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Media Project

Enhancing language learning though a blended learning environmnet and how QTalk fits this model

What are your favorite resources for teaching a foreign language? If you said Teacher Pay Teacher, I have a better option for you. As foreign language teachers, we're always on the hunt for the best resources to engage our students and enhance the overall learning experience.

We've been following ACTFL's 5 Cs—Communication, Culture, Connections, Comparisons, and Communities—as our guide to lesson planning. But in my article, "Enhancing Language Learning by Fostering a Growth Mindset in a Blended Learning Environment," I suggest adding a 6th C for Change. This change involves shifting students from a fixed mindset to a growth mindset.

How do we achieve this? I believe we can get there by creating a significant learning environment. Tools like QTalk can help you create a blended learning environment that is effective, fun, and engaging. Students respond positively to the lessons and games, showing immediate progress. And the best part? QTalk requires very little prep work from the teacher.

Media Pitch

Images from QTalk website

Media Project Reflection

My innovation proposal revolves around creating significant learning environment through blended learning where students take ownership of their own learning. I proposed the blended learning environment for the foreign language classroom because it makes sense to pair teacher led instruction with technology.  One of the tools I found that does this seamlessly is a foreign language learning product called QTalk.  It is engaging, fun and effective for the students with little prep required by the teacher.  It is an intuitive program that fosters a sense of curiosity in the student to learn. For this reason, I chose to interview the creator of QTalk for this media project.

Challenges

This media project has been one of the more technically challenging projects I’ve undertaken in this program. I spent more time on it than any other project. It was interesting, fun, and frustrating all at once. There were several challenges I faced while creating it. The first was connecting my guest to my article. Since I had already mentioned his company in my publication article, integrating QTalk into the project wasn’t too difficult. However, I found it challenging that my guest speaker didn’t have the same academic vocabulary that I have from this course. I had to pay close attention to what he was saying and tie it back to the essential elements in my article by adding captions to frames where he mentioned concepts like COVA and blended learning without actually saying those words.

Tools

For this project, I used a combination of tools to produce the podcast. I used Zoom to record conversations with my guest. We met four times to discuss foreign language acquisition, resulting in over 160 minutes of material. I would have liked to be more concise, but the language program is so good that it was hard to stop talking about it and the topics I had pre-set before the meetings. I also used Canva to create the introduction and concluding slides of the video. To edit the video, I used CapCut, which was a huge learning curve for me. I watched YouTube tutorials to learn how to import and edit videos, but none of the videos I watched were better than trial and error—and there was a lot of error on my part. I finally managed to figure it all out. The video isn’t perfect, but it works for my purposes.  Lastly, I uploaded my video to YouTube so I could import it into Wix. Unfortunately, the frame showing in my upload wasn't very flattering of me, so I had to research how to change the thumbnail of the slide showing in the upload.  It took a little maneuvering but I got it changed.

Overall, this was a great learning experience for me.  I know now that any future podcasts will need to follow an outline more closely so that I’m not overwhelmed with the amount of material I have to choose from and edit.

References:

Hazan, M. (2019, April 19). Ted Talk: Let our pictures do the talking: Maurice Hazan. YouTube. TED Talk: Let Our Pictures Do The Talking | Maurice Hazan 

Hazan, M. (n.d.). Home: Qtalk-publishing. qtalk. https://www.qtalk.com/ 

American Council on the Teaching of Foreign Languages (ACTFL) Membership. (2021b, May 18). World readiness standards overview. YouTube. World Readiness Standards Overview 


Dweck, C. (2014a, October 9). Developing a growth mindset with Carol Dweck. YouTube. Developing a Growth Mindset with Carol Dweck 

 

Harapnuik, D. (2017, October 31). CSLE+COVA. Its about learning: Creating Significant Learning Environments. https://www.harapnuik.org/?page_id=6988 

Berdine, R. (1986, July 18). Why some students fail to participate in class. Marketing News, v20(n15).

Harapnuik, D. (2017, October 31). CSLE+COVA. It's about learning: Creating  Significant Learning Environments. https://www.harapnuik.org/?page_id=6988

 

Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences (2nd ed.). Learner’s Mindset Publishing. 

Szabó, F., & Kopinska, M. (2023). Gamification in Foreign Language Teaching: A  Conceptual Introduction. Hungarian Educational Research Journal, 13(3),  418–428.

Nourollah Zarrinabadi, & Nigel Mantou Lou. (2022). Mindsets in language learning and  teaching: an introduction to the special issue. Innovation in Language Learning and Teaching, 16 205–207.

 

Polona Vičič. (2020). A fully integrated approach to blended language learning. ELOPE,  17(2).

  https://doi-org.libproxy.lamar.edu/10.4312/elope.17.2.219-238

 

Szabó, F., & Kopinska, M. (2023). Gamification in foreign language teaching: a  conceptual introduction. Hungarian Educational Research Journal, 13(3),  418–428.

 

Al-Dosakee, K., & Özdamlı, F. (2021). Gamification in teaching and learning languages: A systematic literature review. Romanian Journal for Multidimensional Education, XIII(2), 559–577.

 

Gil-Acirón, L. Á. (2022). Benefits of gamification in second language learning ;  Beneficios de la gamificación en el aprendizaje de segundas lenguas. Epos : Revista de Filología; Núm. 38 (2022): Epos. Revista de Filología; 103-126 ; 2255-3495 ; 213-201X ; 10.5944/Epos.38.2022. 

https://doi-org.libproxy.lamar.edu/10.5944/epos.38.2022.33785

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