Langridge, Emma; (2023) To explore the impact of one-to-one pupil conferencing on year 5 pupils in writing lessons. Presented at: UKLA 58th International Conference, Exeter, UK.

Slideshow Master's research 2022-2023 V3b.pptx - Supplemental Material Download (3MB)

Abstract

This action research explores the impact of one-to-one verbal feedback (pupil conferencing) given to year 5 pupils during the writing process. Over 6 weeks, each child had personal verbal feedback in one writing lesson a week and audio diaries captured their opinions immediately afterwards. Researcher notes were gathered as the sessions progressed. At the end of the 6 weeks, pupils completed surveys and these were used to develop semi-structured interviews to gain insight into the pupils' perceived impact of these feedback sessions. Qualitative content analysis showed that overall, the sample group of four pupils had a positive experience of the process and wanted to continue it as part of regular classroom practice. Other positive outcomes included increased pupil confidence and agency. Furthermore, the one-to-one feedback gave the pupils more time and space which supported complex writing processes. Results also showed that despite really enjoying the verbal feedback experienced in the project, some pupils would enjoy it alongside more traditional written comments. Overall, this data suggests that delivering one-to-one verbal feedback in writing lessons has positive benefits for the pupils that are worth exploring further.

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