Abstract
The aim of this study is to examine the relationship between the differentiation of teaching and pedagogical and technological decisions of university students. The differentiated teaching self-efficacy and pedagogical and technological competencies of students studying in foreign countries were studied. For this purpose, the pedagogical and technological relational learning of students studying English at the university was studied. This research was carried out with qualitative research design. A case study was conducted using the qualitative research method. This method was chosen to reveal the current situation. 82 university students were voluntarily selected as the study group. In this study, which was conducted in Kazakhstan in 2021–2022, the opinions of foreign students studying at the university with voice recorders were taken. In the study, three open-ended questions prepared by the researcher were asked. The data is thematised using the content analysis method and explained in detail. As a result of the research, it was concluded that differentiated teaching methods increase pedagogical competencies and that education with technological support is very important. Once again, it is seen that the problems experienced in teaching English are caused by teaching. It can be said that university students do not have enough knowledge about language teaching. Keywords: English, differentiated instruction, proficiency, university, technology;