Differentiated instruction (DI) has shown positive effects on the success of language learning as compared to traditional teaching. Examining teachers’ beliefs pertaining to differentiation is important owing to the fact that teachers’ beliefs shape their pedagogical practices. Therefore, this study is aimed at exploring English teachers’ beliefs on DI and their reported strategies in the Hungarian secondary school context. Altogether 28 English teachers were interviewed between 2019 and 2021 using a semi-structured interview guide, and the constant comparative method was employed to analyse the data. The findings indicate that teachers mostly differentiate based on students’ readiness levels, while a focus on learners’ profiles was scarcely mentioned. The teachers perceived differentiation as an important yet challenging task; additionally, several of them showed low self-efficacy beliefs in DI. A novel DI tool, gamification, was also mentioned. This study concludes that raising the awareness of English teachers about DI with regard to its conceptualisation as well as its possible applications would be imperative in enhancing the effectiveness of language learning and maximising the capacities of each individual.

与传统教学相比，差异化教学（DI）对语言学习的成功产生了积极影响。检查教师关于差异化的信念很重要，因为教师的信念塑造了他们的教学实践。因此，本研究旨在探讨英语教师对 DI 的信念及其在匈牙利中学背景下报告的策略。2019年至2021年间，采用半结构化访谈指南共采访了28名英语教师，并采用常数比较法对数据进行分析。研究结果表明，教师主要根据学生的准备程度进行区分，而很少提及关注学习者的概况。教师认为差异化是一项重要但具有挑战性的任务；此外，他们中的一些人在 DI 中表现出低自我效能信念。还提到了一种新颖的 DI 工具，游戏化。本研究得出的结论是，提高英语教师对 DI 概念化及其可能应用的认识对于提高语言学习的有效性和最大限度地发挥每个人的能力至关重要。