preference is usually determined by the awareness
teachers held about students’ learning uniqueness. Therefore, this paper reports
descriptive survey study assessing teachers’ awareness and handling of students’
individual differences mainly motivation and attitude, ability, personality, learning
strategy and gender in English classroom. The researcher employed three instruments:
questionnaire, classroom observation and interview as data gathering tools.
Questionnaire and observation were used about teachers’ classroom practice but
interview for their awareness.170 students randomly and8English Language teachers
purposively were selected as sources of data. For the intention of making the data clear
for the readers, percentage was used to analyze quantitative data whereas qualitative
data were described narrating in words and whose interpretation was done in
accordance with the objectives of the study. Findings of the study indicated teachers were
not handling their students’ individual differences and aware of them in the classroom.
Moreover, teachers also were not providing and addressing learners’ learning
differences. Finally, based on the findings, recommendations were pointed for the
responsible stakeholders to find solutions.
