Abstract:

The aim of the study is to investigate the effect of thinking-style-based differentiated instruction on achievement, attitude and retention in vocational foreign language, specifically in two units. Pre-test/post-test control group model and quasi-experimental design were used in the study. The study was carried out in Vocational Foreign Language-II course with 43 sophomores studying Tourism and Hotel Management at Nevşehir Vocational College, Nevşehir Hacı Bektaş Veli University. Data were collected using Thinking Styles Inventory, Vocational Foreign Language-II Achievement Test and Vocational Foreign Language Attitude Scale. Functions, levels and scope of thinking styles were taken into consideration. Process was differentiated in the study through entry points (narrational, foundational, experiential), learning centres, complex instruction, orbital studies, stations and learning contracts. According to the results of the study, it was found out that achievement and retention scores of the students in the experimental group were significantly higher than the ones in the control group; however, there was no significant difference between groups’ attitude scores towards the course.

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