Publication
Project
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Final Compilation
My innovation proposal focuses on implementing a blended learning environment in the foreign language classroom, utilizing technology-based language learning programs such as DuoLingo and QTalk, alongside content gamification tools like Kahoot and Quizziz to enhance teacher-led instruction. This approach was the basis for my article titled "Enhancing Language Learning by Fostering a Growth Mindset through the Creation of a Blended Learning Environment." The process of authoring this article was a rewarding experience, allowing me to develop and outline and then refine my ideas with the valuable feed forward provided on my rough draft from my classmates. Their feed-forward helped me identify areas needing attention or further elaboration and suggested including personal stories to make the article more relatable, which significantly improved the final product.
In my final draft of the article, I emphasize the importance of cultivating a growth mindset in students, regardless of how meticulously lessons are prepared. A growth mindset fosters resilience, encourages persistence through challenges, and enhances overall learning outcomes. By incorporating activities that promote a growth mindset, students can view their abilities as developable through effort and learning, rather than as fixed and static. This approach helps students overcome the initial resistance often associated with language learning and empowers them to take ownership of their educational journey. Therefore, fostering a growth mindset should be a fundamental component of lesson planning to ensure students are better prepared to embrace challenges and achieve success in the foreign language classroom.
Additionally, I created a media project interviewing the creator of QTalk, which posed several technical challenges but provided a rich learning experience. I used various tools, including Zoom, Canva, and CapCut, to produce the podcast and learned valuable lessons about managing content and editing. The project reinforced the idea that technology, when effectively integrated with traditional teaching methods, can create an engaging and effective learning environment. Overall, this process highlighted the importance of combining innovative teaching strategies with a growth mindset to enhance language learning outcomes and prepare students for success in a globalized world.
Final reflection on the publication project
The core of my innovation proposal is the implementation of a blended learning environment in the foreign language classroom. This approach leverages technology-based language learning programs such as DuoLingo and QTalk, along with content gamification tools like Kahoot and Quizziz, that enhance teacher-led instruction. For this reason, I chose to write an article titled, “Enhancing language learning by fostering a growth mindset through the creation of a blended learning environment.”
Authoring an article for publication has never been on my list of goals. However, the experience has been immensely rewarding, allowing me to develop an idea and see it evolve into something more substantial than I had initially envisioned. The article was significantly enhanced by the feed-forward I received from my classmates, which was invaluable in refining my work. The feed-forward helped me identify areas that needed more attention or further elaboration. Additionally, I was advised to include more personal stories to make the article more relatable. I carefully considered all the suggestions as I reread and edited my article to convey the intended message effectively.
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The central premise of my article is that, regardless of how meticulously we prepare our lessons, it is crucial to incorporate activities that cultivate a growth mindset in our students. A growth mindset fosters resilience, encourages persistence through challenges, and enhances overall learning outcomes. By integrating activities that promote a growth mindset, we enable students to view their abilities as developable through effort and learning, rather than as fixed and static. These activities not only help students overcome the initial resistance often associated with language learning but also empower them to take ownership of their educational journey. Therefore, fostering a growth mindset should be a fundamental component of our lesson planning, ensuring that students are better prepared to embrace challenges and achieve success in the foreign language classroom.
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Ultimately, I believe I successfully conveyed this message to my readers. I hope they are inspired to prioritize a growth mindset when planning lessons and activities in the foreign language classroom, integrating technology to create an effective and engaging learning environment. I submitted my article to ACTFL;s official quarterly magazine, The Language Educator. I received confirmation of receipt and a message that I will hear back by October 2024.
Final draft of publication article
Publications considered for submission of article
The Language Educator Magazine -Length: approximately 1,500-3,000 words. I submitted my article and received a response indicating that I would hear back from them in October.
This is a refereed journal for second and foreign language scholars and educators. LLT publishes articles of up to 8,500 words that report on original research or present an original framework that links second language acquisition theory, previous research, and language learning and teaching practices that utilize technology.
This journal accepts finished articles with word counts of around 850–1,000 words
Publication Rough Draft Reflection
At the beginning of this project, I created an outline for a publication article based on my interests and relating to my innovation proposal. My innovation proposal centers on implementing blended learning in the foreign language classroom. Initially, I created a comprehensive outline detailing the development of my article. However, as I progressed, the article evolved organically. While I retained many elements from my original plan, I discovered that my ideas and the insights gained throughout this course significantly influenced the article's final direction. Furthermore, I developed an innovative proposal to add a goal to the existing 5 Cs set by The American Council on the Teaching of Foreign Languages (ACTFL). In my article, I proposed a 6th C goal: "Change"—fostering a shift in language learners' mindsets from fixed to growth.
Writing an article for publication was initially daunting, as it meant sharing my work and thoughts publicly with others in my field. Fortunately, this assignment included a peer review process for feed-forward comments. As a team, we agreed to use the same rubric as a guide to score each other's work. The average score I received before edits by four peers is 44.25.
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I received numerous helpful suggestions and corrections, many of which I adopted and considered for revisions. Some of the suggestions require that I do a little more research before adding to my final draft. Already, I have added a couple of paragraphs and made most of the technical changes proposed by my peers. In addition to receiving feed-forward, I also gave it. I peer-reviewed four articles, providing comments and technical corrections. Reading articles written by my peers was also beneficial to my own writing, as it offered new ideas on how to present my article, what content to include, and potential additions to enhance it further. Overall, the feed-forward process was very helpful.
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I intend to submit my article primarily to ACTFL’s Quarterly Magazine, The Language Educator, which imposes a word limit of 3000. Once I finalize my draft, I will ensure it complies with this requirement. Additionally, I am considering two other publications: Language Learning and Technology, which allows up to 8500 words, and Edutopia, which has a word limit of 1000. If I submit to Edutopia, I will need to revise my article to fit the requirement.
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