SIOP 模型英语写作

The paper looks at the current practice of CBI (Content-Based Instruction) and the Sheltered Instruction Observation Protocol (SIOP) Model as dominant methodological approaches of teaching a foreign or second language (FL/SL) and proposes some useful teaching strategies for the development of L2 skills not only in the public school system of the USA but for similar teaching environments in other countries where English is a medium of instruction of at least a few content subjects. The paper specifically addresses the difficulties many in-service and novice teachers experience during the SIOP lesson planning to come up with meaningful language teaching objectives in order to facilitate learning of both content and all four basic language skills such as reading, writing, listening, and speaking (Bautista & Castañeda, 2011, Bigelow & Ranney, 2005, among others). The main proposal of the paper on how to advance these skills is informed by the best practices of teaching and learning that follow English Language Development (ELD) standards of certain states and International TESOL standards. With these guiding documents and teaching principles drawn from a variety of reputable sources, the paper offers some hands-on strategies and teaching scenarios that could potentially enhance the focus on linguistic form, function, and structure during content lessons to facilitate L2 learning, and this focus includes word decomposition skills that are instrumental in vocabulary learning and complex syntactic structures such as passives during teaching Social Studies and Math lessons. The paper will be useful for both inservice teachers and teacher candidates who are preparing to deliver sheltered courses of various subjects in schools such as Math, Science, Social Studies, Language Arts, and so on. The paper also touches on the division of labor between content teachers and ELS professionals on how they need to collaborate to be able to better serve L2 learners at the various stages of L2 skill development.

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The need to communicate through English and the desire to practice English in the teaching process has turned a public junior high school in Wonosobo, Indonesia, into one of the schools that hold an "English on Wednesdays" program to implement bilingual-like nuance. This conceptual paper highlights a natural phenomenon that occurs in that institution dealing with the desire to improve the competence of teachers and students in communication by programming "English on Wednesdays." The dilemmas related to teaching are felt by teachers, especially non-English teachers who do not have an English background, yet they are enthusiastic about this program. Thus, this paper will propose a framework called "The Alternative SIOP Model" that will help teachers overcome the dilemmas in teaching the "English on Wednesdays" program that emphasizes self-efficacy to develop teachers' competencies on lesson preparation and communication. This conceptual paper used the systemic review to gain information from theories and research findings related to the topic. Keywords: teachers' dilemmas; teachers' self-efficacy; the alternative SIOP Model

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The Sheltered Instructional Observation Protocol SIOP is a model designed to assist teachers in organizing and planning the lessons delivery through different stages. This model is also useful in enhancing the students’ achievement and minimizing any chance of educational failure. However, EFL teachers need to be trained in order to guarantee successful implementation of this model. This study examined the implementation of the SIOP model from teachers’ perspectives after they attended an introductory workshop in a private school in Riyadh city, Saudi Arabia. The study adopted the qualitative approach for collecting and analyzing the data. The sample of the study consisted of seven English language teachers (4 females & 3 males). Two data collection instruments were used, namely, observational sessions and a semi-structured interview. Most of the researcher interaction with the sample was done online due to the outbreak of Covid-19 pandemic. The workshop and the interviews were done through Zoom video communication. The central findings of this study reveal that the majority of the teachers have covered all SIOP components during their lessons. Moreover, it was found that there is a relationship between the implementation of the SIOP model and the students' learning motivation. Furthermore, the results showed that the SIOP implementation might help in enhancing the teachers’ proficiency. Besides, it was revealed that most of the teachers had a positive attitude towards the implementation of the SIOP model. However, they claimed that time and place might hinder any future implementation of the SIOP model. This study recommends a larger sample size, longtime study application and a life sample workshop to guarantee better results. It also provides significant implications which might be useful for EFL teachers, policy makers and interested researchers. 

School education in Pakistan has allocated resources to upsurge English language learners (ELLs) academic achievement. But in spite of concerted efforts, students of English language specifically at elementary level continue to lag behind in their academic achievement. Additionally, English language teachers feel themselves unequipped to fulfill the linguistics and academic needs of these learners without relevant professional development training. The main objective of this quasi experimental pre-test post-test design study, therefore, was to analyze the effect of SIOP model on students’ achievement in English in comparison with students who were not taught using this model. All the students enrolled in grade 8th in elementary schools of district Lodhran served as study population. Two intact/pre-existing sections of grade 8th in two elementary schools were taken as study sample. One section with 32 students (experimental group) was taught using SIOP model while the other section with 40 students (control group) received instruction with conventional methods. The inferential analysis of pre-test post-test data exhibited statistically significant differences in experimental group students’ English achievement level who received instruction with SIOP. Findings of this study suggest that the use of SIOP model has positive effect on English language learners (ELLs) academic achievement as well as closing the English achievement gap. Finally, this study provides valuable implications for teachers, school administrators and policy makers to improve academic performance of English language learners.

This study evaluates the Sheltered Instruction Observation Protocol (SIOP) model and its application in the Saudi classroom from the English language teachers’ perspective. The study used a descriptive study design, with a selected sample of 300 male and female English language teachers from elementary and middle schools. The research conducted a group-wide comparison using the Statistical Package for Social Sciences (SPSS). Findings illustrate that educational qualification, career status, job experience and training courses substantially affect application of the SIOP model in the classroom. Results also show that technical, financial capabilities and teachers' qualifications enable the SIOP implementation in the Saudi classroom. The study suggests the implementation of the SIOP model for the sake of transitioning from the traditional English language education system to more advanced methods concerned with the systematic evaluation of English language teachers and classroom environment standards. The recommendation includes training teachers on the SIOP model and emphasizes providing other countries with the guidelines related to SIOP implementation in the English classroom.

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. Article visualizations:

The increased number of English learners (EL) in mainstream classrooms in the United States necessitates the use of effective strategies to support ELs' learning. Previous studies have shown that the sheltered instruction observation protocol (SIOP) model is effective in teaching content subjects to EL students. In this chapter, the SIOP model has been incorporated to teach a science unit to students of level-3 English proficiency. This chapter includes an introduction, literature review, unit about plants, and conclusion. The unit has 10 lessons with several features of the SIOP model to serve as an example for mainstream classroom teachers. Features used in this unit include visuals, graphic organizers, vocabulary previews, hands-on activities, video clips, charts, rubrics, and different forms of assessment. If implemented, the SIOP model can be a tool for classroom teachers in making content knowledge accessible to EL students and help them succeed in their learning.

This study was aimed at: (1) investigating the improvement of students' conceptual understanding of mathematics, (2) investigating the improvement of students' academic language of mathematics, and (3) investigating the response of students toward the implementation of SIOP Model. This research was a classroom action research which was accomplished in three cycles. Each cycle consisted of four steps namely planning, acting, observing and evaluating, and reflecting. The subjects of this research were the tenth-grade students in bilingual class namely X MIA 2 of SMA Negeri Bali Mandara on the second semester of academic year 2016/2017. Data of students' conceptual understanding and academic language of mathematics were collected by conceptual understanding of mathematics tests using essay test on the end of each cycle, while data of students' response toward the implementation of SIOP Model were obtained by questionnaire. Data that had been collected therefore were analyzed descriptively. The results show that students' conceptual understanding and academic language of mathematics improves on each cycle. Students' response toward the implementation of SIOP Model in learning mathematics is on the positive category. This study concludes that the implementation of SIOP Model could improve students' conceptual understanding and students' academic language of mathematics.

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WebQuest is an inquiry-oriented learning tool in which the majority of the information learners interact with, comes from Internet resources, according to Bernie Dodge, who conceived and named the concept (Dodge, 1997). Students are given a job and instructed to do it using Web resources. The current study explores the impact of learning in a sheltered Internet environment, “WebQuest,” on improving the academic writing skills of English for Academic Purposes (EAP) non-native English speakers. It also investigates the impact of using sheltered online instruction on improving the soft skills of EAP language learners. In addition, the study assesses the impact of sheltered online instruction on reducing the writing anxiety levels of writers in the International English Language Testing System (IELTS; Writing Task 1 and 2). To reach such end, three groups of EAP learners were selected to participate in the study adopting three learning styles: sheltered online instruction (the experimental group, 15 ESP university students), unsheltered online instruction (free Google search) (the first control group, 19 students), and sheltered offline instruction (the second control group, 20 students). Instruments used included a sample of the IELTS writing test, Brookings Soft Skills Rating Card, and Second Language Writing Anxiety Inventory (SLWAI). Sequential exploratory mixed method was used as it consists of both quantitative and qualitative data analyses for the elaborate explanation of results. Successive rounds of data analyses showed the plentiful gains of the EAP students in their academic writing skills and the level of their soft skills. It is also revealed that EAP students are not as anxious and reluctant to write as before. In addition, the analysis of the students’ responses to the semi-structured interview revealed that learning in sheltered Internet environments represents an interesting as well as motivating learning experience. Therefore, it is necessary for WebQuest to be implemented as a sheltered online instruction strategy in language learning and to design sheltered Internet environments other than WebQuest to improve the quality of the teaching process.

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The Developing and Teaching Academic Writing (DATAW) Global Online Course (GOC) is a teacher professional development course for writing educators in diverse contexts. The DATAW GOC was designed to employ a flexible, learner-centered pedagogy that combines Backward Design principles, foundational concepts of academic writing, andragogical strategies, and sheltered English instruction standards to create optimal learning activities for a highly heterogeneous group of adult learners with different language skills and teaching experience. It also integrates modeling and scaffolding of teaching strategies, experiential learning tasks, project-based activities, and application of knowledge to GOC participants’ teaching contexts and their students’ needs. In this reflection article, we make connections between our DATAW course design decisions and our observations from course delivery. Teaching the GOC across 8 terms to 850 participants from 103 countries revealed significant variation in teaching contexts, class size, workload, pedagogical practices, educational systems, and English language proficiency. These insights guided our iterative revisions at the end of each term, which allowed for continued tailoring and improvement of materials and tasks in response to the contextual possibilities and inhibitors in participants’ global contexts. By balancing theory and research-based best practices with participants’ real-life needs, the DATAW GOC provided a flexible, responsive platform for educators to improve their teaching practices, ultimately cascading their pedagogical knowledge to positively impact academic writing instruction in a globalized educational landscape.

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thinking and * literacy, academic learners, learning in english learners academic literacy and thinking learning english learners academic literacy and thinking learning english learners academic literacy and thinking learning english learners, academic literacy, and thinking english learners’ academic literacy and thinking. learning gibbons finals to malloy national writing project english learners academic literacy and thinking learning college of education, teacher education university of gibbons finals to malloy collaborative learning project supporting long-term english learner students in mastering tricia hedge teaching and learning pdfsdocuments2 effective professional development for teachers of ells sheltered instruction for educators digitalmeasures.utep esl students with disrupted learning resource list webinar: supporting long term english learner students in english learners’ academic literacy and thinking. learning copyright © 2010 wested. all rights reserved. no part of textbook list spring 2016 edis english language learners (ell) two main topics for my oral language in disciplinary lled 360: classroom discourses and english language edrd 523: reading and writing in the content areas for pre 84 honda motorcycle manual browserfame reading and writing in the content areas edrd 523 (3 trost elementary school cosa scaffolding second language learning across the curriculum the university of british columbia department of language clesol 2010 researchspace home spced ge 2055 literacy of the special learner – spring 2014 earth science earthquake study guide answers ebook fifty strategies for teaching ells (2003) region 17 esc teaching refugee and war-affected students bibliography link.springer engagement is the essential “e” in the lydia stack esl the austin independent school district and the quality 1 exploring science spzone encyclopedia of tourism routledge world reference ebook common core and the implications for els revised 91612 final 3 chord rock easy guitar three fakof objectives for the day sccoe the bestseller heinemann writing tricia hedge pdfslibforme

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Abstract:The authors culled evidence-based recommendations and guidelines for effective instruction from practice guides and national studies addressing the development of academic language in English Language Learners (ELLs). Working within the framework of the qualitative similarity hypothesis (Paul, Wang, & Williams, 2013), the authors used the evidence base from the ELL literature as a starting point for researching similar findings with d/Deaf students. The etic areas of academic talk, reading comprehension, vocabulary, writing, technology, teacher training, sheltered instruction, and small-group instruction are discussed. Given the parallels in findings (despite the lack of studies in d/Deaf education that meet the design standards for scientifically evidence-based research) between research with d/Deaf students and research with ELLs, the authors, like others in d/Deaf education, suggest that the field should employ the findings from the ELL research to nurture the use of academic language by d/Deaf students.

Abstract Planned instructional scaffolding—the temporary use of materials, routines and structures to support students in doing challenging academic work—is a critical component of English-language reading instruction with emergent bilinguals (students formally categorized as English Language Learners). Although scholars describe how scaffolds should be used to support language and literacy development in classes, no extant research describes how teachers actually choose and use a range of scaffolds that are responsive to the varied skills and needs of larger, diverse groups of emergent bilinguals, all within the complex and dynamic environment of a classroom. Drawing on Walqui’s conceptual framework for use of scaffolds with emergent bilinguals and Corno’s theories of adaptive teaching, this comparative case study of three exemplary teachers’ reading instruction in middle school sheltered English classes focuses on how teachers selected and used instructional scaffolding contingently, by adapting the support to the needs of an individual or the group. Following the call by van de Pol et al., this research also investigates how the teachers’ use of scaffolds was shaped by their immediate context. Data, which include 30 video-recorded reading lessons and 9 teacher interviews conducted over one school year, were analyzed using qualitative methods. Findings show that the teachers’ use of a range of whole-class and small-group planned scaffolds was shaped by their understandings of their class context, namely the heterogeneity of their classes and their adolescent students’ socioemotional needs. The study’s implications for teacher educators, coaches and researchers are discussed.

From the 1960s to the early 21st century, different terms have arisen in diverse research traditions and educational contexts where teachers and researchers are interested in exploring and researching ways of helping learners to learn both language and content at the same time. These terms include content-based instruction (CBI), immersion, sheltered instruction, language across the curriculum (LAC), writing across the curriculum (WAC), and content and language integrated learning (CLIL). Common to all these traditions, however, is the monoglossic and monolingual assumption about academic language and literacy. The dynamic process turn in applied linguistics has changed our view of the nature of language, languaging, and language learning processes. These new theoretical insights led to a transformation of research on LAC toward research on academic languages and literacies in the disciplines. A paradigm shift from monoglossic to heteroglossic assumptions is also particularly important in English-as-an-additional-language (EAL) contexts.

The purpose of this study was to investigate the main strategies of the CTL writing program for university students'' academic ability, which is one of the core tasks of CTL (Center for Teaching and Learning). In this study, we analyzed the current status of CTL writing program to support the academic ability of undergraduate students at 8 universities including Seoul National University, and 2 universities including Seoul National University of Education. In order to improve the academic capacity and academic literacy of college students, the details of CTL writing education program are summarized as 1) a summary writing and writing to QEG-based QER as textbook learning strategy (2) teaching writing ethics guidance based on text borrowing, (3) writing proficiency assessment and teaching for foreign students who are based on sheltered instruction, and Respectively.

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Speaking is commonly regarded as the most challenging skill for EFL learners, yet pedagogical frameworks supporting its development in EFL classrooms remain inconsistently addressed. The Sheltered Instruction Observation Protocol (SIOP) Model was initially developed to help English learners cope with content subjects and simultaneously develop their language in North American classrooms. Although this model has been implemented in various international learning contexts, its impact on improving oral communication skills specifically has not been sufficiently documented. Guided by established scoping review methodology, this review examined empirical research featuring the SIOP Model in relation to its effect on oral communication or speaking proficiency among EFL learners. Records were retrieved from four databases, namely Web of Science, ERIC, Scopus, and Google Scholar, covering 2004 to 2025. Of 14,591 records identified, only two studies satisfied all eligibility conditions: an action research project conducted in Colombia and a mixed methods thesis conducted in Mexico. Neither study assessed oral proficiency using a structured measuring instrument, and both relied mainly on qualitative or self-reported data. These findings reveal a significant gap in the literature and suggest that assumptions about the effectiveness of SIOP in promoting oral proficiency among EFL learners still need further empirical investigation.

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Foreign language anxiety in English learning has always been a major focus of English teaching research. How to relieve English majors’ foreign language anxiety and improve their classroom participation becomes an imperative issue for English teachers. Based on the American teaching model of Sheltered Teaching and Observation Protocol (SIOP), this study explores whether the SIOP teaching model can help relieve English learning anxiety. The experiment on 60 freshmen majoring in business English shows that the SIOP model can relieve students’ foreign language learning anxiety and improve their classroom participation. The SIOP teaching model is worth popularizing in business English teaching.

Sheltered Instruction Observation Protocol (SIOP) is an instructional model for lesson planning and delivery for making content in English more comprehensible for non-native English speakers. If applied to teaching Legal English (LE), it might be useful for both teachers and students. The aim of this paper is to propose a model for teaching LE at university level, based on the SIOP principles. The specificity of legal terminology, the differences among legal systems in the countries, students’ lack of knowledge from the legal field and English teachers’ lack of professional knowledge have been pointed out in the literature as some of the main challenges in teaching LE. However, it seems that no systematic approach has been identified to overcome these challenges. With this study we intended to contribute to that gap. It utilized both quantitative and qualitative research methodology. Conclusions were made based on the findings from two instruments: a questionnaire with forty (40) students of LE at the South East European University (SEEU) in North Macedonia and their reflections. For the reflection activity, students were first delivered a LE lesson based on the SIOP principles and then they were asked to reflect on the experience and compare it to the regular language lessons. Findings revealed that students consider the SIOP lesson more comprehensible than the regular lesson with regard to the most challenging areas of the LE courses, identified from the literature review.

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T his study aimed at developing reading comprehension skills using Sheltered Instruction Observation Protocol (SIOP) among  second-year English majors  at the Faculty of Foreign Languages and Translation, Misr University for Science and Technology. The English reading comprehension skills were identified through developing a checklist. In light of the skills identified, a pre-post reading comprehension test was  constructed and validated by a panel of EFL jurors .The participants, totaling 68,  were divided into two equal groups of 34 students in the experimental group and 34 students in the control. The experimental group students received English reading comprehension instruction using SIOP model, while the control group students received regular reading comprehension instruction. The findings of the study showed that the experimental group students outperformed the control group students in reading comprehension skills.

The main purpose of this study was to determine the impact of sheltered instruction observation protocol on student teachers’ teaching skills and self-efficacy. Questions formulated to achieve the purpose of the study focused on. (1) Determining the teaching skills necessary for the EFL student teachers. (2) Finding out differences in both EFL student teachers’ teaching performance observation checklist experimental and control group. (3) Finding out differences in both EFL student teachers’ self-efficacy scale of experimental and control group. Twenty two EFL student teachers constituted the sample for this study and two instruments-designed by the researchers- were used for data collection. Results indicated that students of experimental group outperformed their counterparts of control group in EFL teaching performance. The effect of sheltered instruction observation protocol model on student teachers teaching skills and self-efficacy was profound and significant. Sheltered instruction observation protocol model was very motivating for student teachers and gave them opportunities to make decisions and be creative.

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The study seeks to compare the effectiveness of Computer-Assisted Language Learning Tools (ChatGPT, Grammarly, and Google Translate) in correcting the occurrences of common errors in English as a second/foreign language (ESL/EFL) learners’ writing. An experimental design offered instructions for Class A with ChatGPT, Class B with Grammarly, Class C with Google Translate, and Class D was the control group with no exposure to any of these tools. Data were collected from texts created by the students based on pictures, both before and after the intervention.  It was found that ESL/EFL learners frequently made eight distinct types of errors in their writing: spelling, punctuation, capitalization, possessive words, verb forms, subject-verb agreement, articles, and prepositions. The interventions across different classes showed that ChatGPT in Class A significantly corrected spelling, verb form, and subject-verb agreement-related errors, Grammarly in Class B excelled in correcting prepositional errors, and Google Translate in Class C effectively addressed errors in article use, capitalization, and possessives. In contrast, the control group in Class D surpassed the others in enhancing punctuation. In Class A, ChatGPT, and in Class B, Google Translate displayed enhanced effectiveness in rectifying common writing errors of ESL learners compared to Grammarly in Class B and the control group. The findings suggest that employing targeted digital tools for distinct grammatical challenges can substantially enhance learning outcomes in a language learning context.

Providing written corrective feedback (WCF) on English-language learners’ (ELLs) writing is an efficacious, but time-consuming practice in English for Academic Purposes (EAP). Advances in generative artificial intelligence (GenAI), such as large language models (LLMs) may afford EAP language educators time-saving tools for providing WCF. In this study, we investigate the capability of GPT-4 Turbo, a LLM, in providing WCF on ELLs’ writing, and compare the feedback provided by GPT-4 with feedback provided by two experienced English-language educators. Data came from teacher and GPT-4 generated feedback on fifty ELL writing samples, collected from two classes at an intensive English programme for non-matriculated college ELL students. We explored the types and numbers of error marking codes utilized, the number of error codes used correctly and incorrectly, and the number of errors missed by the teachers and GPT-4. We found GPT-4 to be less reliable and accurate than the two trained language educators. Both teachers and GPT-4 used error marking codes correctly and incorrectly, as well as missed errors in student writing all together. We conclude, however, that if LLMs continue to improve at the current rate, with better prompt engineering, GenAI may soon allow language educators to share the time-consuming burden of providing WCF on students’ writing. This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/ .

This study evaluates MI Write, an automated writing evaluation (AWE) system, as a benchmark for tracking middle-school students’ writing growth within multi-tiered systems of support. Multilevel growth models were applied to 3,299 students (n = 464 English learners [ELs]) in Grades 6–8 across fall, winter, and spring benchmark writing prompts, estimating change in the MI Write Total Score, six analytic traits, and 81 NLP-derived features. Analyses compared whether growth differed according to EL-status measured as either a binary variable or as continuous measure of English language proficiency. Students gained an average of 1.6 points in overall quality across the school year, a standardized gain of d = 0.32. Non-ELs improved steadily, whereas ELs showed little growth between fall and winter but a steeper rise from winter to spring; total annual gains were equivalent, and English-proficiency did not predict growth. All traits improved, with ELs advancing slightly faster in development and sentence fluency. Feature analysis revealed ELs growing more in foundational skills (sentence complexity, spelling), while non-ELs progressed faster in advanced structures (subordination, sophisticated verbs, rare vocabulary). These distinct linguistic pathways produced similar overall gains, underscoring different instructional needs. Findings support MI Write’s viability as a formative benchmark that can inform data-driven decisions for diverse learners.

The widespread adoption of large language models (LLMs) like ChatGPT in higher education has revolutionized the way university English learners compose, edit, and enhance their academic content. Previous studies report positive effects of LLM-generated feedback on grammar, coherence, and lexical range, but most of them target single tools without a pedagogical framework that specifies when, how, and why students should interact with the tools. This paper fills the void by proposing a “Large Language Model Based Academic Writing Support Framework (LAWSF)” tailored for the needs of university English learners, such as English as a Foreign Language (EFL) and English as a Second Language (ESL) students. The framework is based on a synthesis of 15 peer-reviewed studies related to generative artificial intelligence, automated writing evaluation, learner motivation, prompt engineering, and academic integrity and includes five intertwined layers: diagnostic profiling, scaffolded drafting, multi-dimensional feedback, integrity and reflection checkpoints, and instructor-mediated evaluation. In contrast to traditional automated writing assessment tools that focus primarily on error correction, LAWSF places the LLM in a pedagogical cycle that is engaged by human teachers and students, where students are encouraged to be active agents in the process while avoiding overreliance and thereby promoting the development of prompt literacy and self-regulation. A suggested implementation and evaluation protocol is outlined, including instruments for assessing gains in writing quality, student engagement and perceived ownership of the writing throughout the semester-long intervention. Implications for curriculum design, teacher professional development, institutional AI-use policy are discussed as well as limitations due to model variability, linguistic bias and inequities in access. The paper ends by calling for a structured, integrity-oriented construct to transform the potential of LLMs into ongoing academic writing learning for university English learners.

L2 Writing ability is one of the important criteria for measuring the comprehensive ability of English learners. Researchers have gradually deepened their research on writing ability from the study of common error patterns of second language learners. In recent years, it has also shifted to the use of natural language processing technology to achieve automatic error recognition of written texts. However, there are still few studies that conduct systematic and real investigations on the writing errors of specific second language learners, especially Chinese English learners. Therefore, this paper uses the Cambridge Learner Corpus First Certificate in English to study the test scripts produced by Chinese English learners in a real test environment. The study found that Chinese English learners are greatly affected by the negative transfer of their mother tongue, and often make mistakes in tense, subject-verb inconsistency, punctuation, articles, and prepositions. This provides real data presentation for the existing common errors in writing of Chinese English learners. Through the analysis of common error patterns, this study proposes four teaching strategies: establishing a joint classroom of English and Chinese, intensive training on common errors, cultivating awareness of mother tongue interference, and providing personalized feedback, which provides possible research directions and inspirations for existing writing teaching.

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High school teacher C. Lynn Jacobs noted that the long-term English language learners in her class had improved in reading comprehension but still lacked writing skills. Inspired by a state humanities project, she worked with the students to publish a collection of stories and poems. Writing about their lives provided the motivation, and writing from models of published texts provided the necessary structure for students’ success. She offers step-by-step suggestions for teachers interested in helping English language learners “write better, with more confidence.”

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The present study examined the effectiveness of utilizing the CLIL-based instruction to enhance the engineering-majoring students’ EFL functional writing and critical thinking skills. The 64 participants were third-year engineering majoring students in Misr University for Science and Technology (MUST). They were required to study the ESP course of Academic Writing during the first term of academic tear 2023-2024. They were equally divided into control and experimental groups with 32 students each. The present study employed two different versions of the functional writing and critical thinking pre-and-posttests. It also designed two assessment checklists of the functional writing and critical thinking skills. The current paper analyzed the elicited data quantitatively and qualitatively. The study employed descriptive and inferential statistics for the purpose of data analysis. As such, it employed the mean scores, standard deviations and frequency on one hand and paired samples t-test and independent samples t-test on the other. The findings showed better performance of the experimental students in the functional writing and critical thinking posttest compared to the control group students. They also had higher assessment rates in terms of functional writing and critical thinking skills compared to the control group. Recommendations were based on integrating the CLIL into curriculum planning and design of teaching ESP courses to engineering-majoring

Content and Language Integrated Learning (CLIL) requires balancing subject instruction with language development, creating challenges when teachers lack expertise in both domains. This paper examines how Generative Artificial Intelligence (GenAI) can act as a mediator in CLIL classrooms, addressing gaps in teacher expertise. Tools like ChatGPT and adaptive platforms support language teachers by generating discipline-specific content and activities, while also helping content specialists provide linguistic feedback and pedagogical guidance. Drawing on an implementation in a business CLIL course at the university level, students used GenAI to learn about business topics, generate and refine ideas for marketing strategies and financial analyses, and proofread their assignments before submission, which enhanced engagement, fostered collaboration, and developed both content knowledge and language accuracy. Overall, GenAI has strong potential to bridge content and language gaps in CLIL, provided its implementation is managed responsibly.

: In the context of the new curriculum standard, senior high school English reading for writing instructions have been given new requirements.The CLIL concept aims to enable students to acquire language knowledge and subject knowledge simultaneously and to enhance their bilingual thinking skills and cross-cultural communication skills, which can provide new ideas for improving the efficiency of senior high school English reading for writing instruction and realizing the goal of all-round education. Therefore, this article takes the reading for writing instruction of Unit 2 Travelling Around of PEP Edition of Senior High School English Subject as an example to explore the practice approach of CLIL theory. The 4Cs model of CLIL is used to optimize the teaching effectiveness of English reading for writing instructions in senior high school and to realize the synchronous development of both subject content and language.

Writing accuracy remains a persistent challenge for EFL students in Indonesian vocational high schools, where grammar instruction is often decontextualized. Additionally, low language learning motivation further impedes proficiency, as conventional non-CLIL methods fail to provide meaningful engagement. Content and Language Integrated Learning (CLIL) presents a pedagogically sound alternative, merging subject content with language acquisition to create an interactive and cognitively enriching learning environment. This study explores the efficacy of CLIL in enhancing writing accuracy and language learning motivation among third-grade vocational high school students in Aceh, Indonesia. Employing a mixed-methods, quasi-experimental design, the 12-week intervention integrated CLIL-based lesson plans and e-modules adapted from the national curriculum. The instructional approach emphasized linguistic structures such as cause-and-effect clauses, active and passive voice, modal auxiliaries, and selected tenses (present, past perfect, and future tenses), with structured activities strategically designed to foster motivation. A total of 44 students participated. Writing accuracy was assessed using the Barkovska EFL CLIL assessment grid, while language learning motivation levels were measured through a structured questionnaire. Statistical analyses—including paired t-tests, 95% confidence intervals, and effect size computations—revealed minimal, non-significant differences between the experimental and control groups. These findings suggest that while CLIL enhances learner engagement, further pedagogical refinement and targeted teacher training are essential to optimize its impact on measurable language proficiency outcomes in vocational EFL settings.

This narrative review synthesizes theoretical frameworks and empirical evidence to address persistent challenges in academic writing instruction for Chinese university EFL learners. Despite extensive English education, Chinese students struggle with extended academic writing, particularly when managing disciplinary content alongside language production. The review identifies constraints at linguistic, cognitive, and cultural-rhetorical levels, compounded by systemic issues including assessment misalignment and inadequate teacher preparation. The review advances a Metacognitive CLIL orientation that integrates three established traditions: Content and Language Integrated Learning for authentic purposes, the Cognitive Academic Language Learning Approach for explicit strategy instruction, and self-regulated learning for metacognitive development. This framework maps Coyle's Language Triptych directly to genre-specific moves while embedding planning, monitoring, and evaluation as routine lesson components rather than supplementary additions. The contribution is a theoretically coherent framework that addresses the fragmentation characterizing current practice, where content, strategies, and metacognition are treated separately. By providing operational principles for aligning content objectives, genre expectations, and process regulation, the framework offers practical guidance for curriculum design in Chinese universities. The research agenda prioritizes mixed-method evaluations capturing both writing products and composing processes to validate the integrated approach.

Objectives CLIL(Content-Language Integrated Learning) is an approach that aims to teach subjects through a foreign language, with the dual purpose of content and language learning (Marsh, 2002). CLIL classes require precise mediation of curriculum objectives, language goals, cognitive goals, and cultural objectives. However, there has been a shortage of practical classroom examples, making it challenging for teachers in the field to implement CLIL effectively. This research proposes an approach to bulid a model to integrate coding content and English in line with the 4Cs framework(Coyle, 2006; Coyle et al., 2010). Methods Through peer teacher interviews, teacher journals, and student interviews, students' cognitive and language challenges was detected, thus the model incorporated support into the existing 4Cs framework. Results The support includes providing the native language, multi-modal learning materials, and collaborating. As a result, the 4CS framework with additional scaffolding was presented. Conclusions This research aims to provide guidelines for CLIL instruction, offering detailed examples of CLIL approaches according to specific topics to facilitate the implementation of content-language integration in real classroom settings.

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For future industrial transformation and job structure reform, 2015 and 2022 revised curricula was established as competency-based curriculum. To enhance competencies effectively in the English classroom, content-language integrated learning (CLIL) was presented. CLIL is supposed to achieve both subjects(coding education) and language(English) goals that share the main information processing competency in an integrated approach. The purpose of this study is to adapt CLIL with coding theme. The CLIL model (the 4Cs Framework) that focused on EFL students in previous studies (Kim & Heo, 2020) was applied as a method of teaching coding. Specifically, the framework of content, communication language, cognition, and culture was described in detail as codes, computational thinking, English commands, higher-order and lower-order thinking, learning motivation, and interest. To elaborate the instruction, the 17th lessons of coding-English integrated class templates following the 4C components and support was suggested. As a result of the experimental class, learners who took the CLIL class had a positive change in English writing fluency, and they improved their coding problem-solving ability and interests. This study implies to show reality in CLIL classes and demonstrate the implementation of content-language integrated classes in the field by describing examples of the CLIL approach based on coding theme.

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College EFL writing course is both humanistic and instrumental, thus it has an important educational function. The CLIL is an effective approach to optimize foreign language curriculum system and provides a new mode for integrating ideological and political contents into foreign language instruction. It facilitates the development of learners’ language proficiency and think abilities. Therefore, the present study explored the feasibility of integrating ideological and political contents into College EFL writing curriculum under the guidance of CLIL approach, aiming to provide new perspectives for the reform of EFL writing curriculum.

This study utilizes a systematic review approach to examine current research in content and language integrated learning (CLIL) and English-medium instruction (EMI). Studies were examined for their use of language-related and content-related writing measurement and outcomes. Findings on CLIL/EMI writing measurement shows that studies have utilized a variety of methods for measuring language, but measurement of the content dimension is limited. While some studies in the review combine multiple types of writing measures, CLIL writing research often does not simultaneously assess both the language and content dimensions of writing. For writing outcomes, the reviewed studies show CLIL/EMI generally equals or exceeds traditional language classrooms and that CLIL/EMI instruction leads toward growth in some but not all (i.e. accuracy), language-related metrics. However, regarding the content dimension, the findings are mixed and show CLIL/EMI writing generally does not communicate disciplinary content knowledge appropriately. It is recommended that future research gives more attention to measuring both the language and content dimensions of writing while also incorporating new methods for measuring discipline-specific content in writing. It is also recommended that instructors increase their language awareness and reconsider how disciplinary writing is taught in their CLIL/EMI classroom.

ABSTRACT This paper examines written language accuracy in a content and language integrated learning (CLIL) and a non-CLIL instruction context including grade and gender in the analysis. Essays written by 393 third and fourth year CLIL and non-CLIL secondary education students were evaluated by two measures of second language (L2) accuracy: error-free sentence ratio and errors per word ratio. Errors were analysed and scored as syntactic, morphological, lexical, lexicogrammatical, spelling and punctuation errors. Results revealed that accuracy progressed with grade significantly in the CLIL instruction context whereas in the non-CLIL group only lexicogrammatical errors decreased significantly. The analysis of error subtypes revealed some cases of regression and stabilisation tendencies, with articles posing problems in both contexts and prepositions, determiners, voice, subordination and word order in the non-CLIL context. As regards gender, female participants did not significantly outperform their male peers in written accuracy in the CLIL group as they did in the non-CLIL group indicating that CLIL may help balance gender differences.

This study investigates Dalton-Puffer theory which state that writing is one of unaffected by CLIL method. Dalton-Puffer (2007) stated that the term Content and Language Integrated Learning (CLIL) refers to educational setting where a language other than the student’s mother tongue is used as a medium of instruction. Here, the researcher focuses on writing skill to know whether or not CLIL method can improve students’ factual report writing skill as well as to know students’ response towards the implementation of this method. This research was conducted in two eleventh-grade social classes of Senior High School 1 Garawangi, in which each class consists of 30 students. CLIL is a new method, so the researcher employed a quasi-experimental design that was supported by statistical analysis. The present research showed two major findings. First, there was a significant difference on the students’ writing skill after receiving the treatment by using CLIL method in experimental group, which means that CLIL is effective in improving students’ writing skill. Second, students showed positive response towards the implementation of CLIL in teaching and learning process. Keywords: content and language integrated learning (CLIL), factual report, writing skill

ABSTRACT While generative artificial intelligence (GAI) holds promise for supporting academic language and content learning, its role in CLIL science instruction remains underexplored. This mixed-methods study investigates how two GAI-supported approaches, Inquiry-Based Learning (IBL) and Metacognitive Scaffolding (MS), influence fifth-grade students’ vocabulary acquisition, content comprehension, lab report writing, and learning perceptions. Sixty-six students from three Taiwanese elementary schools participated in a 10-week intervention using ChatGPT 4.0 within either IBL (n = 34) or MS (n = 32) frameworks. Data included pre- and post-tests, lab reports, and bilingual survey responses. Both groups made significant gains in vocabulary and content knowledge. However, IBL students demonstrated stronger vocabulary growth and deeper conceptual integration, reflected in more precise terminology and analytical writing. MS students showed clearer procedural structure but tended toward surface-level analysis. While students in both groups viewed ChatGPT positively, they also reported occasional difficulty with language complexity. This study contributes empirical evidence and theory-informed design insights for integrating GAI into CLIL instruction. It demonstrates how aligning AI prompts with constructivist (IBL) or metacognitive (MS) principles can promote vocabulary use, scientific reasoning, and reflective writing. Findings support a scalable framework that combines inquiry-driven and metacognitive scaffolds to enhance language-content integration in bilingual science classrooms.

In an era where education is increasingly defined by digital integration and flexibility, this study ventures into the intersection of two powerful pedagogical approaches- hybrid learning and Content and Language Integrated Learning (CLIL). The research examines how the fusion of these methods impacts the language proficiency of Class 8th students, providing a fresh perspective on modern educational strategies. Using a quasi-experimental design, the study assesses the language outcomes of students receiving hybrid CLIL instruction against those following traditional CLIL methods, focusing on key areas such as vocabulary, grammar, reading comprehension and writing skills. The findings reveal a significant edge for the hybrid CLIL group, whose language proficiency soared across all measured areas, outperforming their peers in traditional settings. The study underscores the value of a blended learning environment where digital tools and in-person instruction converge, creating an adaptive, learner-centered approach that enhances both content understanding and language development. By bridging the gap between physical classrooms and virtual resources, hybrid CLIL empowers students to navigate complex linguistic and cognitive tasks more effectively. This study not only redefines the potential of CLIL in contemporary education but also opens doors for future pedagogical innovations, suggesting that hybrid learning is not just an option but a necessity for cultivating 21st-century learners. The findings offer a roadmap for educators and policymakers seeking to embrace new teaching models that meet the evolving demands of education.

The CLIL courses in universities frequently combine students of varying levels of academic and English literacy. Consequently, not all learners engage in reading and are unable to communicate complicated ideas when studying disciplinary content using English. This paper examines whether AI applied in a narrow and teacher-directed form can serve more inclusive CLIL by scaffolding both content and academic language differentially. The research will be carried out in a six-week CLIL module of an undergraduate course in which the instruction will be in English. Two intact groups with around 50-70 students will be subjected to the same syllabus, activities and the same standards of assessment. The support package of the experiment group will be a curated AI support package monitored by the instructor. It will offer adaptive glossary of important terms, concept-check prompts, levelled language frames in discussion and writing and feedback prompts which are based on a CLIL-oriented rubric. The conventional scaffolding of the comparison group will be the use of instructor-prepared materials without AI. It will consist of pre- and post-measures of content comprehension, academic vocabulary task which is discipline specific, and rubric based assessment of student writing. The indicators of participation will also be analyzed, i.e. frequency of contributions and the use of academic language in the classroom. To clarify the experience of using the scaffolds and what assistance proves the most valuable, short student and teacher interviews will be used. It is assumed that AI scaffolding through the teacher will enhance conceptual learning, reinforce academic language in student writing, and engage more learners with lower proficiency. The research provides useful suggestions on the responsible introduction of AI in the university CLIL with focus on academic integrity and quality control.

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The paper suggests an ESL system of writing an argumentative essay, combining AI-based scaffolding and emotional support. This mechanism incorporates multimodal pretense extraction and gives a blend of text, speech, and motion expression of faces to estimate the emotional feelings and writing patterns of learners. The Transformer architecture with the emotion recognition model is used to complete dynamic intervention framework. It was experimentally determined that such a system also managed the quality of writing with emotion management and reduced cognitive load. Moreover, statistical modeling was also used to find a correlation between multimodal characteristics and writing performance. The findings indicate that this system has a positive influence on the performance of ESL students in terms of writing and, at the same time, offers adaptive and personalized feedback to the learners.

The rapid integration of Artificial Intelligence (AI) in education has created opportunities to reimagine language learning and academic writing support. This study introduces ScaffoldED AI, an innovative teaching strategy integrating scaffolding steps into AI-assisted writing. Unlike general-purpose AI applications, ScaffoldED AI is grounded in Vygotsky’s Sociocultural Theory and the Flower and Hayes Cognitive Process Model, positioning AI as both a mediational aid within the Zone of Proximal Development and a cognitive partner in managing the complex processes of planning, translating, and reviewing ideas. ScaffoldED AI supports learners through structured prompts, adaptive feedback, and guided planning strategies, implemented via platforms such as ChatGPT, Gamma, and Canva. These features help reduce cognitive load, generate ideas, and sustain writing momentum. Its relevance to language education lies in addressing common challenges in academic writing, such as organisation, linguistic confidence, and writing-related anxiety, while fostering long-term development of academic literacy skills. The study was conducted with both tertiary and secondary ESL students, capturing perspectives across different stages of language learning. A Google Form survey revealed that learners reported significant benefits, including reduced writing anxiety, enhanced efficiency and increased confidence in producing written work. At the same time, concerns were raised regarding over-reliance and ethical use, highlighting the importance of responsible integration and clear guidelines. The study concludes that ScaffoldED AI can serve as a pedagogical ally in secondary and higher education, empowering learners with greater autonomy, reducing barriers to effective writing, and enriching teaching practices

Abstract This action research (AR) study explores how various scaffolding and feedback practices impact the writing performance of students writing collaboratively. Sociocultural theory (SCT) was employed as the theoretical framework for the study. Through the assessment of student interactions in two collaborative writing (CW) activities and texts produced collaboratively, the study found that the scaffolding and feedback practices incorporated in the CW activities significantly enhanced the students’ writing performance. The study revealed that the teacher employed eliciting, inferential questioning, hints and correctional feedback to scaffold student writing. Similarly, the students used correctional and validation feedback, prior knowledge links and explanations as scaffolding techniques. The study found that these scaffolding and feedback practices enhanced the students’ CW performance. It was observed that correctional feedback (CF) by both the students and the teacher was the most used and beneficial scaffolding practice to support student writing. This was because it allowed the students to rectify their faulty sentence structures and unclear expressions, and clarify doubts about grammar usage. As both teacher and student scaffolding practices could be effective in supporting student writing, future CW research might consider exploring the most effective scaffolding and feedback practices to facilitate improved ESL writing performance.

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Human interaction and support are key to students’ learning. In English as a second language (ESL) settings, peer scaffolding reinforces the traditional teacher–learner interaction. A lack of peer interaction among students, which is also a product of the COVID-19 pandemic, has resulted in young learners becoming overly reliant on teachers. This concern is a factor in hindering learners’ writing development. Inspired by the sociocultural perspective, this study employed a qualitative research design to explore the types of scaffolding behaviors among young learners. The analysis is based on the Taxonomy of Language Functions and what triggers these behaviors among primary ESL learners during classroom writing tasks. Data from 10 recordings of audiovisual materials and interviews were collected from 30 Year 6 primary school students and were analyzed using thematic analysis. The data analysis showed that scaffolding behaviors occurred continuously throughout each writing stage. The findings revealed that the preferred scaffolding behavior among learners was questioning. Eliciting questions was the most frequent type of inquiry that was applied during peer scaffolding. Results highlight the triggering factors that influenced scaffolding behaviors, which were learners’ level of competency, personalities, and accessibility to L1. This approach can be used as an alternate strategy for teaching writing because of its substantial impact on the writing ability of ESL students. The findings would provide a clear direction for ESL practitioners and learners to acknowledge the significance of learners’ behaviors and factors during peer scaffolding in assisting their development in writing attainment.

This paper discusses the integration of generative AI and machine translation tools in ESL writing courses for A2-level non-English major university students. Instead of banning these technologies, this pedagogical practice aims to foster student agency and critical digital literacy by systematically incorporating ChatGPT, DeepL, and DeepL Write into five scaffolded lessons. The practice responds to the fact that students already utilize these tools covertly, turning guilty behavior into rich learning opportunities. Through lesson descriptions, classroom observations, and samples of student work, this paper demonstrates how teachers can guide students toward effective and ethical AI use while upholding academic integrity. The pedagogical practice demonstrates that with scaffolding, students can extend their capabilities beyond basic translation features to utilize AI for vocabulary enhancement, grammar drills, idea generation, and revision skills.

This study investigates the implementation of AI-enhanced Dialogic Writing Scaffolding (AI-DWS) in a Malaysian secondary ESL classroom. Using a mixed-method intervention case study, the research explored student and teacher perceptions, as well as the tool's impact on engagement and writing quality. Data were collected from 30 students and one teacher through surveys, interviews, and classroom observations. Findings shown that AI-DWS significantly boosts student confidence and engagement by providing personalized scaffolding. While students reported improved vocabulary and idea generation, the study emphasizes that teacher mediation remains essential to ensure AI acts as a cognitive guide rather than a mere answer generator. The results suggest that AI-DWS is an effective pedagogical tool for fostering learner autonomy in ESL writing.

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This study investigates the impact of collaborative writing (CW) on the academic writing development of English as a Second Language (ESL) learners in a higher education institution in Oman. Drawing on Sociocultural Theory (SCT) and the Zone of Proximal Development (ZPD), the study examines how dialogic interaction in CW tasks promotes scaffolding, cognitive engagement, and linguistic development. A quasi-experimental design was employed with two groups of Level 2 undergraduates: a control group engaged in individual writing tasks and an experimental group that completed structured CW activities. Quantitative data from pre- and post-tests were triangulated with qualitative insights from student reflections and classroom observations. Findings demonstrate that students in the CW group achieved greater improvement in idea organization, grammatical accuracy, and lexical range compared to their peers in the control group. Moreover, participants reported enhanced motivation, learner autonomy, and a stronger perception of writing as a socially mediated activity. These results carry important pedagogical and policy implications. In Oman, they align with national priorities articulated in Vision 2040, which emphasizes collaboration, innovation, and collective research through initiatives such as BLOCK Funding. The study provides evidence to support the integration of CW into writing pedagogy, showing that it not only strengthens linguistic competence but also cultivates collaborative skills essential for academic and professional contexts. At a broader regional level, where Arab learners share collective cultural orientations and writing remains a persistent challenge, the findings highlight the need for further evidence-based research to inform culturally responsive curriculum design and instructional practice.

In Malaysia, English as a second language (ESL) students vary widely in terms of language proficiency. Their performance in writing shows a great disparity. The good students are able to write excellently while the weak ones struggle to write. The aim of this study was to validate the scaffolding models and modules for teaching the writing skills particularly to weak learners of English. This research was conducted using a qualitative approach. It was employed throughout the whole study except for ascertaining the students' performance in tests given to them for which a quantitative approach was used. The techniques for collecting data were document analysis, classroom observation, interviews and tests. Data from the lessons observed were triangulated with those obtained from the teachers' lesson plans. The findings have shown positive and favourable effects of scaffolding on the teaching and learning of writing among weak ESL learners. The effectiveness of the model was seen in the strategies used by the teachers. The teachers were competent in teaching English language lessons as they had more than five years of teaching English to weak students.

his paper proposes The MotivAI Writing Framework, a didactic model for integrating image generative Artificial Intelligence (GenAI) into English as a Second Language (ESL) writing instruction. Grounded in a qualitative and theoretical methodology, drawing from established learning theories such as Self-Determination Theory, Flow Theory, the ARCS Model, and the L2 Motivational Self System as well as recent practical classroom experiences, this framework aims to significantly enhance student motivation and engagement. It outlines how generative AI can be strategically incorporated across pre-writing, drafting, revising, and publishing stages to foster productive language skills, cultivate digital literacy, and promote critical thinking. The framework addresses potential challenges like ethical considerations and teacher training, offers scaffolding strategies for diverse learners, and emphasizes a balanced approach where AI serves as a powerful supplement to, rather than a replacement for, human-led instruction. Ultimately, this proposal advocates for a thoughtful and effective integration of AI, positioning it as an ally for educators seeking to create more dynamic, engaging, and inclusive ESL writing environments for secondary school students.

Learners today anticipate some form of blended instruction using technology. This study investigated the effectiveness of scaffolding writing using Facebook in a blended learning ESL class. A qualitative study was chosen to gather data from the subjects from a rural secondary school in Malaysia. The subjects were divided into experimental and control groups. The study then continued for 12 weeks beginning with a pre-test for both groups. The experimental group (blended learning class) went through traditional instruction in the classroom and scaffolding using Facebook after school hours. The control group went through only traditional classroom instruction. A post-test was administered at the end of 14 weeks to determine the effects of the treatment on the experimental group. All essays written by the participants in both groups in the pre-test and post-test were examined in order to see the difference in the ability to produce descriptive patterns. The findings revealed that the participants favoured the use of blended learning as a learning method compared to mere traditional strategy. They also opined that scaffolding-using Facebook enabled them to learn better and improve their writing process and writing performance. Content analysis on the essays written by participants revealed a marked improvement among the experimental group. The implications of this study suggest that Facebook or any online platform should be integrated in the teaching and learning of writing in the ESL classroom. Keywords: Blended learning; descriptive writing; Facebook; ESL learners; scaffolding

This article explores an exemplar-based teaching mode which can be used in English-as-a-Second-Language (ESL) writing classrooms for Chinese undergraduates. This project adopts an exemplar-based textbook published by Foreign Language Teaching and Research Press to prepare freshmen’s writing. Theoretical underpinnings of the use of exemplars, namely scaffolding theory, will be given. The discussion finishes by suggestion of some tasks of this teaching approach for ESL writing instructors who are interested in using exemplars to cultivate students’ writing. This topic of e-education drawn from Contemporary College English Advanced Writing, which is currently used in most of China’s universities, has been chosen to illustrate ways in which this might be achieved. Five tasks are presented in order to highlight the complexity of writing for ESL learners and to illustrate ways in which it can be made more accessible. The possible benefit can be seen in teacher’s and students’ applying this writing practice not just for the current topic but also for other writing topics in ESL writing classrooms. Furthermore, this work sheds some lights on curriculum, pedagogy, and teacher education in various writing contexts.

According to the Michigan Department of Education, between 2011 and 2017, the number of multilingual learners (MLs) enrolled in K‐12 schools in the state increased by more than 50%. In 2017, the average teacher to ML ratio in the state was an alarmingly low 1:168. To increase the number of teachers prepared to effectively serve MLs, we developed Project English Learners and Teacher Education (ELATE), a professional development program grounded in adult learning theories and centered around the Sheltered Instruction Observation Protocol (SIOP). SIOP is a research‐based instructional framework that aims to prepare teachers to bridge the gap between language and content instruction for MLs. It has the following eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review and assessment. Limited empirical research suggests that SIOP is a reliable tool for detecting instructional intervention effects. Therefore, the purpose of this study was to (1) add to the empirical research focused on SIOP and (2) determine the impact of an intensive professional development program on in‐service teachers' use of instructional practices for MLs. We implemented a quasi‐experimental study focused on Project ELATE, a 5‐year National Professional Development (NPD) program that trained 170 in‐service teachers in providing quality instruction for MLs. The primary goal of Project ELATE was to improve in‐service teachers’ knowledge and instructional skills for supporting and teaching MLs. Training included graduate courses, clinical experiences, video demonstrations, a conference, and instructional coaching. Data sources included pre‐ and post‐program observations, interviews, and written reflections. Results showed statistically significant SIOP score increases for participants from pre‐ to post‐program on all eight components, while controls showed no significant increases. Overall, the findings provide evidence that Project ELATE significantly improved teachers' ability to use sheltered instructional practices. Qualitative data highlighted that participants benefited from feedback from multiple sources, including an English as a Second Language coach, video observations, and professional learning communities. In summary, this NPD program demonstrated success in improving teachers' instructional practices for MLs.

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As the title implies, a scientific paper reveals the issue of an efficiency of professional activity of foreign language teachers in higher education institutions in the context of SIOP model. The problem of this study is that in spite of the stressed importance of teaching skills, student teachers lack many of the English as a foreign language (EFL) teaching skills which may have a negative impact on their teaching performance that in turn affects their teaching self-efficacy. The methods of applying SIOP model and the effect of using SIOP model on developing EFL student teachers’ teaching skills are studied. It is emphasized that among the multiple factors that affect students’ achievement is teacher effectiveness. Thus, the challenge remains to improve and promote the effectiveness of teachers in an effort to increase students’ academic achievement. The positive and negative aspects of the education shift towards SIOP model are identified, the principles of enhancing innovative educational process effectiveness are revealed. It is worth noting that any professional development of foreign language teachers in higher education institutions must address specific knowledge and attitudes that are relevant to teaching foreign language learners. Teachers need to understand basic constructs of the second language development, the nature of language proficiency, the role of the first language and culture in learning, and the demands that mainstream education places on culturally diverse students. There is growing evidence that professional development approaches that are guided by teacher input and that view teacher learning as continual and transformative makes higher education institutions a better place for students and staff. The results indicated that introduction of SIOP model has opened up a number of problems associated with the introduction of such training services. It is stressed that the factors of SIOP model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension. It should be stressed that the introduction of SIOP model in modern educational process opens up wide horizons and unlimited possibilities for the efficiency of professional activity of foreign language teachers in higher education institutions, which have yet to be studied and mastered by modern pedagogical science.

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ABSTRACT This case study examines the use of the Sheltered Instruction Observation Protocol (SIOP®) Model as a framework in the design of an in-service training to answer CLIL teachers’ methodological needs to integrate content and language. The study also analyzes teachers’ receptiveness of the use of SIOP in a CLIL bilingual program to facilitate the integration of content and language. It follows case study methodology and draws on thematic analysis to examine data collected from teacher interviews, questionnaires and observations of the training workshop. Findings showed that one of teachers’ main difficulties was their lack of academic language awareness, and it is concluded that extensive professional development training drawing on some of the principles behind SIOP could assist CLIL teachers to integrate language in content classes. Teachers’ receptiveness of using the SIOP concludes its suitability as a PD training to help non-language specialist teachers systematically plan for language in their content classes. However, adaptations of the Model are suggested to adjust to CLIL contexts and teachers’ needs.

A cadre of school teachers took part in three semesters of online coursework to earn TESOL certification. They participated in a hybrid university math course and a face-to-face summer institute on effective teaching of math to English learners. Participants took pre and post-tests aligned to Common Core elementary mathematics content and the Praxis Test for Teachers of English to Speakers of Other Languages. They were observed teaching a math lesson in the beginning of the project to evaluate effectiveness in TESOL instructional strategies. A follow up observation was conducted the following semester. Both observations were scored using the sheltered instruction observation protocol (SIOP Model). Assessment and observation results indicated statistically significant growth in content and pedagogical knowledge and application. A qualitative analysis suggests flexibility in the form of online and hybrid courses, financial support, and practical application of new concepts to current practice are key factors in successful professional development for practicing teachers.

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Abstract This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms. Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching. Participants include 15 teachers (7 treatment DLBE teachers; 8 comparison non-DLBE teachers). We observed and video recorded each teacher’s English language arts (ELA) block four times over 18 months to examine changes over time and determine the impact of the coursework and coaching on their instructional practices. Using the Sheltered Instruction Observation Protocol (SIOP), we compare the scores of the two groups over time. We also provide analytic classroom vignettes for six of the eight SIOP components to illustrate how treatment teachers’ instruction improved over time. The findings generally demonstrate that the treatment led to improvements in the overall quality of sheltered ELA instruction of the DLBE teachers, but also reveal areas in need of more attention within DLBE teacher professional development. Supplemental data for this article is available online at https://doi.org/10.1080/09500782.2022.2032731 .

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This study investigated the effectiveness of the Step Up to Writing intervention in enhancing the writing proficiency of Grade 11 learners at Baltazar Nicor Valenzuela National High School in Valenzuela City, Philippines. Specifically, it aimed to determine the students’ level of writing proficiency before and after the intervention and to explore their experiences with the strategy. Employing a quantitative-descriptive research design supplemented with interviews and focus group discussions, the study evaluated the writing performance of 31 Grade 11 students across pre-test, intervention, and post-test phases. An additional 10 students participated in the qualitative component. Pre-test results indicated average writing proficiency, with a mean score of 50.8, while post-test results showed a substantial improvement, with a mean of 77.5, reflecting a good level of proficiency. A paired t-test confirmed a statistically significant difference (t(30) = 23.3, p < .001) with a very large effect size (Cohen’s d = 4.18). Qualitative findings supported the quantitative results, revealing improved confidence, stronger paragraph organization, better use of transitions, and greater ease in applying writing to real-world tasks. Students recommended continued use of visual aids and suggested further integration of creative and collaborative writing activities. The findings affirm that the Step Up to Writing intervention is a highly effective strategy for developing writing proficiency and engagement among senior high school learners. Keywords: Step Up to Writing, Research Rubric on Measuring the Writing Proficiency, quantitative-descriptive, writing proficiency, Philippines

This study investigated the effectiveness of the Genre-Based Writing Task (GEB-WRIT) intervention in enhancing the writing proficiency of Grade 12 learners at Sto. Niño National High School in Talaingod, Davao del Norte, Philippines. Specifically, it aimed to determine the level of students’ writing proficiency before and after the intervention and to gather insights regarding their experiences with the GEB-WRIT strategy. Utilizing a quantitative-descriptive research design supplemented with interviews and focus group discussions, the study assessed the writing performance of 21 Grade 12–Quezon students across pre-test, intervention, and post-test phases. Additionally, 10 students participated in the qualitative component. Pre-test results indicated very low writing proficiency, with a mean score of 114. Following the intervention, post-test scores demonstrated a significant improvement, with a mean of 236, corresponding to a high level of writing proficiency. A paired t-test confirmed a statistically significant difference (p < .001) and a very large effect size (Cohen’s d = 3.49). Qualitative findings supported these results, revealing improved confidence, reduced apprehension in writing, stronger understanding of genre-specific structures, and appreciation for the structured approach. Participants also suggested extending the program’s duration and incorporating group work to foster collaboration. The findings affirm that the GEB-WRIT intervention is an effective strategy for developing writing proficiency and learner engagement in senior high school contexts. Keywords: Genre Based Writing Task (GEBWRIT), Research Rubric on Measuring the Writing Proficiency, quantitative-descriptive, writing proficiency, Philippines

The release of models like ChatGPT from research labs has created new opportunities for personalized feedback and engagement in language instruction, aligning with the needs of foreign language learners seeking to enhance their English writing skills. This study examined the effectiveness of ChatGPT in improving English writing proficiency among Saudi undergraduate students and their perceptions and experiences of using ChatGPT. The research utilized a mixed-methods approach, incorporating experimental pre-and post-tests, semi-structured interviews, and open-ended questionnaires, which were analyzed using thematic analysis. The study comprised two phases: an interactive phase, where participants utilized ChatGPT for writing tasks and feedback, and an assessment phase involving pre- and post-intervention writing assessments. The findings revealed that the integration of ChatGPT into language learning positively impacted English writing proficiency, offering personalized support and feedback to learners. The results also underscore the potential of AI-powered learning tools in facilitating language development as captured by the positive perceptions and experiences of the participants. In conclusion, the results of this study suggested that ChatGPT could be effective in enhancing the writing proficiency of Saudi English as a foreign language (EFL) learner, and their perceptions and experiences provided valuable insights into the integration of ChatGPT into language learning.

Writing proficiency remains a global challenge for second-language learners because writing requires complex cognitive processes such as planning, drafting, revising, and editing and research shows that explicit writing instruction combined with individualized feedback improves accuracy, coherence, and learner motivation. In Bhutan, English functions as both a core subject and the primary medium of instruction across the 13-year school system. However, national assessment reports continue to highlight persistent weaknesses in secondary students’ grammar, sentence construction, coherence, and paragraph organization. These weaknesses hinder academic performance and limit access to higher education. Thus, this action research addressed these challenges at Phuentsholing Rigsar Higher Secondary School through structured individual face-to-face coaching supported by SMART goal-setting. The intervention involved 34 Grade 10 students and the intervention was implemented over 3 months within the entire research process period from March to August. Weekly coaching sessions focused on grammatical accuracy, sentence construction, coherence, confidence, motivation, and engagement. Pre- and post-test essay scores, assessed using a 25-mark analytic rubric, showed significant improvement (pre-test M = 11.56, SD = 1.94; post-test M = 20.32, SD = 2.10; t(33) = 14.16, p < .001, d = 2.43). Qualitative evidence further confirmed increased learner confidence and classroom participation. Overall, the findings demonstrate that individualized coaching is a high-impact and replicable approach for improving English writing proficiency in Bhutan’s multilingual secondary classrooms, with potential for broader implementation.

The integration of artificial intelligence (AI) tools into higher education writing instruction is reshaping traditional pedagogical practices, yet empirical evidence on their effectiveness remains limited among English majors. This study aimed to examine the impact of human-AI collaborative instruction on the writing proficiency of English majors in a Chinese university. Using a quasi-experimental design, 80 third-year English majors were assigned to either an experimental group (AI-assisted instruction with teacher guidance) or a control group (traditional instruction). Writing proficiency was measured through pre- and post-intervention IELTS writing tasks, scored by three trained raters using analytic band descriptors. Findings revealed that the experimental group achieved significantly higher gains in overall writing performance compared to the control group (p < .001), with particularly large improvements in lexical resource and grammatical accuracy. ANCOVA results confirmed the instructional approach as a significant predictor of post-test performance, independent of baseline scores. The findings highlight the pedagogical potential of human-AI collaboration in improving writing outcomes and offer empirical support for its integration into curriculum design of English major.

This exploratory follow-up study to a randomized controlled trial examined (a) the differential impact of classroom-based (Tier 1) content literacy intervention on reading and argumentative writing outcomes among Grades 1 and 2 English learners (ELs; n = 1,236) and their Englishproficient peers (EPs; n = 4,161) and (b) the mechanisms determining how the intervention yielded effects on ELs. The study was conducted across 30 elementary schools in an urban U.S. school district. The 10-week intervention, comprised of 20 lessons in science and social studies thematic units, was delivered by classroom teachers. The core components were designed to build students’ content and vocabulary knowledge through informational texts and concept mapping and to transfer their schema to argumentative writing and research collaboration. Results show that while the intervention did not significantly improve reading proficiency (effect size [ES] = .01 for ELs and ES = -.02 for EPs) and basic literacy skills (ES = .04 for ELs and ES = -.02 for EPs), it significantly bolstered argumentative writing in science (ES = .25 for ELs and ES = .24 for EPs) and social studies (ES = .42 for ELs and ES = .44 for EPs). The treatment effect on reading proficiency among ELs was fully mediated by their improved domain-specific vocabulary knowledge and English oral proficiency. A significant indirect effect on social studies argumentative writing through domain-specific vocabulary knowledge was also evident. These findings corroborate the effectiveness of the content literacy intervention, providing insights into for whom and how the intervention was effective.

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Artificial intelligence (AI) is increasingly adopted in Chinese English as a foreign language (EFL) classrooms, yet its learning benefits remain uncertain in an examination-oriented context where reading and writing proficiency are often constrained. This study employed a quantitative quasi-experimental design with pre- and post-tests, involving 67 non-English-major undergraduates assigned to a control group and an AI-integrated group, to examine AI-supported learning effects on reading and writing within a constructive alignment (CA) framework. Both groups improved after the intervention, while the AI-integrated group demonstrated a notably greater gain in reading performance. The findings suggest that CA can strengthen the effectiveness of AI integration by aligning learning outcomes, activities, and assessment, and that AI use, in turn, can reinforce alignment during the learning process. Pedagogical implications are discussed regarding performance disparity, the extension of CA-guided AI use to other EFL domains, and future instructional research.

The study used a quasi-experimental design to test how Krashen's comprehensible input (i+1) impacted the English writing skills of secondary school students in rural Dir Lower Pakistan. The 42 participants received an eight-week i+1 intervention which used teaching materials designed for students who had already achieved their baseline WIDA writing assessment proficiency level. Participants were evaluated for all pre-test and post-test results using the WIDA writing rubric which assesses three domains: Linguistic Complexity, Language Forms, and Vocabulary Usage. The paired-samples t-test results together with the Wilcoxon signed-rank test results showed that participants demonstrated significant writing proficiency improvements which reached statistical significance with t(41) = −12.98 and p < .001 and d = 2.00. The largest domain-specific improvements occurred in Vocabulary Usage (d = 1.91) which was followed by Linguistic Complexity (d = 1.32) and Language Forms (d = 0.97). The study found that 81.0% of learners achieved a minimum increase of one WIDA proficiency level.

This study aims to analyze the impact mechanism and effect of reading-writing intervention on students' English writing proficiency through research on the English Reading-Writing Ability Improvement Program for International Novice Writers. Using quantitative research methods, it focuses on changes in participants' language expression ability, text reconstruction skills, and cross-cultural communication awareness after participating in the program. The research finds that interventions based on the input-output theory have significant effects: they not only help improve participants' vocabulary application ability and ability to handle complex sentence structures but also enhance the logical coherence of their discourses. Meanwhile, the intervention improves participants' ability to apply linguistic knowledge, metacognitive monitoring ability, and autonomous learning awareness. Through pre-test and post-test comparisons and writing sample analysis, this study confirms the role of systematic intervention in enhancing participants' comprehensive English writing ability. These findings provide empirical evidence for English writing teaching and theoretical support for promoting the innovation of international writing models.

Abstract This study investigated the effectiveness of task-based language teaching (TBLT) in enhancing Thai EFL high school students’ scientific laboratory report writing performance. Using a sequential mixed-methods pre-experimental design, 35 Grade 11 students from a science and mathematics program participated in an eight-week TBLT intervention that integrated focus-on-forms instruction within authentic laboratory report writing tasks based on chemistry experiments. Quantitative analysis using paired sample t-tests revealed statistically significant improvements from pretest (M = 16.58, SD = 3.74) to posttest (M = 27.18, SD = 3.58), with a large effect size (η2 = 0.81). The most substantial gains occurred in language style (η2 = 0.75), introduction (η2 = 0.74), and report format (η2 = 0.73). Qualitative findings from semi-structured interviews with eight purposively selected students identified key benefits of TBLT, namely enhanced writing practice opportunities, vocabulary expansion, improved analytical skills, and strengthened writing proficiency. Nonetheless, students also reported challenges related to heavy workload, complex content, and insufficient task clarity. The findings demonstrate TBLT’s potential for developing discipline-specific academic writing skills among EFL learners when combined with explicit form-focused instruction. This research contributes empirical evidence supporting TBLT implementation in scientific writing contexts and offers pedagogical insights for English language educators working with academically demanding genres in EFL settings.

This mixed-methods study investigates the efficacy of Grammarly, an AI-powered writing assistant, in enhancing L2 English writing proficiency among 60 intermediate-to-advanced learners at Ilam University. Over a 12-week intervention, an experimental group (n=30) used Grammarly for essay drafting and revision, while a control group (n=30) received traditional teacher and peer feedback. Quantitative analysis of pre/post writing assessments revealed significantly greater improvements in the experimental group for linguistic accuracy, coherence, and syntactic complexity (p<0.001; large effect sizes: d=1.40–1.75), validated via rubric scoring and Coh-Metrix text analysis. Behavioral analytics showed revision frequency (mean=18.3/essay) and time-on-task predicted 54% of writing gains (p<0.001). Qualitative themes from semi-structured interviews (n=15) highlighted enhanced self-efficacy, motivation, and trust in AI feedback for grammar/style, though learners emphasized the need for complementary human guidance on higher-order concerns (e.g., argumentation). Results demonstrate Grammarly’s effectiveness in promoting writing proficiency and engagement, advocating for an integrated AI-human feedback approach in L2 pedagogy.

Generative artificial intelligence (GenAI) technology is transforming language education, particularly in the realm of writing instruction. Since the introduction of OpenAI’s ChatGPT, extensive research has demonstrated the efficacy of incorporating GenAI into writing instruction to boost learners’ writing proficiency. These studies have typically employed a “ladder” perspective to assess learners’ writing development through comparing the outcomes of pre- and post-intervention tests. However, this approach often overlooks the dynamic progression of writing competence. To address this gap, the present study investigated the developmental trajectory of tertiary-level English learners’ writing proficiency through the framework of Complex Dynamic Systems Theory (CDST). Over a 13-week AI-driven writing program, thirteen students participated and underwent seven writing assessments. The comparison between learners’ initial and final writing proficiency states revealed significant improvements in overall writing proficiency, as well as in the dimensions of writing complexity and accuracy, though not in fluency. Nonetheless, analysis of the writing outcomes indicated fluctuations in overall writing proficiency, complexity, fluency, and accuracy across the seven tests. Additionally, learners displayed individual variability in their developmental trajectories across all aspects of writing. The study also identified trade-offs among writing complexity, fluency, and accuracy throughout the instructional process. These findings provide empirical support for CDST within an AI-driven teaching context and offer valuable insights for enhancing writing instruction.

ABSTRACT The present study compared two modes of peer feedback, i.e. asynchronous computer-mediated feedback (ACMF) and face-to-face peer feedback (FTFPF), to assess outcome related to writing self-efficacy beliefs, self-regulation, and writing. A total of 268 students were allocated to three groups, namely an ACMF group, an FTFPF group, and a control group of not receiving peer feedback. The intervention lasted a semester. Data collection included pre-and-post surveys and writing tests. The survey measured students’ writing self-efficacy beliefs and self-regulation. The writing assessment specifically targeted the proficiency in composing an argumentative essay. The findings revealed that the ACMF group showed the greatest increase in EFL writing self-efficacy beliefs, self-regulation, and writing performance. The participants’ EFL writing self-efficacy beliefs and self-regulation also influenced their writing performance. Relevant pedagogical and research implications were discussed based on the findings.

Despite their use in the classroom remaining controversial, generative AI chatbots that utilize LLMs have revolutionized all aspects of learning, formal and informal, and are proving remarkably useful in a second-language setting even if not primarily designed for foreign language learning. Across the globe, students’ and faculty members’ written English has been lifted to a new level as the widely accessible AI text-generation tools help non-native speakers produce natural-sounding idiomatic texts. The role of advanced LLM-powered chatbots in English language teaching has sparked a wave of research in recent years and the present study joins these efforts. It reports on an experiment which examined the effectiveness of ChatGPT use for students’ writing tasks, featuring 47 students of different ESL proficiency levels. Findings show that ChatGPT represents a beneficial intervention in ESL writing, particularly for lower-proficiency users, most notably improving users’ grammar, vocabulary, organization, and coherence. Our results suggest that ChatGPT use may increase writing time, though this requires further confirmation. The study thus explores the pedagogical implications of ChatGPT and similar chatbots for ESL writing instruction, and both aligns with and challenges some of the research conducted so far, proposing a subsequent longitudinal study to explore the long-term L2 gains of using chatbots as writing scaffolds. Keywords: ESL writing; ChatGPT; artificial intelligence; higher education; generative AI; English for tourism

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Researchers have examined the effects of the SIOP, Sheltered Instruction Observation Protocol, model on English Language Learners (ELLs) in the United States. With the SIOP model, teachers use research-based instruction that benefits all students including ELL students. However, there is a need to examine its effects for students in other countries. This study compares the performance and engagement of students in a rural setting in Uganda when they experience instruction that follows parts of the SIOP model. Many students in Uganda struggle in mathematics because of the lack of support due to class sizes of about 65-105 students. This study will highlight the use of researched methods for ELLs within the United States for students in other countries, such as Uganda, that will help students in Uganda’s educational system. Based on the observations of participation, engagement, and performance on the tests given by the researcher during this study, the data gathered from the researcher and the local teachers will show that the methods are working for the students at Ekitangaala. The analysis of this observational data has resulted in cross-cultural symbiotic pedagogical learning. The results show that the students are more engaged when they are learning in an environment that employs SIOP researched methods and better retain content for testing which allowed for better performance.

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The purpose of this study was to determine the current status of secondary teachers' implementation of the sheltered instruction operational protocol (SIOP) model and its effect on Hispanic English language learners' (ELL) English language proficiency and academic achievement. In addition, this study sought to determine whether teachers perceive the SIOP model as an effective tool for instruction of high school ELL students to increase English language content and English language proficiency. This study employed qualitative and quantitative methodologies. Data were collected from four sources: Hispanic ELLs' English language proficiency scores, students' English Language Arts scores, an oral interview with participating teachers and teacher observations. Each teacher was observed at four points during the school year with the SIOP instrument. Quantitative data on student achievement were collected employing a pre-experimental, one-group pretest-post-test design. Qualitative data were collected using a time-series design. Findings revealed that on the two student assessment measures there were increases in English proficiency and English language arts achievement among the Hispanic ELLs. On the assessment of English language proficiency, the students of the teacher with the highest level of SIOP implementation made the highest gains; the students of the teacher with the second highest SIOP implementation level made the second highest gains; and students of the teacher with the lowest level of SIOP implementation made the smallest gains. These findings suggest that the higher the level of SIOP implementation, the greater the student academic achievement gains. The gains in academic achievement attributed to the proper implementation of the SIOP model can have an extensive impact on English language learners who have not previously experienced academic success. Teacher participants perceived the SIOP model as effective for delivery of content through sheltered instruction lessons for high school ELLs. The teachers agreed that the SIOP model's components provided a consistent structure for planning and delivery of their sheltered lessons.

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