Camtree Digital Library (Univ. of Cambridge)
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A case study of a 1-to-1, TA-led, push-in, ASD Intervention for Grade 8 Students in an International School in Hong Kong
No full textThis case study investigates a 1-to-1, teaching assistant-led, push-in intervention for Grade 8 students with Autism Spectrum Disorder (ASD) in an International School in Hong Kong. The research question focuses on the intervention's effectiveness in improving language skills and enhancing task understanding for students with ASD. Data collection includes semi-structured interviews, classroom observations, and assessment data. Findings indicate positive outcomes in language skill improvement for Grade 8 students with ASD through the intervention. Implications highlight the importance of addressing specific challenges, such as perspective understanding, conversational skills, sensory overload, and social interaction. The study underscores the significance of inclusive education and the school's responsibility in ensuring academic and social success for students with ASD. Recommendations include hiring additional Inclusive Education Specialist (IES) staff, increasing intervention sessions, and offering professional development for all teachers
A critical investigation, using approaches drawn from action research, into how Year 9 students' learning about unseen poetry can be developed through a focus on accent and dialect in writing
No full textUniting the importance of sound within the teaching of poetry, with the notion of identity actualised through authentic poetic voice, this study examines how poetry written in a dialect can influence and thus develop students’ approaches to unseen poetry. Explored are the ways in which studying dialect poetry facilitates meaning-making within a ‘new typical poetry classroom’ that intertwines ideas of performance and analysis and how, by extension, this offers a space to reflect on students’ own identities and the world around them.
Students' poor performance in speaking in English
No full textContext: At the Federal Government Girls' College Bwari, Abuja, Nigeria, students aged 13-15 struggle with speaking English fluently due to their reliance on native languages and Pidgin English at home.
Aims: To improve students' English speaking skills by addressing pronunciation, vocabulary, and use of tenses, overcoming their indifference towards making errors in spoken English.
Methods: Focus group discussions, peer observations, and reflective journals were used to gather insights on students' speaking challenges and perceptions of teaching strategies.
Findings: Students demonstrated a lack of concern for correct English usage, attributing it to a cultural belief that fluency in English does not correlate with success. Interventions such as debates, impromptu speaking, and retelling stories improved engagement, vocabulary, and pronunciation.
Implications: Incorporating engaging and interactive activities like debates and storytelling can enhance students' speaking skills, motivation, and confidence
Students' difficulties during spelling tasks
Get PDFContext: The study examines spelling difficulties among Year 9 students aged 13-16 at Community Junior High School Idata-Ilagbo in Lagos State, Nigeria. The rural setting and lack of English instruction contribute to students' poor English language background.
Aims: To investigate students' perceptions of spelling tasks, their engagement in class activities, and the effectiveness of instructional strategies to improve spelling skills.
Methods: A mixed-method approach was used, including focus group discussions with seven students, classroom observations by a colleague, and reflective journaling by the teacher to understand and address the students' spelling difficulties.
Findings: Students generally had a positive perception of spelling tasks, although some expressed fear. The study identified a need for earlier introduction of spelling words and found that practice and group activities enhanced students' performance and confidence in spelling.
Implications: Early distribution of spelling words and incorporation of group practice can improve spelling skills. Tailoring spelling tasks to students' proficiency levels and ensuring active engagement can foster a better learning environment and enhance spelling competencies
Supporting teachers teach writing in challenging contexts
Get PDFContext: This research investigates teaching writing skills at secondary schools in Mali, targeting teachers and students aged 14 to 17. It explores the challenges of teaching writing in a remote environment exacerbated by the COVID-19 pandemic.
Aims: The study aims to improve the teaching of writing skills through WhatsApp mentoring, addressing teachers' lack of engagement and methodologies in writing instruction.
Methods: A qualitative approach was utilized, involving focus groups and questionnaires. Teachers provided videos and photos of their writing instruction, with ten teachers from Koulikoro, Sikasso, and the district of Bamako participating.
Findings: Teachers predominantly assigned essays and letters for homework but lacked specific approaches for teaching writing. The study introduced the product and process approaches to writing, alongside two writing activities, leading to enhanced teacher motivation and student engagement in writing tasks.
Implications: The findings underscore the effectiveness of innovative approaches and technology in teaching writing skills. Introducing the product and process approaches, along with implementation of engaging activities, can improve writing instruction and student outcomes
A case study of a one-to-one SEN TA and Speech Therapist led pull-out Chinese learning intervention for Year 4 pupils with ADHD in a Hong Kong IB school
No full textThis case study aims to determine whether a pull-out intervention for pupils with ADHD is effective for these pupils' Chinese-language learning. This intervention happens in a Hong Kong school, where English is used for teaching instruction, while Cantonese is generally most pupils' native language and Chinese their third language. Students in Hong Kong are required to learn Chinese well, although Chinese is difficult to learn because of the complicated strokes and pronunciations. This case study focuses on individual students' needs and provides insights into the intervention received. It adopts a subjectivist approach and uses qualitative methods. Data showed that the one-to-one intervention helped because of the focus on individual needs and its use of adaptive teaching methods. However, such an intervention is very costly, and with the current manpower in this field, it is hard to maintain the frequency that this kind of intervention needs. The effectiveness also varied for different pupils
How to enhance students' writing skills?
Get PDFContext: This research was conducted in a rural school in Thailand, focusing on Grade 12 students (17-18 years old) to address challenges in English writing skills.
Aims: The study aimed to enhance students' writing skills, specifically targeting their ability to write accurately and expressively in English.
Methods: Employing questionnaires, peer observations, and reflective journals, the research explored students' preferences in writing tasks, reasons behind writing errors, and feelings about sharing written experiences. It also examined the teacher's role in supporting accurate writing through a process-writing approach.
Findings: Students preferred writing tasks that were relatable to their lives and expressed difficulties in using vocabulary and syntax effectively. A process-writing approach, which included pre-writing, drafting, revision, editing, and sharing stages, improved students' vocabulary acquisition and writing confidence.
Implications: The study highlights the effectiveness of the process-writing approach in improving students' writing skills and suggests the need for vocabulary support, practice, and detailed feedback in the classroom
A case study of a small-group EAL intervention for Grade 5 students in an International Baccalaureate (IB) school in Vietnam
No full textThis paper aimed to examine the effectiveness of an English as an Additional Language (EAL) intervention for a small group of Grade 5 students. The intervention took place in an International Baccalaureate (IB) school in Ho Chi Minh City, focusing on developing the students' verbal expression and listening comprehension skills, while also building their social language and connections with peers. The study uses a mixed method case study approach, including unstructured, non-participant observations, an interview with the EAL teacher together with a survey sent to all the Grade 5 Homeroom teachers and TAs and students' assessment data to critically evaluate the effectiveness of the intervention. Results indicate that the EAL intervention had a positive impact on the students' language skills and social connections, as evidenced by improvements in their verbal expression, listening comprehension, social language and peer connections; as well as characteristics of a good EAL practice model suggested by Carder (2007) and the Prism model of Thomas and Collier (1997) reflected in the EAL intervention. The session also proved the principles of the Responsive Classroom approach by NEFC, where students' social and emotional development is of equal importance as their language and academic growth. The findings suggest that more helpful CPD activities and opportunities for students to enhance their communicative skills outside the classroom may offer promising approaches to improving EAL students' language proficiency and social integration
Difficulties of speaking English in primary school
No full textContext: This study, conducted in a rural primary school in western Kordofan state, Sudan, focuses on Grade 6 students aged approximately 12 years, exploring the difficulties they face in speaking English, a language introduced to them only three years prior.
Aims: To identify and address the challenges students encounter in speaking English, including grammar, vocabulary, and pronunciation, aiming to enhance their confidence and competence in oral communication.
Methods: The research employed exploratory action research methodology, involving focus group discussions with students, lesson observations, and reflective journals to gather insights into students' perceptions of speaking activities, instructional strategies, and the teacher's approach to teaching speaking.
Findings: Students showed a preference for pair-work speaking activities, reporting that peer support reduced their fear of making mistakes. However, they also highlighted significant difficulties with grammar, vocabulary, and pronunciation. The study identified a need for pre-speaking activities, visual aids, and more speaking practice to address these issues.
Implications: Effective speaking instruction may need to include a variety of activities that encourage student interaction and provide support for language development, focusing on the creation of a supportive environment that encourages risk-taking and emphasizes communication over correctness to build confidence and improve proficiency in speaking English
Empowering early learner teacher teams to develop handwriting skills using a digital writing device
Get PDFBackground and purpose: The focus of this research was in the areas of early learner handwriting skills and teacher empowerment, specifically how digital writing devices impact the development of handwriting skills.
Aims: Such a study was important as digitisation of classrooms is prevalent, thus necessitating an investigation to explore if digital writing devices produce the same level of development as traditional methods of pencil on paper amongst early learners aged 3 to 6 years old in Bahrain.
Design or methodology: The mixed methods methodology approach adopted in this study included, for the first time in Bahrain, a comparative analysis study of thirty students aged 3 to 6 years, registered at a private institute, over a six-week period, as well as interviews with experts and local teachers. The institute’s teachers and families were also surveyed for their perspectives.
Findings: The findings from this research provided unique evidence that early learner students using digital writing devices while learning to write, had significantly poorer outcomes. The main conclusions drawn from this study are that early learner handwriting lessons should be a digital-free zone and young students should not be introduced to digital writing until handwriting skills are competently developed.
Conclusions, originality, value and implications: This dissertation recommended using the results of this survey to empower teachers to guide and offer the best option to families for their children. Further recommendations are for educational leaders to increase in-school opportunities to develop graphomotor skills and to include digital writing device familiarisation sessions for young students and parents. Future studies in this area can be carried out by schools and institutes, they should be longitudinal, include greater student numbers and narrow the age parameters in order to validate this research’s findings