1. Action Research Proposal Presentation Action Research Proposal Presentation Stephen Rowland EDU697: Capstone: A Project Approach Dr. Anthony Valley August 18, 2016

2. Area-of-focus The focus of this intervention is to test a theory that Korean ESL students will be more engaged and focused on the lesson and have a better result on their TOEFL test score, while enjoying the class. (Flickinger)

3. Explanation of problem Part of my problem is I am an introvert. I am the type of person who does not like conflict I do not like to yell or give out punishments Focus on one misbehaving learner takes the focus off the lesson and to that individual. This has led me to believe that I need a different approach. I need to come up with a way to keep the learners on track and focused on the lesson without using force. (Kennicutt)

4. Variables Some variables are: 1.The learners themselves: a.They are in the after-school class at their parents’ desire and they can leave at any time. b.New learners can also show up. Some of the points in the game are based on each learner’s response, which makes it difficult if the teams become uneven.

5. Variables The class is currently 2 boys and 4 girls, so it can be 3 vs 3, but if it becomes 2 vs 3, then I have to change my approach to giving a team points for each person’s correct response.

6. Research Questions 1.How can I make the lessons more fun and have a good rapport with the students? 3.What apps can I add to the class to motivate the students to use their tablets as a learning tool? 2.What can I do to help them see the need to keep using English in class?

7. Locus of Control I will be working on my own with my group of learners. The goal will be to see how I can keep the classroom under control and focused on learning.

8. Describe the intervention Change the usual schedule and divide the class into two teams. I will use a score-keeping app to keep score. Each week, they will get individual points, based on their team winning (10 pts) or losing (5 pts). Next: The rules of the game. a.The questions are worth two or three points. b.Penalties: speaking Korean, playing with tablets. c. Final project: Points will be based on their efforts.

9. The membership of the research group I will be working on my own with my group of learners. The goal will be to see how I can keep the classroom under control and focused on learning. (Texas A&M University-Commerce Marketing Communications Photography)

10. Describe Negotiations The classroom management is up to me, so I would only need permission to collect the data for the project. I would get the signatures of my head teacher, the school supervisor, and the parents of each of the learners.

11. Ethics- Philosophy My philosophy is “focus and be prepared.” The learners will focus on getting the right answers, and put their best efforts into each question. They will feel peer pressure to bring all required materials, like charger and earphones. I am prepared and have discussed this with other instructors. I sought out different points of view.

12. Ethics- no harm I want the learners to feel a sense of accomplishment when they take the class and when the get to the TOEFL test, I hope they will realize that they are prepared for the test and can overcome it. It has been shown that technology can encourage learners to work harder and longer (Hollis, pp 4-5).

13. Ethics- protection, bias The learners will be placed on teams with some individuals they may not like, but I will assure them that it is only for a few hours, not life! They will be informed of my classroom rules that include respecting others, so this will ensure they do not treat their teammates unfairly. I will make sure that I avoid giving points unfairly.

14. Intervention time-line Phase 1- Week 1, Day 1: I will tell the class about the project and ask them to have their parents sign the permission paper. Phase 2- Week 10: The learners will take the TOEFL test. Phase 3- Week 13: Determine the winner and present them with a prize. I will then evaluate their TOEFL test scores.

15. Statement of resources The school has an app for the Samsung Galaxy Tablet to teach the lesson, and I found a good free app that I can use to keep score for the game. I can add and remove points based on learner responses. (Intel Free Press)

16. Research QuestionsData Collection ToolWhy this tool? Justify its use in your study. How does it match to what you are attempting to find and to measure? Timeframe: How and when data will be collected. 1.How can I make the lessons more fun and have a good rapport with the students? Student survey Attitude scale I can gauge the learners ’ experiences by asking them to answer questions about their feelings about the new style of lectures. I can make the forms anonymous. The pre-class surveys will be given at the beginning of class, a post class survey will be given on the final day of class. 2.What can I do to help them see the need to keep using English in class? Compare p revious term ’ s with current term’s TOEFL test Daily notes I will use the learners ’ test scores from each 3-month term to allow them to view their progress. My daily notes will allow me to look at their behavior for the entire term at a glance. I will review the learners ’ previous test scores to see where they need to improve. I will see if their behavior improves over the whole term. 3What applications can I incorporate into the class to keep the students motivated to use their tablets as a learning tool? In-class projects Using apps for in-class projects will bring forward the learners ’ critical thinking skill as well as allowing them to be creative in expressing their English abilities. Student surveys can also be used here to help narrow down the apps the learners enjoy using. Each week is one or two in-class projects I can monitor to see their attitudes. I can see how different apps are used and avoided to see what ones are good for each student. Data collection tools

18. References: Cabaroğlu, N. (2012). PROSPECTIVE EFL TEACHERS' PERCEPTIONS OF CLASSROOM MANAGEMENT AND MISBEHAVIOUR. Cukurova University Faculty Of Education Journal, 41(1), 117-132. Flickinger, B. (2012). Free Image on flickr- student_ipad_school - 031. Retrieved from http://showcase.yukonps.com/ Hollis, J. (1995). Effect of Technology on Enthusiasm for Learning Science. Action Research: Perspectives from Teachers’ Classrooms. Science FEAT (Science For Early Adolescence Teachers). Retrieved October 11, 2015, from http://vizedhtmlcontent.next.ecollege.com/pub/content/ab1aaec5-21c4-406e-a698- dbcaec7493ee/Hollis_J._L.__1995.__Sample_action_research_report_1.pdf Intel Free Press. (2013). Free Image on flickr- Tablets stacked on the desk. Retrieved from https://www.flickr.com/photos/intelfreepress/11470931345/in/photostream/ Jalili, S., & Mall-Amiri, B. (2015). The Difference between Extrovert and Introvert EFL Teachers' Classroom Management. TPLS Theory and Practice in Language Studies, 826-826. Retrieved October 4, 2015, from http://search.proquest.com.proxy- library.ashford.edu/docview/1685872811?accountid=32521 Kennicutt, J. (2009). A Sergeant Instructor (Gunnery Sergeant) corrects an officer candidate. Retrieved from https://en.wikipedia.org/wiki/Drill_instructor#/media/File:Drill_instructor_at_the_Officer_Candid ate_School.jpg Landrum, R. (2013). Research Design for Educators: Real-World Connections and Applications. Bridgepoint Education. Mills, G. (2014). Understanding Action Research. In Action research: A guide for the teacher researcher (Fifth ed., pp. 3-22). Pearson. Texas A&M University-Commerce Marketing Communications Photography. (2014). Free Image on flickr- 14284-educational technology 3570.jpg. Retrieved from https://www.flickr.com/photos/tamuc/14120891628