Аңдатпа
In the context of modern higher education, teaching English as a Foreign Language (EFL) to students in non-linguistic disciplines presents distinct challenges due to wide variations in learners’ proficiency levels, motivation, and academic goals. This study explores the implementation and effectiveness of Differentiated Instruction (DI) in EFL teaching among undergraduate students enrolled in the Information Systems program at Sh. Ualikhanov University in Kazakhstan. Grounded in constructivist and sociocultural learning theories, the research employed an experimental mixed-methods design. The experimental group received DI-based instruction, including tiered tasks, flexible grouping, and choice-based learning, while the control group followed traditional instructional methods. Quantitative results demonstrated statistically significant improvements in the experimental group’s language proficiency across all four skills, with particularly strong gains in speaking and writing, compared to the control group. Qualitative data from student reflections and teacher observations indicated increased motivation, confidence, and classroom engagement. The findings further suggest that DI promotes inclusive learning by accommodating diverse proficiency levels, aligning instructional content with students’ professional interests, and reducing language anxiety. The study concludes that DI is both feasible and effective in resource-constrained higher education contexts, contributing to academic equity and the development of professional language competence. Implications for teacher training and curriculum design are discussed.