Research Highlights

Enhancing English Proficiency through Multiple Intelligences-Based Workshops on to Intensive Communication Follow-up

Update as of 3 August 2026


This research builds on findings from a pilot action research project on differentiated instruction (DI) in ESL/EFL/ESP courses at Saint Francis University (formerly Caritas Institute of Higher Education), which generated valuable insights into the cognitive and affective development of students enrolled in the Bachelor of Nursing and Bachelor of Social Sciences (Social Work Stream) programmes.

Based on these findings, the research aims to enhance the effectiveness of DI strategies in English for Specific Purposes (ESP) courses, extend these practices progressively to other English language offerings within the University and its partner institutions, and develop a scalable, evidence-based DI model for broader institutional implementation.

To achieve this aim, the project will adopt three iterative cycles of DI intervention. Each cycle will encompass collaborative planning between teachers and the research team, the design and implementation of tiered learning tasks, reflective debriefing, and systematic, data-driven refinement.

Through this structured approach, currently the research is now moving on to developing a robust inclusive composite DI MODEL alongside practical frameworks to intrinsically motivate students to “motivate themselves” through raising their self-efficacy for engagement both in the classroom and on their own, thereby enhancing teaching effectiveness, addressing diverse learner needs, and improving student learning outcomes across varied English language education contexts.

The research team is currently planning to run from September/October 2026 a series of composite workshops embracing music, calligraphy, typographical design centering around English communication practice throughout in relaxing environments and atmosphere. The team is convinced through running similar workshops that students’ self-efficacy and self-esteem will be enhanced in the process and beyond.

 

Stage I (2021-2024) - Implementing Differentiated Instruction for College-level ESL Learners: A Case-based Action Research Study in Hong Kong (funded by Institutional Strategic Grant ISG200205)

Team Members:

  1. PI: Prof. CHAN Yin Hong Thomas, Ip Ying To Lee Yu Yee School of Humanities and Languages, Saint Francis University
  2. Senior Research Assistant: Ms Allison WONG, Ip Ying To Lee Yu Yee School of Humanities and Languages, Saint Francis University

Stage II (2024-2027) - Facilitating the Enhancement of English for Specific Purposes (ESP) Teaching and Learning at Tertiary Level through Comprehensively Differentiating Instruction (DI) by Content, Process, Product and Affect/Environ on the Tomlinson Model (funded by Institutional Strategic Grant ISG230112)

Team Members:

  1. PI: Prof. CHAN Yin Hong Thomas, Ip Ying To Lee Yu Yee School of Humanities and Languages, Saint Francis University
  2. Co-I: Mr. LAU Hok Yin Jeff, Ip Ying To Lee Yu Yee School of Humanities and Languages, Saint Francis University
  3. Research Assistants: Ms Allison WONG and Ms Amanda WONG, Ip Ying To Lee Yu Yee School of Humanities and Languages, Saint Francis University