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SYNOPSIS 1

Dickinson, Paul. (2018). Addressing current and future challenges in EAL writing with Universal Design
for Learning. Retrieved from
https://www.researchgate.net/publication/329513302_Addressing_current_and_future_challe
nges_in_EAL_writing_with_Universal_Design_for_Learning

Brief Summary

In this article, Dickinson describes a study in which he explores the application of UDL in a

writing class in English as a Foreign Language class in Japan. The study was done with 40

students who were first-year nursing students in a 15-week English writing course. They were all

adult foreign language learners whose mother tongue was Japanese, and their level of English

was approximate to an average CEFR2 level of A2. Descriptive, argumentative, and narrative

text types, which require learners to create an individual writing portfolio, were included. Ten

individual and three collaborative tasks were targeted activities of the course. Dickinson used the

UDL Guidelines (CAST, 2018) in the design and implementation of the course.

Main point/argument/question

The writer claims that the success of UDL guidelines in enhancing L1 writing has been reported

in various studies, but its effects on EAL writing has been studied rarely. To address this gap,

Dickinson investigates the learners’ perceptions of the UDL-based designed English writing

course.

Author’s motivation

The author aims to provide an understanding of UDL applications in all language classrooms and

how UDL can be used to reduce the learning barriers in writing courses in EFL settings.
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Methods

The study was done with 40 students who were first-year nursing students. They were aged

between 18 and 20. Their L1 was Japanese. A questionnaire survey- including items asking for a

students’ preference, a free comment section, and a Likert item- was administered in the final

lesson of the course.

Findings/Results

1. Learners prefer having options for topics with 80 %.

2. Learners prefer having a choice of formats with 88 %.

3. Learners consider group writing as the best aspect of the course.

Significance/Importance of Study

UDL framework has been studied in many learning environments. However, the applications of

UDL and empirical studies in EFL contexts are very few. This study gives a perspective on how

this framework can be applied to improve language courses.

Critical Evaluation

This paper provides suggestive evidence of a successful application of the UDL framework in

foreign language writing classes in higher institutions. The study focuses on the perceptions of

the learners of the UDL practices in writing classes. However, it doesn’t specifically mention

which learning barriers it helped to overcome and which specific needs it helped to meet. How it
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affected the quality of learning and particular language areas targeted to be improved can be an

issue that can be investigated in further studies.

Questions and Connections

The UDL strategies applied during this course provided students with choice. I believe this

contributed to engagement. Since writing is a productive skill, it is one of the most challenging

areas for students, which is the reason why writing classes have been one of the most challenging

ones in terms of teachers managing the classroom and keeping the learners on task. I wonder

how much UDL-guided instruction has contributed to classroom management, task completion,

and the quality of the outcome of student writing.

____________________________________________________________________________

SYNOPSIS 2

Rao, K., & Torres, C. (2017). Supporting academic and affective learning processes for English

language learners with universal design for learning. TESOL Quarterly, 51(2), 460-472. Retrieved from

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C44&q=Supporting+Academic+and+Affective+L

earning+Processes+for+English+Language+Learners+with+Universal+Design+for+Learning&btnG=

Brief Summary

____________________________________________________________________________

SYNOPSIS 3
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Kakamad, K. K. (2016, July). Applying Universal Design for Learning to Center for English

As A Second Language. Retrieved from

https://www.researchgate.net/publication/309012321_Applying_UDL_to_Center_for_English

_As_A_Second_Language

Brief Summary

Kakamad(2016) describes how Universal Design principles can be applied for English

Language Learning at a Language center at the Southern Illinois University in Carbondale

(CESL), which can be a representative of many of the ESL programs in the U.S. Using a

variety of data collection methods, the author investigates the students’ perceptions of how

flexible and inclusive the program is in students creating their learning environments and

setting their own learning goals and objectives. According to the findings of this study,

Kakamad makes several recommendations about how UDL can be implemented so students

will gain more autonomy over their learning.

Main point/argument/question

The writer claims that there are several thousand English as a Second Language Programs

across the United States, which serve the purpose of preparing international students for

graduate-level studies. The author questions the quality of these programs in terms of

students' perception of their language readiness for the graduate programs.

Author’s motivation

The author points out the fact that the population in the program is so diverse in terms of

culture, English background, and level that applying UDL principles would best suit their

varied needs. She/he claims this is mostly the case in all international English Language
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programs across the US. The author aims to suggest ways of improving the quality of ESL

programs that are preparing language learners for graduate-level studies by implementing

UDL principles. Besides, she/he points out the importance of the organizations teaching ESL

to understand how UDL can be applied to promote student control over some aspects of their

learning and to make ESL programs more inclusive.

Methods

The subjects of this study were CESL students from all over the world and from an age group

ranging from 18 years old to 40 years old. They come from a vast range of socioeconomic,

religious, ethnic, and cultural backgrounds. The author uses both quantitative and qualitative

methods for data collection. A survey created by Paulo Freire is used to investigate learners’

perceptions of their learning environments and the ESL program they are studying in. The

students are interviewed face to face.

Findings/Results

1. The vast majority of students in the CESL program recognized the need for adaptations,

which enhance more student autonomy and inclusion in the program.

2. The students surveyed consider the CESL program a top-down, teacher-centered

program.

3. The survey results indicate that many students believe the instructors are not adequately

informed about the differences in the ways international students learn.

Significance/Importance of Study
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The number of international students studying in different English Language Programs before

they move to a graduate program around the US is vast. Several methodologies are promoting

a more student-centered approach and techniques in language teaching, but the author

observed that these methodologies and principles are not recognized well and implemented in

most language programs in the US. From this perspective, this study can suggest areas of

improvement to the ESL courses in universities around the country. This study indicates the

importance of integrating more inclusive approaches and principles like UDL to prepare

international students for their further academic studies better.

Critical Evaluation, Questions, and Connections

This paper is an evaluative study making a judgement on the quality of an ESL program

preparing students for graduate studies. It provides valuable insights into why Universal

Design of Learning and Inclusive Design strategies can add significant value to the quality of

language teaching from the lenses of students. It clearly outlines some implications and

provides suggestions for improvements. Nevertheless, the research has some issues of validity

and reliability. First, the author presents information which might not be factual since he/she

doesn’t provide the specific characteristics and number of the participants, the number of

interviews, date of the observations and interviews, but instead use the words “many”,

“most”, and “ a lot of”. We are even not well-informed whether these observations are

repeated or viewed from different angles. Second, we are not informed about how

representative the participants of the study of language learners in the program. Moreover, the

author makes generalizations about ESL programs across the country based on the findings of

this study. Third, the research is done only with the students whose perceptions of the
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language learning process may not be aligned with the realities and facts of language learning

for academic purposes. Based on the results gathered from only one-stakeholder, who does

not have a professional perspective of language teaching, the study may lead to faulty

generalizations. Fourth, the author presents contradictory statements about the ESL/EFL

programs around the world., which are not well supported by rigorous research reference.

Last but not least, the suggestions from students are presented directly as ways of UDL

implementation in ESL, which may cause misconceptions about how UDL can be applied in

language learning settings.

SYNOPSIS 4

Dickinson, P. (2017). Effecting Positive Change in English Language Learning with Universal

Design for Learning. The IAFOR Conference on Language Learning - Hawaii 2017 Official

Conference Proceedings.

Brief Summary

In his article, Dickinson introduces a framework- Universal Design for Learning (UDL)- as an

alternative way of designing instruction to meet the needs of evolving English language learning

environments. He points out that the diversity in English language learning classrooms is

increasing, and inflexible learning environments are creating more barriers for learners who
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have already been facing challenges like linguistic, cultural, lack of motivation, and some other

social, behavioral, or emotional difficulties. He underlines the fact that most educators

recognize the need for personalized accommodations; however, comprehensive and

pedagogical frameworks that can provide high-quality learning opportunities for learners are

becoming urgent. The article begins with a brief definition of UDL. The author emphasizes that

compared to approaches residing the problems in learners, UDL underlines the importance of

removing the barriers in the curriculum and learning environments at the beginning of the

learning processes. Dickinson also recognizes UDL is evolving since factors contributing to

learning environments are all dynamic. After a summary of UDL guidelines and principles,

practical examples of UDL based instruction implemented in English as a foreign language (EFL)

classrooms in Japan are also presented. Dickinson narrows down the topic to English language learners

and EFL contexts and effectively reveals EFL teachers how to employ flexible resources through

examples for Multiple Means of Engagement-asking children to create a self-directed portfolio-,

Representation- through an extensive reading program and a multimodal representations (textual,

visual, aural) of the stories, and Action& Expression- through a collaborative multimodal storytelling

activity.

Critical Evaluation

This paper introduces the core principles of UDL after a brief tap into its definition and

development. However, for those who first encounter this framework, the core principles part

may not provide enough insight, and the readers may need more knowledge to develop an

understanding of UDL to more easily situate information about how to create and support such
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inclusive practices within their contexts, examples of which are given at the final part of the

article.