Action Research Design | L2 Blended Learning

Image source: photo from my classroom

Assessing Digital Learning

and Instruction

Reflection

In formulating the fundamental question for my action research plan, I considered my innovation plan and the steps to take to conduct the research. Following Mertler's book (Mertler, 2019), I followed the 4 steps to crafting an action research outline. Those four steps are:

Those four steps are:

1. Planning - Identifying and limiting the topic; gathering information through a literature review; developing a research plan.

2. Acting - Creating an implementation plan; collecting and analyzing the data.

3. Developing - Develop an action plan and collaboration

4. Reflecting - Sharing and communicating results and looking back on the process

Of the four, I feel like analyzing and interpreting the data will be the most challenging part of the action research plan. Never having conducted a research study before, I will have to consider exactly what the data is telling me and if the data can be interpreted differently by someone else. If the data can have multiple interpretations, how do I incorporate that information into the overall outcome of the study report? I may be getting too wrapped up in the what-ifs of the study before it begins, but I think it is important to have the what-ifs in mind when setting up the study.

I feel like the courses I’ve taken have strengthened my ability to gather information for my Action Research plan, building a foundation that has brought me to this point in my education. Reflecting on my work has helped me grow into a more confident educator. I now consistently look at my lessons with an eye for improvement, asking myself what I could do differently to enhance the quality of my teaching.

Each course has contributed meaningfully along the way. For example, in Concepts of Educational Technology, I developed my learning manifesto, where I emphasized the importance of effort in my classroom. I believe the willingness to put in effort is crucial for both teaching and learning, and I hold myself and my students to that standard. In Leading Organizational Change, I identified the “why” behind my innovation proposal, which connects to my action research goals. Covey's The Four Disciplines of Execution (4DX) has helped clarify my path, guiding me to focus on a maximum of two goals. For this action research plan, my primary goal is to achieve 100% student participation in DuoLingo and then measure their progress in language learning. Measuring outcomes will involve tracking student engagement and progress through DuoLingo while also assessing more abstract elements, such as their enjoyment of the learning experience.

The Instructional Design course has also shaped my approach to assessment, encouraging me to consider Assessment Of, For, and As Learning in my action research. For Assessment of Learning, I’ll gauge understanding by looking at how long it takes students to advance through Duolingo levels. Assessment for Learning involves gathering data from DuoLingo to identify areas where students may need additional support in Spanish. With Assessment as Learning, students will monitor their progress by tracking their mastery of each level, earning XPs, and observing their position on the leaderboard.

Together, these courses have prepared me to design an effective action research plan that measures both student engagement and language learning outcomes.

Topic of action research:

Online Language Learning Gamification Applications

Purpose of the study:

To discover the effects of online language learning applications like DuoLingo on middle school students

The fundamental research question:

In what ways does the use of an online language learning application like DuoLingo impact the quality of language learning in middle school students?

Research Design:

Outline

Given the topic of the action research on the effects of gamified language learning applications like DuoLingo on middle school students, a mixed-methods approach would be the best way forward. The qualitative approach emphasizes the subjective experiences and perspectives of each student which can be collected through observations and dialog. The quantitative approach involves structured methods measuring the amount of time spent in the application, number of levels achieved and awards obtained within the program. The mixed-methods approach would allow me to combine qualitative and quantitative methods to provide a comprehensive view of both the measurable impacts of DuoLingo on language proficiency and the students' personal experiences and perceptions of using the application.

The most appropriate type of data to collect:

The most appropriate data types for this research would include:

1. Qualitative Data:

Observations: Recording behaviors, engagement levels, and interactions with the application.

Casual Conversations: Gathering students' perspectives, feedback, and personal experiences with DuoLingo, focusing on what they found challenging, engaging, or beneficial.

2. Quantitative Data:

Measuring the time each student spends on DuoLingo and tracking progress over time, such as the number of levels completed or skills mastered.

Documenting scores, badges, or awards received within the app.

Types of measurement instruments:

A combination of measurement instruments tailored to both quantitative and qualitative data collection would allow me to comprehensively capture both the statistical impact of DuoLingo on language learning and the subjective experiences and perceptions of my students.

Quantitative Measurement Instruments

1. Language Proficiency Tests:

Use DuoLingo’s built-in quizzes to capture student progress at each level, showing learning gains tied to app usage.

2. Usage Data Logs:

Use data from the app to track the time students spend using it, the levels they complete, and the total hours invested. This will help show if there’s a link between time spent in the app and their language learning results.

Qualitative Measurement Instruments

1. Dialog:

Impromptu conversations: Conduct one-on-one impromptu conversations with open-ended questions about students' experiences with DuoLingo, exploring what they like, any difficulties they face, and their perceived impact on language skills.

Class Conversations: Covertly listen to class conversation where students can share insights, challenges, and their thoughts on the gamified aspects of the app.

2. Observational Checklists:

Engagement Observation: Create a checklist to record student behaviors during DuoLingo sessions, noting focus levels, signs of frustration or enthusiasm, engagement with gamified elements and observe students as they interact and support each other in reaching new levels on DuoLingo.

3. Behavioral:

Document behaviors that indicate comprehension, perseverance, or disengagement, providing additional qualitative insights into how students are interacting with the app.

Focus of the literature review

Literature Review

My literature review will align closely with the previous literature review I conducted in course 5305 Disruptive Innovation in Technology. In that literature review, my focus was on blended learning in the foreign language classroom. It naturally led me to online game-based learning. As a follow up on the topic, I will focus new research on the following areas:

1. Gamification in Language Learning: Review literature on how gamification influences language acquisition, student motivation, and engagement, particularly in middle school settings.

Engagement and Motivation

Gamification Features: Explore how gamified elements (e.g., points, levels, rewards) encourage student engagement and make learning more enjoyable.

Personalization: Discuss the app's ability to tailor lessons to individual student needs and learning paces, fostering intrinsic motivation.

Accessibility and Flexibility

Anytime, Anywhere Learning: Highlight the convenience of using Duolingo outside of traditional classroom settings, allowing for more frequent practice.

Variety of Learning Resources: Examine the diverse range of language materials and exercises available, accommodating different learning styles.

2. Efficacy of Online Language Learning Tools: Investigate studies that evaluate the effectiveness of language learning applications like DuoLingo, especially with younger learners.

Feedback and Progress Tracking

Immediate Feedback: Evaluate the role of instant corrections in promoting self-directed learning and fostering a growth mindset.
Progress Monitoring: Consider the impact of tracking features on student accountability and goal setting.

Limitations and Challenges

Supplement vs. Replacement: Address the potential drawbacks of relying solely on apps for language learning, emphasizing the importance of traditional instruction.
Technology Access: Discuss disparities in access to technology that may affect some students' ability to use the app effectively.
Motivation Variability: Examine how varying levels of motivation and discipline among students can influence the effectiveness of the app.

Integration with Traditional Learning

Blended Learning Models: Propose ways to integrate Duolingo into existing language curricula to enhance overall language instruction.
Teacher Support and Guidance: Highlight the importance of teacher involvement in guiding students on how to use the app effectively.

3. Impact on Language Proficiency and Retention: Focus on research that measures learning outcomes, including skill retention and proficiency growth, when using online language learning applications.

Language Proficiency and Skills Development

Vocabulary Acquisition: Analyze the effectiveness of Duolingo in helping students build and retain vocabulary.
Grammar and Syntax Understanding: Assess how the app teaches grammar rules through contextual practice and repetition.
Listening and Speaking Skills: Investigate the impact of interactive exercises on improving pronunciation and listening comprehension.

4. Student Perceptions and Experiences: Explore literature on students' subjective experiences with gamified language learning, which could highlight factors that contribute to their attitudes, confidence, and enjoyment.

Cognitive and Social Benefits

Cognitive Load: Discuss how the app breaks down complex language concepts into manageable chunks, aiding comprehension.
Peer Collaboration: Explore opportunities for social interaction and collaboration among peers through shared learning experiences and challenges.

Measurement Strategy

Action Research Plan

In this course, I have focused on the planning stage by identifying and narrowing the topic. Specifically, I concentrated on examining how game-based or content gamification learning impacts second language (L2) acquisition among middle school students in a blended learning environment. My initial hypothesis, informed by my own classroom experiences, was that game-based learning positively influences L2 acquisition. To evaluate this hypothesis, I conducted a literature review to gather supporting evidence. While the findings largely align with my assumption, I discovered a notable lack of comprehensive data in this area to fully substantiate my hypothesis.

Following the initial research, I developed a detailed research plan outlining the steps necessary to conduct the study. Although I am unable to complete the study at this time, I have prepared to resume the research next fall. In the interim, I initiated a preliminary study using Duolingo in my classroom, which allowed me to collect some data. This initial data captures metrics such as the time students spend on the application and the number of lessons they complete.

To advance this work, I created an action plan to fully implement the study next fall, incorporating multiple checkpoints to assess progress. Upon completing the study, I plan to share my findings with the school administration and parents and potentially seek opportunities to publish the results.