Running head: RESEARCH PROPOSAL 1

Research Proposal

Kirsten E. Shier

University of Ontario Institute of Technology

Dr. Jia Li





























Running head: RESEARCH PROPOSAL 2
Research Proposal

Introduction
Twenty percent of Ontario elementary school students in English-language
schools are English language learners (Ontario Ministry of Education, 2013).
Appropriate and successful English language education is imperative for the success of
these students. Jung (2012) believes that 21
st
century learners are required to be literate
in English as well as technology. Thus, a digital vocabulary acquisition program will be
the most effective form of education, combining education and technology for these 21
st

century learners. Unfortunately, many of these digital programs are designed for adults
(Wicha, Sharp, Sureephong, Chakpitak & Atkins, 2012). The goal of my research is to
shed light on the importance of digital animation use and vocabulary acquisition for
English language learners vs. traditional forms of education.
Methods
Design
Research will be conducted using quantitative methods to avoid any bias from
educators and researchers. A baseline vocabulary assessment will be administered to all
participants at the beginning of the research study. This vocabulary assessment will be
administered to participants again, at the end of the study. Next, experimental research
will be conducted. The control group will consist of 50 Grade Three English language
learners experiencing traditional vocabulary instruction. The Experimental group will
consist of 50 Grade Three students receiving digital animated literacy instruction.


Running head: RESEARCH PROPOSAL 3
Subjects
Participants will consist of 100 Grade 3 English Language Learners (50 students/
experimental group).
Instruments
A vocabulary test will be administered to all participants prior to formal
vocabulary instruction. These results will be compared to results from an identical
vocabulary test administered at the end of the study.
During the study the control group will undergo traditional vocabulary
instruction. This consists of locating unfamiliar words in a dictionary, memorizing
definitions and using words correctly in sentences. The experimental group will use
digital technology to learn vocabulary through animations. This consists of phonetic
alphabets, lip reading, images, images in context, and personalized characters for students
to interact with.
Procedure
Prior to instruction students from both experimental groups will be given a
baseline vocabulary assessment. These results will be compared with another vocabulary
assessment at the end of the experiment.
Over a four month period, English language learners will be taught vocabulary via
digital animated literacy or traditional vocabulary instruction. Instruction will occur three
times per week for 40 mins in school and 40 mins per week is to be completed at home.
After four months has passed students will complete a second vocabulary
assessment. These results will be compared to the original vocabulary assessment prior
to instruction.
Running head: RESEARCH PROPOSAL 4
Results
I expect the results from the study to confirm the hypothesis that animated literacy
is more effective for English language learners to acquire vocabulary when compared to
traditional forms of instruction. Effectiveness may be due to increased interest and
engagement in delivery method.
Discussion
This research will assist teachers tackle challenges they face with an ever-growing
diverse population in the classroom. Specifically, I will uncover programs and strategies
to improve vocabulary acquisition with English language learners. If nothing else, this
research is intended to open minds about various teaching strategies. Traditional
vocabulary instruction is out dated and misaligned with the 21
st
century learners needs.
With this being said, there are limitations to the study. The study is intended to
have a home school connection, 40 mins per week of practice should be completed at
home. For students in the digital animated literacy group it may be difficult to access
technology. Not all students have computers and Internet readily available. These
students may have to visit a friend or go to the library to complete their 40 mins of
practice. Researchers will have access to information regarding times students have
logged on to complete their work. However, there is no way of knowing if it is actually
the student doing the work. A sibling, friend or parent may be taking a turn. As a
preventative measure students will be given two log ins. The first log in being for them,
and the second will be for family to use if interested. Students will be asked not to share
their log in with friends participating in the study. This will reduce cross contamination
between experimental groups.
Running head: RESEARCH PROPOSAL 5
References
Jung, Hee-Jung. (2002). Uses of educational software by esl parents in the united states.
Teaching English with Technology, 2(4), 58-68. Retrieved from
http://www.tewtjournal.org/VOL%202/ISSUE%204/SOFTWARE.pdf
Ontario Ministry of Education. (2013). Inspire. Retrieved from
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/equity/ell_july30.
html
Wicha, S., Sharp, B., Sureephong, P., Chakpitak, N., & Atkins, A. (2012). An animated
dictionary for hearing-impaired students in thailand. Journal of Research in
Special Educational Needs, 12(4), 234-244.
doi:http://dx.doi.org/10.1111/j.1471-3802.2012.01239.x