Action Research Project

EDD/581
ACTION
RESEARCH
PROPOSAL
Shyamala Mourouvapin
Action Research Proposal 1
Problem Statement
Action Research Proposal
2
Problem Statement
The problem is that postsecondary students are having difficulties
learning a second language and are often demotivated. Upon narrowing
the problem, an intervention will be implemented.
Problem Description
3
Problem Description
Imposed foreign language requirement.
Traditional methods of L2 instruction and assessments
Lack of motivation
No positive learning outcome
The problem was not addressed because
Preferred method of teaching.
Lack of theoretical foundation in instructors.
Knowledgeable instructors are held back
Rationale
Investigate strategies that are proven to increase student motivation and learning
outcomes.

Purpose of the Project

4

The purpose of this project is to solve this prevailing problem of decreased
motivation and lack of learning outcomes among foreign language
learners.
Writers Role
5
Personal experience teaching French in a 4-year college
To create awareness among colleagues
To involve colleagues who are in a similar pursuit.
Importance of knowledge dissemination catering to the 21
st

century learners.
Problem Documentation
6

Verify the existence of a problem
Baseline data
Participant survey
Students
Teachers
7

Student Survey rationale
Attitude about learning a foreign language
Attitude about in-class activities

Student Survey

8
What is your native language?

Do you have previous experience in a foreign language? If yes,
which one(s)?

Why do you want to learn a foreign language?

What class activities are most helpful for learning?

Do you feel the tasks/assessments given in your foreign language
class are relevant for your personal and professional life?

9

Teacher Survey Rationale
Teachers personal beliefs and attitudes about
teaching with technology
Probe the extent of technology use in L2 classroom
Probe the degree of ease in technology use in L2
classroom.

Teacher Survey
10
Our foreign language department is in need of improvement.

Technology enhanced instructional strategies change students
learning experience in foreign language classroom.

What type of technology do you use in your classroom to enhance
teaching & learning?

Technology-enhanced multimedia is beneficial for learning
presentational, interpretive, and interpersonal skills

What are some challenges that you face while using technology-
enhanced media instruction in your classroom?

Literature Review
11
Authors of the Study Title of the Study Purpose of the Study
Pertinent Findings That Support
Your Project
Wen-chi Vivian WU (2010)
Making English a Habit:
Increasing confidence,
motivation, and ability of EFL
students through cross-cultural
computer- assisted interaction
The purpose of this study is to
examine the relationship among
the three language-related
components: motivation,
confidence, and ability in foreign
language students using
technology as an instructional
tool.
The study provided strong evidence
tat the three components correlated
directly. Technology enhanced
motivation when the students had
more opportunities interacting using
online tools. Confidence and ability
to use the language increased
considerably
Elizabeth Root (1999)
Motivation and Learning
Strategies in a Foreign Language
Setting: A Look at a
Learner of Korean
The study looks to provide a
connection between motivation
and learning strategies that
influences a FL learning
experience
Individuals use different strategies
that they use more often. There are
specific links between motivational
factors affecting a specific choice
for learning strategies
David Jahner (2012)
Beyond requirements: Why do
students continue with language
studies?
By conducting a survey of upper
level language learners, the
author wants to show what
motivating factors result in
increased interest in foreign
language learning.
Students preferred technology based
instruction better. Their suggestion
was to make classroom instruction
more engaging and to rely less
on textbooks and workbook
activities and provide more
opportunities with authentic input.
Literature Review
12
Pertinent Findings That Support
Your Project
James D. Lehman & Mei-
Mei Chang (2002)
Learning Foreign Language
through an Interactive Multimedia
Program: An Experimental Study
on the Effects of the Relevance
Component of the ARCS Model
The study investigates effects of
foreign language learners
intrinsic motivation and
embedded motivational
strategies in a computer-based
interactive multimedia program.
The findings showed that
intrinsically driven students are
highly motivated. Embedded
instructional strategies using
technology showed high levels of
motivation in students, which in
turn resulted in high scores in
comprehension tests
Carla Abreu-Ellis, Jason
Brent Ellis, Abbie carle,
Jared Blevens, Aline Decker,
Letcia Carvahlo & Patrcia
Macedo. (2013)
Language Learning: The
Merge of Teletandem and
Web 2.0 Tools
The study focused on how Web
2.0 tools were used in foreign
language acquisition to increase
formal learning activities.
Findings revealed both advantages
and pitfalls in incorporating Web
2.0 tools. Multisensory inputs
using different Web 2.0 tools
increased communication skills,
and collaborative effort of
students.
Technology failure resulted in
frustration among students.
Gulsen Hussein (2010)

The Attitudes of Undergraduate
Students Towards Motivation and
Technology in a Foreign Language
Classroom
The purpose of this study was
to reveal the attitudes and
behaviours of undergraduate
students towards motivation
and technology in a foreign
language learning classroom.
Teachers need to keep abreast of
new technologies in order to be
able to provide support for
students. Without training the
teachers, students struggle with
technology. Students negative
feeling about technology is not due
to technology itself but inadequate
support from teachers.
Literature Review
13
Pertinent Findings That Support Your
Project
Yu-Li Chen (2008)
A mixed-method study of EFL
teachers Internet use in language
instruction.
The purpose of the study is to
investigate factors influencing
teachers in integrating the
Internet into their instruction.
Seven variables that were analyzed are
teacher training, institutional support,
perceived capability, beliefs, attitudes, the
constructivist
thinking, and classroom pedagogy Teacher
training appears to be the most prominent
determinant of Internet. Teachers are more
likely to use Internet
tools or try innovative methods when they
receive training. Training will also change
their beliefs and attitude into adopting a
constructivist- teaching practices. Feelings of
uncertainty seemed to the major barrier.
Sardar M. Anwaruddin
(2013)
Web 2.0 and language learners
motivation: An Action Research
Study.
The purpose of this study is to
determine whether the use of
web 2.0 tools enhanced student
motivation to second language
learning and enhanced language
learning.

The findings demonstrated that the use of
Web 2.0 technologies increased the
participants motivation as well as their
learning of English. The students
displayed a strong desire to achieve goals by
learning the target language. They also
showed positive attitudes towards learning
the language and enjoyed the activities that
led to successful accomplishment of the goal.
An increase in students on-task time and
class attendance suggests that students were
motivated to learn the target language.

Literature Review
14
Pertinent Findings That Support Your
Project
Keith Barrs (2012)

Action research: Fostering
computer-mediated L2
interaction beyond the
classroom.
The study investigates if use of
computer-mediated
communication platform
(CMC) can foster L2
interaction inside and outside
of the classroom.
.
The findings show that the project fostered
high levels of independent and target
language-focused participation
However, the statistical data could not report
on the effect of the project on classroom
dynamics. Multiple postings from outside of
the classroom reveal that the computer-
mediated platform was a useful and a viable
way of increasing the opportunity to engage
students in authentic language use.
Ali Osman Engin (2009)
Second Language learning
success and motivation.
The aim of this study is to
understand the importance of
the types of motivation students
need to learn a foreign
language successfully.

Students were highly motivated and eager to
study the chosen language. Different age
groups had different levels of motivation in
learning a foreign language. The younger
adults showed more eagerness that older
adults. Motivation also depended on
students values and cultural beliefs about
education in general. The data showed that
motivation depended on the learners goals
and utility of L2 in their future.
Action Goal
15

Increase student motivation
Achieve positive learning outcome

Intervention
Integrate technology as instructional strategy
Support group for instructors

Selected Solutions
16
The overall goal is to improve student
performance by increasing motivation through
the use of technology.
The solution involves 3 phases
Phase 1: Meeting & discussing with the
instructors
Phase 2: Implementation
Phase 3: Assessments & data evaluation

Phase: 1
17
Step 1: Meeting the instructors
Step 2: Discussing student survey
Step 3: Assessing components.
Step 4: Discussing strategies:

Phase: 2
18

Choosing sections to implement intervention
Selecting tools to integrate with each unit
observation

Phase: 3
19
Assessments
Testing four literacies using problem-based
learning approach
Webquest: A website created by teachers for
teachers.
motivation questionnaire
learning activities questionnaire

Calendar plan
20
Course: FRE 102
Course starts: June 25
th

Course ends: August 15
th

Number of days and hours per week: 2 days (4
hours/week)
June 10: instructors meeting
June 15: discussion about technology tools
June 16: lesson plans meeting
June 17-20: workshop

Calendar plan
Date/Session Unit taught
Activities
June 25-27
:
session 1-2

Unit lesson-1

Listening activity.
Virtual field trip

July 2: session 3

Unit lesson- 1-
2

Grammar activity: Quizlet
Listening activity
Culture activity
Instructor meeting
Preparing students to record themselves with
laptop camera and publishing in YouTube

July 9-11: Session 5-6

Unit lesson 2-3

Grammar activity
Listening activity
Introducing writing activity using Prezi.
Students will present their topic of choice
from culture unit.
instructor meeting

21
Calendar plan
22
Date/Session Unit taught Activities
July 16-18: session 7-8

Unit lesson- 3-4

Collaboration activity. Dialogue script
preparation. Students work with their group to
prepare a video using target language and
publish it in YouTube
Instructor meeting
July 23-25: session 9-10

Unit lesson 4

Listening activity
Virtual field trip
Grammar activity
Students present with Prezi using target
language
Instructor meeting

July 30- Aug 1: Session 11-12

Unit lesson- 4-5

Listening activity
Virtual field trip
Grammar activity
Collaborative brainstorming for oral exam.
Students will choose a topic from 4 given topics
to do an oral presentation. This assessment will
be a problem based learning assessment
prepared by the instructors using Webquest.

Calendar plan
Date/Session Unit taught Activities
Aug 6-8: Final week of class

Revision for final exam.
Oral exam preparation
Student survey: motivation questionnaire
& Learning activity questionnaire.

Instructor meeting
Aug 13: Oral exam Students will use PowerPoint to present
their topic in detail using target language
Aug 15
th
Final exam.

23
Expected Outcomes
24

Building individual skills by 30 %
Increased student motivation by
50%
Innovative lesson plans will be
implemented by 60% of the total
number of instructors teaching the
basic language courses.

Measurement of Outcomes
25
Outcome 1: Building individual skills by 30%
Module tests
Midterm & final exams
Oral exam
Outcome 2: Increased student motivation by 50%
attendance
In-class participation
Homework submission frequency
Outcome 3: Innovative lesson plans will be used by over 60% of total
number of instructors.
Observational checklist & notes
Informal interviews & discussions during meetings
Pre/ post survey

Analysis of Results
26
Analyzing data
Excel sheets
Multiple backups
Charts and graphs to have a visual representation
Analysis of Results
27
How will I determine if the solution strategy
was effective?
Effectiveness is when there is
30% increase Test and exam scores
50% increase in participation, attendance,
number of projects submitted
60% increase in positive feedback from post-
surveys, interviews and discussions
Analysis of Results
28
How you will present your findings and to whom you will
present them?
How
Presentation of findings using PowerPoint with charts
and graphs
Copy of the findings to the attendees
Copy sent via email to non-attendees.

Analysis of Results
29
How you will present your findings and to whom you will
present them?
To whom:
Instructors (participants) in the ARP
Instructors who collaborated with the ARP participants
in exchanging ideas and offering support
Language department supervisors
Instructors who are interested in using technology in
the future
Professors who teach more advanced language
courses.
References
30
Askov, E., & Bixler, B. (1998). Transforming adult literacy instruction through computer-assisted
instruction. In D. Reinking, M. McKenna, L. Labbo, & R. Kieffer (Eds.), Handbook of
literacy and technology (pp. 167184). Mahwah, NJ: Lawrence Erlbaum.
Cunningham, D. (1998). 25 years of technology in language teaching: A personal experience.
Babel: Journal of the Australian Federation of Modern Language. TeachersAssociations,
33(1), 4-7, 35.
Jacopovic, P. (2010). Teacher attitudes on integrating technology in elementary curriculum.
Retrieved from http://scimath.unl.edu/MIM/files/research/Jakopovic_AR_FinalLA.pdf.
Krashen, Stephen (1981b). "The "fundamental pedagogical principle in second language
teaching". Studia Linguistica. pp. 5070
Lightbown, Patsy (1990). "Chapter 6: Process-product research on second language learning in
classrooms". In Harley, Birgit. The Development of Second Language Proficiency.
Cambridge, New York: Cambridge University Press. pp. 8292.

References
Teacher Observation Rubric. (2004). Retrieved from
http://members.tripod.com/sjbrooks_young/observationrubric.pdf
Ushida, E. (2005) The role of students attitudes and motivation in second language learning in
online language courses. Calico Journal. 23 (1), pp: 49-78

31
Appendices
Appendix A
Websites for instructors
http://quizlet.com
http://webquest.org/index.php
http://Prezi.com
http://youtube.com
http://mashable.com/2010/04/21/classroom-
video-conferencing/
http://www.teach-
nology.com/tutorials/powerpoint/

32
Appendix A- contd
http://www.apple.com/ilife/imovie/
http://www.field-trips.org/trips.htm
http://ielanguages.com
http://bbc.co.uk
33
Appendix B: Observational
checklist

I. Setting and Circumstances:
Grade Level(s) of Students
Observation Length: minutes
Site (check): Computer lab Classroom Other
In each category below, check as many as apply during the time of the
observation.
Activity: Individual Small group Whole class Student Presentation
Teacher Presentation
Choice: The specific uses of technology in this session were : required of
all students required of some students unrestricted
Primary nature of student activity: Passive and receiving Producing and
creating

34
Appendix B contd
Technologies in use: Internet projector CD player Others
_________________
Software in use by class during the observation:
Student objectives for this time period:
Learn content-related skills, facts or concept
Develop a project Practice or reinforce a skill or concept Communicate with
resource person or peer Learn a research skill Testing or assessment
Learn a software or application skill (note): Other (note):
Student goals addressed this time period: be a discriminating and
technically proficient technology user
seek, analyze and evaluate information using technology
conduct problem solving and/or decision making activities using
technology
be a creative and effective user of productivity tools
be effective communicators, collaborators, publishers and producers
be a responsible citizen, worker, learner in technology environment
35
Appendix C:
Motivation Questionnaire: Please select the response that
corresponds to you.SD = strongly disagree; D= Disagree; N=Neutral;
A= agree; SA= Strongly agree
Motivation about the Language
I wish to someday be able to communicate with someone who speaks the
language.
I want to be fluent in the language someday.
I enjoy learning about other cultures.
Motivation about the Class
I enjoy coming to class.
I find classroom activities interesting.
The things I am learning in this class are interesting.
I feel that the teacher wants me to do well in this class.

36
Appendix C: contd
Confidence
What I learn in this class will be useful in my life.
I will someday be capable of effective communication in the
language.
I will go far in life.
By the end of the semester, I will have learned everything I am
supposed to for this class
External Motivation
Someone in my family wants me to do well in this class.
This class will look good on grad school and/or job applications.

37
Appendix- D: Learning activities
questionnaire
Language learning using technology Questionnaire: Please select the
response that corresponds to you.
SD = strongly disagree; D= Disagree; N=Neutral; A= agree; SA= Strongly
agree
Personalized Language Use
Speak about your life or interests using the language
Write about your life or interests using the language
Exclusive Use of the Language
Do translation exercises
How much of the time does your teacher speak in the language?
Deep Language Use
Read longer selections in the language (i.e. literature/poetry/stories)
Have class discussions using the language
Role-play or create dialogs with the language
Do large projects (write stories or reports, make videos, give presentations,
etc.)

38
Appendix D: contd
Mechanics
The professor gives lectures, either in English or in the language
Take quizzes or tests
Repeat things the teacher says, or do call and response exercises
Fun
Sing or listen to songs in the language
Play games using the language
Watch movies/television
Cultural Exposure
Do cultural activities (learn dances, make food, celebrate holidays, etc.)
Talk with native speakers (people who grew up speaking the language
including the teacher
Do worksheets or exercises out of the textbook or workbook

39
Appendix D: contd
Not Included on Any Index
Read in the language (includes reading directions, simple sentences,
questions, etc.)
Use authentic materials (newspapers, magazines, movies, cartoons, etc.
that were originally made for people who grew up speaking the language,
not students learning the language)
Use technology (not including TV/movies)

40
Appendix E: Webquest
Assignment Sample
Name___________ lundi, le 14. juin,
2014
La cuisine franaise
Lobjectif: Find out about French specialities.
T: find out about French specialities
O: + find out about French cheese, wine and
Michelin stars
X: + Research on a real French website and
select courses from a French menu.

41
Appendix E: Webquest sample
project
Webquest:
1a) Go to: http://www.wordreference.com/ and find the English for the following
French dishes and add them to the table

1b) Go to: http://www.google.fr/imghp and copy and paste each French dish into the
search bar and hit enter. Copy and paste a picture of the dishes below (reduce the
size to fit both images in the space available):

42
French English
Les cuisses de
grenouilles
Les escargots
Appendix E contd
43
2) Go to: http://www.cuisine-france.com/ and complete the table below:

3) There are over 400 types of cheeses in France! Go to: http://about-
france.com/cheese and type 2 examples of each type of cheeses.
4) The French love their wine. Go to: http://www.terroir-france.com/ and name 5 of
the main wine regions below.
5) Go to: http://fr.wikipedia.org/wiki/Ratatouille and look under the picture on the right
hand side. List the main ingredients of ratatouille in English here:
Use the online dictionary to help you: http://www.wordreference.com/
6) Go to: http://www.chezgerard.co.uk/menus and have a look at the la carte menu
and chose what you would like to eat for lunch. Write your order below:

French dish English
description
Boeuf
bourguignon
Bouillabaisse
Cassoulet
Coq au vin
Appendix F: Course participation Evaluation
INSTRUCTIONS: Please evaluate the quality of your
students course participation regarding the listed
activities using the scale provided. Circle one number in
each column. If you have any students who you are
concerned about or impressed with, please add your
comments regarding their behaviors.
Excellent 5 4 3 2 1 Poor

44
Student
names
Attendance
Homework
submission
Project
1
Project
2
5 4 3 2 1 5 4 3 2
1
5 4 3 2
1
Appendix G: Teacher Attitudinal
Surveys
Pre/ post survey measuring teachers attitudes & beliefs toward technology.
Survey (to be used beginning and end of semester). On Current use of
technology & Attitudes about Technology
Indicate the degree of your overall knowledge of current technology and
terminology
To what extent are you aware of the available technology in your building?.
Please rate your overall knowledge of how to use the technology available
in your building.
Please rate your comfort level with using the available technology in the
building.
How important do you feel it is to use technology during instruction?
How often do you use technology during your instruction?
Please rate your comfort level with using technology during your instruction.
How often do you have your students use technology during instruction?
Indicate the overall comfort level of your students with using technology
during instruction.
45
Appendix G: Teacher Attitudinal
Surveys
How significant do you feel is the impact of technology on student
engagement? Comment:
How significant do you feel is the impact of technology on student
achievement? Comment:
If offered, how likely would you be to participate in onsite technology
training either before or after school? Comment:
If offered, how likely would you be to have your technology teacher come
into the classroom to model a technologyrich lesson? Comment:
If offered, how likely would you be to participate in planning and
coteaching technologyrich lessons with your technology teacher?
Comment:
What professional educational technology assistance would best help to
meet your educational goals for your classroom of learners?

46
Appendix H:
Lesson plan/ Activity Checklist (Items are taken from the ITSE and NETST
standards to track the effective use of technology during curricular instruction)

_____Design and Develop Digital Age Learning Experiences and Assessments
____design or adapt relevant learning experiences that incorporate digital
tools to promote student learning and creativity
___develop technologyenriched learning environments that enable all
students to pursue their individual curiosities and become active participants in
setting their own educational goals, managing their own learning, and assessing their
own progress
_ _provide students with multiple and varied formative and summative
assessments aligned with content and technology standards and use resulting data
to inform learning and teaching
___ Model Digital Age Work and Learning
__ demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
__ collaborate with students, peers, parents, and community members using
digital tools and resources to support school success and innovation
__communicate relevant information and ideas effectively to students,
parents, and peers using a variety of digital age media and formats
__ model and facilitate effective use of current and emerging digital tools to
locate, analyze, evaluate and use information resources to support research and
learning

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Appendix H contd
Based on the provided checklist items, how would you rate your lesson as
to the extent of technology being integrated in a meaningful way?
No technology involved
Little technology and/or lower level technology integrated (i.e. skill
practice, word processing, etc.)
Moderate level of technology integrated (i.e. web quests, research
online, creating a Power Point presentation or visual model, etc)
High level of technology integrated (students are using multiple
technology tools to synthesize and construct meaning from their learning)

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