VietTESOL International Convention 2026

Research has shown that the gradual release responsibility technique and the Sheltered Instruction Observation Protocol (SIOP) model strongly promote student learning in educational programs. However, few studies have examined the influence of integrating the gradual release responsibility technique with the SIOP model on teacher education. This study, therefore, employed a pretest and posttest quasi-experimental design to examine the impact of this technique with the SIOP model on primary pre-service teachers’ academic achievement and lesson-planning skills. The two classrooms were conveniently selected from a Teacher Education College (TEC) in Cambodia. One class was assigned as the experimental group (N=35) and the other as the control group (N=30). Five pre-service teachers from the experimental group were randomly selected for the semi-structured interviews. Throughout the fifteen weeks, the experimental group was taught using the gradual release responsibility technique with the SIOP model, while the control group received lecture-based teaching instruction. Data were collected through the achievement tests of content knowledge and lesson plan preparation. The ANCOVA results revealed that the gradual release responsibility technique with the SIOP model was more effective for learning achievement and lesson planning in English, yet no significant difference was found between male and female students in the experimental group. The findings also indicated a positive perception among the selected participants towards this implemented method. Finally, the study concludes that integrating the gradual release responsibility technique with the SIOP model can foster learning achievement and enhance lesson-planning skills in the English subject among primary pre-service teachers in TEC.