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Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: Georgia, serif;">The present study investigates how pre-service and in-service primary EFL teachers in Germany consider individual differences (IDs) when making long- and short-term planning decisions. Participants were presented with two vignettes designed to initiate prospective reflection processes typical of (professional) planning. The resulting written reflections were analyzed alongside qualitative content analysis with a focus on the nature and degree of learner referencing. Results indicate that learner references were predominantly generic, while differentiated references occurred less frequently. When differentiation was present, it was primarily performance-based. Although references to ID dimensions appeared comparatively rarely and unsystematically, they addressed a broad variety of ID dimensions. The study discusses the implications of these findings for teacher education, arguing for more structured and supported opportunities to practice knowledge-based, heterogeneity-sensitive prospective reflection.</span></p>

idle.2026.04.01.pdf

Original Research 

idle.2026.04.01.xml

“All Learners will Enjoy this!” The (Limited) Integration of Individual Differences in Primary EFL Teachers’ Task Planning