The paradox of individualization in teaching in large classrooms: the balance of diversity and motivation in teaching English in high school

Abstract

The contradiction between individual learning and learning in a large classroom remains a constant problem in modern English language education. This article identifies and systematizes the paradox of individualization – a fundamental contradiction between taking into account the diversity of students and the structural limitations of learning in a large classroom. Based on the theory of differentiated learning, motivational foundations, and empirical research, we argue that effective learning in a large classroom requires rethinking individualization: not as individual learning, but as a strategic design of the learning environment that allows students to advance along differentiated paths within a single classroom structure. To confirm this point of view, we analyzed a quasi-experimental 2024 study using mixed literature circles in high school English lessons, which significantly improved learning motivation (from 75.07 to 81.91, p=0.001) and self-efficacy (from 90.11 to 94.70, p=0.001). Based on this evidence, four main strategies are proposed: progressive learning structure (step-by-step student-level support), strategic technology integration (digital tools for differentiated content and instant feedback), peer-organized learning structures (group collaboration and mutual assessment for individual guidance), and flexible grouping with multi-level tasks (solving various tasks). Finally, the article proposes the concept of collective individualization, which translates individualization from a one-sided approach by teachers to the joint creation of a community in the classroom, ensuring a balance between diversity and effectiveness in conditions of limited resources.