Differentiated Instruction Strategies to Support Mixed-Ability ESL Students in Academic Writing
Keywords:
Scaffolding, argumentative writing, debate-based instruction, English for academic purposes (EAP), ESL secondary students, speaking and writing integration,, productive language skills, CEFR B2–C1, peer learning, differentiated instruction, academic language development, lesson planning, language objectives.Abstract
This article presents a classroom-based study that explores how
scaffolding method, peer collaboration, and debate-driven instruction can help upper
secondary ESL learners in mastering argumentative writing and speaking abilities. The
target groups are 10th and 11th grade students in a specialized English-focused public
school in Uzbekistan, with learners ranging from B2 to C1 on the CEFR scale. The lesson
plan integrates receptive (reading and listening) and productive (writing and speaking)
skills, focusing on a discussion-centered topic: Should students be allowed to use mobile
phones in school? To cover mixed proficiency levels in the class, the teacher uses
differentiated scaffolding strategies such as sentence framework, vocabulary banks, guided
reading, and structured group debates. The lesson culminates in a formal writing task
helped by planning sheets and checklists. The findings highlight the importance of
providing well-formed linguistic support, enhancing critical thinking through debate, and
integrating real-world tasks that focus academic language use. The study shows how
aligning scaffolding with collaborative learning can help learners’ confidence and
proficiency in persuasive discourse.
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