ELIS Research Fund Reports

Browse and download research reports from ELIS Research Fund awardees, covering classroom studies on student learning from 2014 to the present.

Last updated 8 September 2026

Here is a compilation of reports written by ELIS Research Fund awardees, with the support of ELIS, on the findings from their research projects. The reports are evidence of what these teacher-researchers have achieved by expanding their understanding of student learning and developing their own skills in classroom research. The reports have been collated and sorted according to the print editions of the research reports. From April 2020, reports will only be published online.

Research Reports (Online Publications)

Year	Authors	Title
2022	Marianne Cheong Swee Choo, Clare Low Siew Ching, Lim Hui Mei Jan, Neo Shu Ting, Chin Yang Chua and Caysagen Nayentika	An Exploration of the Effects of a Sustained Fiction Reading Programme on the Development of Secondary Students as Empathetic Readers (opens in new tab)
2021	Nur Millah Binte Rasimin and Rern Yi Pierre E	Using Critical Questions to Scaffold Conceptual Understanding in English and Maths Lessons (.pdf, 470.99 KB) (opens in new tab)
2021	Grace Foong Sou Wan and Shalini Venkiteswaran	Improving content in writing through a thinking routine and a part-whole thinking chart (.pdf, 596.33 KB) (opens in new tab)
2021	Evelyn Ngiam and Shanwaz Iqbal	Exploring Teachers’ and Students’ Beliefs about Written Feedback in Writing (.pdf, 224.37 KB) (opens in new tab)
2021	Grace Foo, Chia Soo Yin, Wang Kaifen, Irene Lai, Chong Yuan Ping, Lydia Yacob and Rose Iliyana	Instructional Practices of Teachers Carrying Out Explicit Comprehension Instruction in the Primary Classroom(.pdf, 232.83 KB) (opens in new tab)
2021	Genevieve Chow and Chong Fei Ming	The Effects of Writing to a Real Audience in Situational Writing(.pdf, 306.95 KB) (opens in new tab)
2021	Zarinah Binte Ali, Pushpalalitha Nathan, Lek Su San and Jeyalaxmy Ayaduray	Developing Primary 5 students’ use of metacognitive strategies in listening(.pdf, 339.85 KB) (opens in new tab)
2021	Muhammad Ali Haikal bin Khalid and Joy Foo Ying Ying	Thinking Routines and their impact on Classroom Dialogue(.pdf, 857.14 KB) (opens in new tab)
2021	Joji Mendoza-Chan and Royston Low	Effects of giving writing feedback online on feedback quality and students’ perception of feedback(.pdf, 332.43 KB) (opens in new tab)
2020	Shariffa Bee Bte Syed Ahamad, Lau Hui Miang and Emelyn Kuan	Developing primary students’ ability to elaborate during stimulus-based conversation(.pdf, 234.19 KB) (opens in new tab)
2020	Timothy Joshua Chia Wei Cong and Andrew Mathias Lim You Shun	The Effects of Authentic Learning Experiences on Student Confidence in Process Writing (.pdf, 289 KB) (opens in new tab)
2020	Francesca Phoebe Wah Li Ting, Ler Lay Ching, Pierre E and Hazlyna Bte Usope	The effects of sustained silent writing on pupils’ writing scores and perception of writing attitudes(.pdf, 728.92 KB) (opens in new tab)
2019	Mary Ang, Kenneth Wong Chee Kian and Sharon Sim Xiang Yun	Use of dialogic teaching to enhance inferential skills in reading (.pdf, 269.65 KB) (opens in new tab)
2018	Ravinder Mohan Sharma	Secondary school teachers’ perspectives on the teaching of critical thinking in the English Language Classroom (.pdf, 683.54 KB) (opens in new tab)
2018	Ali Haikal Khalid	The use of space in a TLaC low-ability language learning classroom (.pdf, 970.65 KB) (opens in new tab)
2018	Teo Chew Bee, Joyce Lin Wen Jie, Ong Kian Eng, Phua Zhi Ming Glendon and Ho Lian Ya	Use of conceptual scaffolding to enhance students’ understanding of Biology (.pdf, 1.34 MB) (opens in new tab)
2018	Lin Pei, Zeng Wenjie and Lim Wan Yang	Use of Visible Thinking tools in teacher-led discussions to develop critical writing skills in Economics (.pdf, 707.3 KB) (opens in new tab)
2018	Eadelin Marzinek, Rehana Shaik and Wendy Lim	Enhancing the learning of vocabulary of Primary 3 students through the use of the game, Taboo (.pdf, 604.53 KB) (opens in new tab)

Research Reports 2020: Speaking and Listening Skills

Year	Authors	Title
2018	Ee-laine Oh and Shabana Yasmin	Examining the impact of teacher reflections on trialling an approach to building student academic discussion in Secondary Geography (.pdf, 648.81 KB) (opens in new tab)
2019	Gavin Liu	The role of metacognition in circumventing unfamiliar situations in spoken interaction(.pdf, 340.05 KB) (opens in new tab)
2018	Victor Francis and Ian Goh Hsien Jun	Using discussion circles to improve oral literacy effectiveness (.pdf, 1004.97 KB) (opens in new tab)
2018	Rafeah Yahya and Azizah Juma’at	Using discussion skills to enhance speaking in the classroom (.pdf, 754.6 KB) (opens in new tab)
2018	Lim Sing Ee, Noraidah A Rahim, Rina Bai and Jennifer Chua Hwee Pheng	Using questions to explore student talk (and thinking) in Secondary 3 Geography classrooms (.pdf, 483.97 KB) (opens in new tab)
2018	Grace Tay and Cindy Wong	Using the C.I.D. discourse model to develop exploratory talk in the Primary 4 Mathematics classroom (.pdf, 696.03 KB) (opens in new tab)

Research Reports 2019: Reading and Writing Skills

Reading Skills

Year	Authors	Title
2018	Michelle Tan Ni Ling	The effects of the explicit teaching of the inference skill on answering inferential questions in narrative texts (.pdf, 1.21 MB) (opens in new tab)
2018	Marlina Zainal and Nurdianna Malik	To what extent does computer-based immediate feedback have an effect on the Reading Aloud of Primary 3 students? (.pdf, 438.75 KB) (opens in new tab)
2018	Crescendra Chong-Tan Xiu Mei, Shanni Gurcharan Kaur and Teo Li Yen Lydia	An investigation of the reading strategies employed by high-ability learners when reading expository texts [PDF, 582.15 KB] (opens in new tab)
2018	Norita Ali, Moon Jia Yuan and Tan Guan Hui Vanessa	The impact of Extensive Reading (ER) on student reading interest (.pdf, 934.89 KB) (opens in new tab)
2018	Tan Pin Ru, Wendy Yeo Liew Ee and Teo Hui Min	Developing letter-name knowledge in low-achieving adolescents – the effect of alphabet-only intervention (.pdf, 897.26 KB) (opens in new tab)

Writing Skills

Year	Authors	Title
2018	Rachel Lee, Michael Fong, Foo Yingting and Sarah Harbachan	Improving the writing performance of struggling students: the effects of self-regulated strategy (.pdf, 722.06 KB) (opens in new tab)
2018	Muhammad Fahmi Bin Fo’att, Francesca Phoebe Wah Li Ting and Wong Shi-Lei Claudia	The effects of Sustained Silent Writing on the writing scores and perception of writing confidence and competence of Primary 5 students (.pdf, 438.04 KB) (opens in new tab)
2018	Chan Siew Boon, Rabi’ah Bte Abdul Rahim Shah and Asraf Salavan	The impact of teachers’ communication of standards on student writing confidence and motivation (.pdf, 656.6 KB) (opens in new tab)
2018	Lynn Loy Lin Li, Nazrul Rashidi Bin Mohd and Priscilla Tey Shu Hui	Use of Visible Thinking routines to generate relevant points for expository writing (.pdf, 854.92 KB) (opens in new tab)
2019	Du Meishan Grace and Teo Chew Lee	Using knowledge building in English Language classrooms to improve students’ expository writing (.pdf, 1.41 MB) (opens in new tab)
2018	Paula Png	A review of research on the teaching and learning of writing in Singapore EL classrooms (.pdf, 628.51 KB) (opens in new tab)

Research Reports 2018

Year	Authors	Title
2016	Georgina Michelle, George Reena Rai and Banun Bte Mohamed	The impact of STAD (Student Teams-Achievement Division) strategy on Primary 6 pupils’ continuous writing (.pdf, 353.58 KB) (opens in new tab)
2017	Susan Gwee and Toh-Heng Hwee Leng	English language teachers' experience of engagement in educational research (.pdf, 228.12 KB) (opens in new tab)
2017	Dheelip Kumar, Regina Chan, Avneet Kaur and Jane Lee	The effects of dramatization on the acquisition of saying verbs (.pdf, 454.43 KB) (opens in new tab)
2017	Yeo Chiu Jin, Joanne Tay Chiew Hsia, Wong Chiu Min, Kevin Ng Yon Tek, Lim Chuan Li and Gan Chin Koon	Use of visual representations mediated by talk to support students’ learning in Mathematics (.pdf, 1.4 MB) (opens in new tab)
2017	Stella Fernandez and Shiamala Gopal	Using visible thinking in drama strategies for skilful writing (.pdf, 1.8 MB) (opens in new tab)
2018	Azlina Mohd Nor, Regina Arulanandan and Kerstin Wong	Dialogic conversations: promoting critical thinking(.pdf, 938.84 KB) (opens in new tab)
2018	Yap Fui Choon Joy and Sim Chin Beng Wilson	Blended learning in ELIS’s professional learning programmes: does it work? (.pdf, 1.27 MB) (opens in new tab)

Research Reports 2017

Year	Authors	Title
2016	Tan Gek Hong Angela, Das Ruth Hannah and Fwah Zhengwei Benjamin	Speaking and writing with a flipped reading programme (.pdf, 639.22 KB) (opens in new tab)
2016	Cecilia M. Peralta	Use of thinking routines to enhance oracy among primary school students (.pdf, 774.82 KB) (opens in new tab)
2016	Fadillah Binte Mohamed and Juliana Binte A Jamil	Strategies used by primary school students to complete cloze passages (.pdf, 772.1 KB) (opens in new tab)
2016	Jaisree Appoo, Shakila Vasu and Peter Chutatape	The effects of freewriting on students’ attitudes towards writing and the use of ideas in their compositions (.pdf, 611.45 KB) (opens in new tab)
2016	Siti Shirin Bte Omar, Norhariaty Bte Md Ismail, Samsia Bte Sulaiman, Saleha Raj and Yusnita Bte Md Taib	Reading comprehension difficulties Faced by primary school children(.pdf, 448.83 KB) (opens in new tab)
2016	Aziana Aziz, Lim Ya Qi, Audrey Geetha Ramadass, Justina A Surash and Seah Meng Hui Joanna	The impact of ‘Think-Talk-Write-Practise’ Strategy on Primary Four pupils’ performance in stimulus-based conversation (.pdf, 738.26 KB) (opens in new tab)
2016	Beatrice Leong and Cheryl Wong	The use of Lesson Study to prepare students to ask purposeful questions in a poetry Socratic Seminar (.pdf, 687.48 KB) (opens in new tab)
2016	Adeline Lynn Teo, Irene Leong and Koh Ting Ting	Developing motivation to write through journaling (.pdf, 512.51 KB) (opens in new tab)

Research Reports 2016

Year	Authors	Title
2014	Tan Xing Long Ian	Using rich literary texts in the English language classroom to improve students’ understanding of the effects of language in comprehension (.pdf, 345.3 KB) (opens in new tab)
2015	Tay Pei Lyn Grace and Lim Sok Hui	Effects of modelling on group discussion during collaborative writing among Primary 2 students (.pdf, 650.77 KB) (opens in new tab)
2015	Choo Li Lin and Stella Picca Hong Sin	The value of class participation as an assessment tool in the English Language classroom (.pdf, 594.38 KB) (opens in new tab)
2015	Loh Chee Hui Faith, Ang Kim Heok and Judith Goh Xue Ni	The effects of planning instruction and self-regulation training on the achievement and motivation of Primary 3 and 4 pupils in composition writing (.pdf, 440.38 KB) (opens in new tab)
2015	Tan Ek Ming and Gavin Lee	Teacher reflective practice to promote productive student talk in the subject classroom (.pdf, 466.37 KB) (opens in new tab)
2015	Neeraja Vijayakumar, Wong Khai Yu, Jonathon Adams and Gavin Lee	Deepening individual students’ reasoning and summarising in Geography and Mathematics through teacher questioning and talk (.pdf, 461.98 KB) (opens in new tab)
2016	Joanne Khaw and Susan Gwee	Using formative assessment to improve writing skills (.pdf, 261.93 KB) (opens in new tab)
2016	Shalini Damodaran and Susan Gwee	The impact of Web 2.0 technology on students’ argumentative writing skills (.pdf, 281.45 KB) (opens in new tab)