What impact does the use of differentiation when teaching writing to KS1 Primary 3 EAL students effectively support and challenge students to create engaging lessons in a primary school in Hong Kong?

Authors

  • Siobhan Marie Connelly University of Sunderland

Abstract

This paper undertakes an investigative approach to evaluate the effectiveness of differentiation on KS1 English as an Additional Language (EAL) Primary 3 students during writing lessons. The researcher undertook a small-scale action research project using multi-data collection through observation, self-noticing and evaluated pre and post-test results to examine the impact of the intervention. The action research used the four-stage model of planning, acting, observing, and reflecting over three cycles which allowed for deeper research and intervention implementation. Findings suggest that implementation of scaffolding and group work allowed for progress in pre and post-test results, supporting the constructivist view that students build on previous knowledge and learn from more experienced others. As it was a small-scale research project, there are still knowledge gaps, and it would be recommended to have continuous research to gain optimal results.

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Published

31-12-2022 — Updated on 31-12-2022

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How to Cite

“What impact does the use of differentiation when teaching writing to KS1 Primary 3 EAL students effectively support and challenge students to create engaging lessons in a primary school in Hong Kong?” (2022) Sunderland Reflective Action in Education Journal, 1(3), pp. 31–46. Available at: https://ojs.sunderland.ac.uk/index.php/sunrae/article/view/7 (Accessed: 28 March 2024).

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