Ar Paper

Running head: CHANGEMAKING AND ADULT ELLS 1
Changemaking Skills and Adult ELLs
as Agents of Change
Aureen Andres
University of San Diego

CHANGEMAKING AND ADULT ELLS 2
Changemaking Skills in Adult ELLs as Agents of Change
History is comprised of change agents who have defined the struggles of their time.
Prominent figures of reformation, social change, and/or advocacy can be found throughout the
world. Their concerns have ranged from a variety of issues such as giving voice to the voiceless,
equity, accessibility, or just the basic human right to live. All these historical narratives have a
common thread in their struggle--change agents. Whether it be for a small marginalized group or
for the good of all in general, change agents are a crucial catalyst for social change. Change is
necessary and inevitable. “We live in a world where the demand for those who can adapt to and
contribute to change is rising exponentially,…Anyone who cannot play this game is out. You
can’t play the change game unless you are a changemaker” (Innovators for the Public, 2016).
Given this premise, my interest in the concept of change and change agents was
prompted by my experience in teaching an ESL (English as a Second Language) class during my
first semester as a graduate student at the University of San Diego’s TESOL program. The ESL
class was a pilot program, with an initiative to invite the local community members of Linda
Vista to attend class on campus. By the second semester, the ESL class started to take on a more
purposeful and meaningful mission. The university had recently been designated as a
Changemaker campus by AshokaU--an initiative under Ashoka organization--“to incorporate
social innovation into the culture and curriculum” at the university level (“About Ashoka US,”
n.d.). During the summer session, my co-teachers and I had begun to implement a project that
would help create an opportunity to empower the learners in our class in an effort for the
students to become leaders in their community. When the project ended, the concept of change
agents still lingered in the back of my mind.

In order to proceed further with my interest in change and change agents, I began to
ponder how I could be a changemaker myself while helping others to help themselves. I began
by seeking out a group of adult English Language Learners (ELLs) within the context of a non-
academic track, more specifically a community-based setting. It was during this time that I was
able to access a network of parents at my local elementary school. This group consisted of adult
immigrants seeking to improve their English language skills. It was an ideal group for my
capstone project and they became the focus group of my research.
Correspondingly, this research paper will first discuss the identification of the issues as
seen from the different stakeholders involved, the rationale for the study, followed by the
research question informed by the given information. Next, it will then give a brief history of
Ashoka’s Changemaking, and define important terms related to this study. Then, the paper will
discuss common themes from similar studies about change agents and the gap that this research
attempts to fill. Afterwards, this will be followed by a description of the research context and its
participants, methodology used, overall findings, reflection, and conclusion.
Statement of the Problem
Cognizant of the importance of gathering sufficient feedback from different perspectives,
I began a preliminary process of gathering data from solid information--my pilot data. This
entailed data triangulation--information collected from different sources such as the local
elementary school’s principal, the PTA’s (Parent Teacher Association) president, the School Site
Council Co Chair, the District Advisory Council Member, and the ELL parents of the local
elementary school.
Based on these conferences, there seemed to be a variety of challenges from all sides. For
simplicity’s sake, the following are those selected to be the most prominent issues relevant to the
immigrant community of parents and those most relevant to this study. The concerns were the
following: 1. low participation and feedback from ELL parents in PTA meetings and Parent
Coffee meetings which involved discussions related to policies/financial concerns of the school,
2. guidance and assistance in helping new and returning ELL parents navigate the U.S.
educational system (e.g. filling out required registration forms and the like), and 3. accessibility
to an English language class in which parents with small children would be able to attend.
Low Participation and Feedback
Based on information collected from administration, it was of importance to see more
representation and feedback from the immigrant community members (specifically ELL
parents). Lack of involvement affected the amount of financial funds received from the state and
federal government. For example, Local Control Funding Formula (LCFF), a legislation which
supports student services (“Local Control,” n.d.), was impacted negatively in the previous year
because 60% of student lunch forms were not filled out. According to ELL parent feedback, they
were not aware that unfilled forms would have a negative impact on budget allocation for their
school. Common assumptions were that since their children did not qualify for free or reduced
lunch, not filling out the lunch forms would not have any repercussions. They were not aware
that regardless of income, filled lunch forms would count as participation towards advocating for
additional funding and in the same respect, unfilled lunch forms would show low participation
and a less chance of being approved for additional funding. Parent feedback was also pertinent in
budget allocation for the school. Lack thereof meant that those deciding on budget allocations
and programs were left in the hands of the few who did attend the meetings but were not
representative of the school population. Representation in the committee and meetings were
disproportionate to the actual demographics of the school population.

Guidance and Assistance
According to ELL parent feedback, more guidance and assistance were needed for new
and returning parents who were unfamiliar with the U.S. educational system and its procedures.
For some, registering their children for school was stressful and confusing due to the
unfamiliarity with the process, especially parents who were new arrivals to the U.S. In addition,
language on the required forms proved challenging for some to comprehend given that they were
English language learners themselves.
Accessibility to English Class
Another key issue offered by ELL parent feedback was accessibility to an English
language class that welcomed their young children. A few reasonings that were mentioned
were: 1. given that they were not in their country of origin, they did not have their usual family
support from relatives to help with childcare, 2. most were uncomfortable leaving their children
in the care of other adults, especially in a new country, and 3. they had limited resources, their
child either did not meet the requirements for a program (e.g. age) and/or they were unaware of
where to seek other resources.
Rationale for the Study
This action-research focused on a marginalized and underrepresented adult immigrant
population in the U.S. This study looked at the parents of a local elementary school, whose
children made up 41% of the total population and are of Asian ethnicity (“Race/Ethnicity,” n.d.),
yet had very little representation in associations/committees which voted on funding and
programs that affected their children’s education and well-being.
The purpose of this study was an exploratory approach to how the implementation of
Ashoka’s Changemaking skills into a course would impact adult English Language Learners as
agents of change. This study sought out to investigate if the development of these skills would
increase a learner’s self-efficacy and change their self-perception to be active participants in
advocating for issues that concerned them and their children.
Part of the aim of this study was to attempt to help the marginalized and underrepresented
adult immigrants in my local school community to find their voice by teaching them the
necessary skills to be agents of change and in so doing, increase their engagement in their
community and their awareness about their role within their specific environment whether it be
here in the U.S or in their country of origin.
In addition, this study sought to obtain data which would help address research gaps
regarding community-based adult English Language Learners and the integration of
Changemaking skills in a course.
Lastly, this study was conducted to further my own professional development and
teaching skills, and to deepen my understanding of my role in this particular context as I, myself,
am an immigrant parent whose children also attended this local elementary school and thus, am
also a stakeholder. Hence, this research was relevant and of importance to me in a number of
ways.
Research Question
Taking into consideration the pilot data, the literature on change agents, and my interest
in social change, I felt that my intervention (a changemaking skills course) was relevant and in
alignment to what was needed for the participants in this context. Therefore, my research
question was as follows:
How does incorporating Changemaking skills (Ashoka, 2017) into a course help adult
English Language Learners to be agents of change?

Defining the Terms
Changemaking
The term changemaking is constantly evolving. It embodies varies concepts and
principles. It was coined by an international organization called Ashoka. Founded by Bill
Drayton in 1981, Ashoka is a global network of social entrepreneurs aimed at solving problems
for the greater good (“About Ashoka US,” n.d.). The organization first started in India with
efforts to identify the world’s leading entrepreneurs who had ideas for social change. It has
grown tremendously to include Fellowship Support Systems from multiple countries. As it
relates to the field of education and academia, a salient belief is that students and educators shape
the system, that school is a hub for transformational work which can trigger positive change, a
call to action so to speak (Innovators for the Public, 2016). Its key element is to put ideas into
action (“Working Toward Definition,” n.d.). For purposes of this research, changemaking will be
defined as “the ability to act and create change in whatever role you play” (“The New
Framework,” n.d.). By extension, a changemaker will be defined as “one who desires change in
the world and, by gathering knowledge and resources, makes that change happen”
(“Observations of,” n.d.).
Empathy, Collaborative Teamwork, and New Kind of Leadership
The term changemaking also has three other important skills/attributes that constitute its
framework: empathy, collaborative teamwork, and a new kind of leadership. Empathy will be
defined as “the experience of understanding another person's thoughts, feelings, and condition
from their point of view, rather than from your own” (Psychology Today, n.d.). I conceptualize
this as the ability to position oneself in the eyes of another. It is an active attempt to experience
someone else’s reality. Collaborative teamwork is an organizational model that is fluid and in
which each team member is a leader and initiator, a team of teams with a shared vision to work
in partnership with each other in creative ways (Meehan III & Jonker, 2018). I visualize this
concept like a honeycomb in which all teams are working towards one overarching vision for the
greater good but have different sub-goals to accomplish in their own micro setting. For
simplicity’s sake and as it relates to the specific students I taught, new kind of leadership will be
defined as leadership where “strong leaders empower all to lead rather than command others to
follow” (Fallender, 2017). This model is contrary to the traditional hierarchy model in that it
focuses on decentralized autonomy. I think of this as a type of leadership that highlights the
voice and ideas of each member. I visualize this as a circle of chain links in which the group is
only as strong as the weakest link and therefore, as a leader, it would be most beneficial for each
link to empower each other.
Self-Efficacy/Confidence and Self-Perception
In “Principles of Language Learning and Teaching,” H. Douglas Brown defines self-
efficacy as the “belief in your own capabilities to perform an activity” (Brown, 2014).
Throughout this paper I will use this term interchangeably with “confidence” as the term self-
efficacy proved challenging for my students to understand and in response to this, I had to
substitute it for a simpler term on the self-assessment sheet. Self-perception will simply be
defined as how one sees himself/herself. This includes personal beliefs, opinions, and attitudes
that one perceives of his/her being.
Literature Review
Turning now to the literature review, Changemaking has only recently begun to draw
attention from researchers, particularly in higher education (Rivers, Nie, & Armellini, 2014).
There is a growing body of literature that is beginning to recognize the importance of this
concept--“everyone a changemaker” (Marie, Arif, & Joshi, 2016; Power, Dakri, & Irwin, 2018;
Rivers et al., 2014). More and more universities across the U.S. are being designated as a
Changemaker campus by the Ashoka organization. Currently there are 27 Changemaker
campuses in the united states (Ashoka U, para 2). However, there has been limited publication of
research focusing on the impact of embedding Changemaking attributes in adult learning and
teaching within the context of a non-academic community-based setting. Furthermore, no
university has yet published the effects of the implementation of these skills in the field of
language learning, and more specifically in adult ELLs.
Due to logistics and other factors, provision and research for adult ELLs have received
scant attention in the literature (Bidgood, Saebi, & May, 2006, as cited in Haworth 2014). The
literature on change agents in education has mainly concentrated on research focusing on either
teachers (Borrero, 2016; Bright, 2015; Lukacs, 2014; Marie et al., 2016; Rivers, Armellini,
Maxwell, Allen, & Durkin, 2015; Rivers, Hazenberg, & Bajwa-Patel, 2015; Rivers et al., 2014;
Watson, 2014) or students (Elsey, 1990; Elwell & Bean, 2001; Finn, 2015; Hardman, 1999;
Haworth, 2014; Perren, Grove, & Thornton, 2013) as change agents in higher education. Thus,
research on adult ELLs in a community-based context (non-academic track) is limited at best.
Because of the previously mentioned infancy of this topic, I decided to conduct a meta-
synthesis review of the literature. This entailed research conducted in two sets. One that focused
on teachers as change agents and another that focused on students as change agents. For purposes
of this literature review, I have conducted a cross reference of these two sets of studies and have
fleshed out commonalities and prevalent themes that were present in both sets of research. I also
fleshed out those studies which had similar and/or common attributes to the most prominent
features of Changemaking. They are the following: social consciousness for empathy,
collaboration for collaborative teamwork, leadership for new kind of leadership, and community
engagement for changemaking.
Teachers and Students as Change Agents
Social Consciousness. One commonality in the intersection of teachers as change agents
and students as change agents which aligns with the principle of Changemaking is social
consciousness or social awareness. In Noah Borrero’s research regarding perspectives of pre-
service urban teachers, he discusses how teachers’ conceptualization of teachers as agents of
change are communicated in different ways (2016). Some expressed it through their desire to
participate in social change while others through meaningful purpose. One student wrote that she
wanted to “be a part of an educational era that provides equitable access to quality education for
all students--especially those in urban public schools” (Borerro, 2016, p. 114). In another study,
social consciousness takes the form of civic responsibilities among ESL students within the
context of a service-learning project. For students, it is “a sense of empowerment as the students
change with more knowledge and awareness of social issues as well as how to address these
issues actively as a part of the learning process with certain language benefits” (Perren et al.,
2013, p. 471).
Collaboration. The theme of collaboration was also common between teachers and
students as agents of change. In the context of teachers as change agents, it was used to describe
the practice and support offered by other teacher candidates in reference to a study regarding
counter-hegemonic practice (Bright, 2015). Bright (2015) described this type of collaboration
among the candidates as “symbiotic sharing” (p. 463). I think this is closely linked to Ashoka’s
collaborative teamwork attribute. I think it echoes an interdependent way of working and
collaborating. For students as change agents, Joel C. Hardman’s research discusses this concept
of collaboration in relation to a community of learners in which Cambodian adult ESLs take part
in each other’s English literacy development along with their children and their Cambodian
teacher (1999). In Charles Elsey’s (1990) study, collaborative efforts emerged as advice for his
adult ESL class on how to launch an organization for political action, “Organized students can do
some things for themselves that they cannot do individually” (p. 78).
Leadership. The theme of leadership also emerged in my research as a common thread
between teachers and students as change agents. With regards to teachers as change agents,
Borerro (2016) declared that his candidate’s response showed “awareness of the historical legacy
of inequitable educational opportunity in this community and a desire to be a leader for change”
(p. 112). Karrin S. Lukacs and Gary R. Galluzo (2014) discussed an emerging leadership model
in reference to teacher roles. They stated that, “...teachers should take charge of their
professional landscape by becoming more active participants in plans for school improvement”
(Lukacs & Galluzo, 2014, p. 101). Regarding students as change agents, Perren et al. (2013)
described the mission of service-learning in reference to leadership as a course to “promote civic
engagement and reflection to inspire and empower the next generation of global change leaders”
(p. 477).
Community. Last, but not least, the theme of community emerged within the cross
analysis of my literature review. In her study, Cate Watson talks about the tensions within a
professional learning community (PLC), how that term is perceived, and the role of PLC as it
relates to educational and institutional change (2014). Anita Bright (2015) discusses community
in her research in terms of establishing trust among teacher candidates and creating a safe place
in which to explore their vulnerabilities. Her paper states how this element was required in
preparation for the first assignment which invited candidates to “engage in deep introspection on
their histories and privileges,...” (p. 462). For research which focused on students as change
agents, the theme of community emerged in regard to how participation in service activities had
the potential to empower students with a deeper understanding of community and civic
responsibility (Perren, Nuray, & Thornton, 2013). “It is through this reciprocity that students
gain a greater sense of belonging and responsibility as members of a larger community” (Jacoby
1996, as cited in Elwell and Bean, 2001). “In our program we build community in several ways.
In the classroom we build community by following a participatory approach to education…”
(Stern, 1997, p. 3).
The Gap
As shown through the literature, the attributes of Changemaking are spread throughout a
variety of literature with no manageable cohesion. When viewed separately, each study has at
least one tenet of Changemaking. The concept of changemaking is not new, but the repackaging
of it is. Ashoka’s Changemaking has synthesized the emerging themes into one cohesive
package. The term itself is indicative of the modernity of its time and the global issues of the
twenty-first century. As demonstrated in the literature review, research on the implementation of
Changemaking skills has yet to be done in the sphere of adult ELLs. It is at best scarce and
sporadic.
Research Context
Research Environment
This study took place in a non-traditional classroom setting in 25 feet by 13 feet living
space, at the residence of the participating teacher/researcher. The room contained two large
tables to seat 14 students; three large whiteboards, for lessons and activities; a wall of books, for
reference and leisure reading; and an entertainment center which housed a large television for
projecting PowerPoint presentations, the daily lessons, videos, and anything in lieu of a projector
screen. I was positioned next to the television screen for necessity reasons to connect my laptop
to the television. A small section in front of the wall shelf was a designated play area for parents
who brought their young children. This space was pertinent to the research environment as it
helped to address the third issue mentioned earlier.
Research Participants
The participants/students composed of sixteen English language learners who were
temporarily or permanently residing in the United States. Their ages ranged from mid-thirties to
high sixties. Ethnicities reported were as follows: eleven from Japan, three from Korea, and two
from China. It should be noted that two participants were parents from a different local
elementary school, that another two participants were spouses of visiting scholars from the local
university, and that one participant was a visiting scholar from the same local university; the rest
were from the local elementary school of focus. All participants were married with at least one
child. A table using nominal scales has been provided summarizing the demographic breakdown
of the students.
Student Demographic
Country of Total
Male Female
Origin Students
Japan 0 11 11
Korea 0 3 3
China 1 1 2
Total 1 15 16
The students’ educational level varied: two students had a Doctor of Philosophy (Ph.D)
degree, one student had a Master of Business Administration (M.B.A) degree, two students had a
Bachelor of Science (B.A.) degree, eight students had a Bachelor of Arts (B.A.) degree, two did
not have any degrees, and one was unreported. English proficiency levels based on a written
diagnostic test consisted of two students in advanced level, nine students in upper intermediate
level, three students in intermediate level, one student in pre-intermediate level, and one student
unreported. Below is the breakdown of the students’ education level.
Student Education
Country of N/A Bachelor's Master's Doctoral Total
Origin Degree Degree Degree
Japan 2 7 1 1 11
Korea 0 3 0 0 3
China 1 0 0 1 2
Total 3 10 1 2 16
This action-research also involved one second-year student-teacher from the University
of San Diego enrolled in the M.Ed. in TESOL, Literacy and Culture Program who had seven
years of tutorial experience in teaching adult international scholars at a local university, one and
a half year of student-teaching experience with adult English Language Learners in a
community-based program, and a combined year as a professor’s assistant at a university and
local community college.
Methodology
Timeframe of Study
This study’s duration lasted eight weeks during the Spring semester of 2018. The
students met twice a week on Tuesdays and Thursdays, for two hours from 11:30 to 1:30 p.m.,
for a total of 16 sessions.
Data Collection Tools
I used a mixed method data collection and analysis for this study. My rationale for this
was to try to make my research as valid and reliable as possible. Hence, I thought that applying
both quantitative and qualitative methods would be the best procedure for this type of study
given what I was trying to explore and the variables (confidence and self-perception) I was
trying to measure. Some of the data tools I used were: a diagnostic test, a pre and post-
confidence self-assessment sheet, student journals, a teacher log book, conferences, photos, and
videos.
Quantitative data. An English language diagnostic test was administered to determine
the level of language proficiency of the students (see Appendix A). A pre-confidence self-
assessment was used to establish a baseline of the students’ self-efficacy/confidence in the
beginning of the course (see Appendix B). A post-confidence self-assessment was administered
after the completed sessions to track any changes in student self-efficacy (see Appendix C). The
pre and post-confidence self-assessment took the form of a Likert scale with five ratings. The
values assigned to each response were as follows: 1 for Not Confident at All, 2 for A Little
Confident, 3 for Confident, 4 for Very Confident, and 5 for Absolutely Confident.
The Pre and Post-Confidence Self-Assessment data was then coded into numerical form.
This helped me to gain insight and measure any increase or decrease in confidence (see
Appendix D). These two sets of data were then configured to percentages (see Appendix E). This
conversion allowed me to see the combined data of the whole class and compare the two sets
more effectively. I then configured this same data into a bar graph for visual representation and
ease of analysis (see Appendix F or page 20).
For additional analysis and visual representation, I then translated the coded data into a
line graph for each student. This additional representation allowed me to see each student’s self-
assessment measure and make a comparison to their confidence level prior to and after the
implementation of Changemaking skills into the course. The ling graph supplemented the coded
data for easier analysis. For brevity, I included only two examples below to demonstrate my case
and point. For example, Student 1 did not show any change in confidence level for both pre and
post assessment questions on 4, 7, 8, and 10 (Q4ab; Q7a, b; Q8a, b; Q10a, b). For Student 2,
question 5b and 10b were coded 0 to mean that the participant either did not answer at all or
answered “not applicable” to the post-confidence self-assessment and question 4 was stagnant.
However, Student 1 did show an increase in confidence for questions 1, 2, 3, 5, 6, and 9; while
Student 2 showed an increase for questions 1, 2, 3, 6, 7, 8, and 9.

Qualitative Data and Triangulation
Coding/Indexing student journals. The self-assessment data was then triangulated with
student journals (qualitative data) to give me a different lens and allow for more objectivity. To
accomplish this, I read the journals carefully and labeled relevant pieces connected to self-
efficacy and/or confidence. I did this by searching for entries that implied or explicitly stated any
changes in the student’s confidence. I also searched for data connected to transformation of self-
perception as these were the two-underpinning focus of my research.
Conceptualizing the Data
Deductive Coding. After coding/indexing the journals for confidence and self-
perception, I also coded them again a second time for pieces that I felt were important as it
related to my research. I searched for patterns/themes and categorized them—here I used
deductive coding. One salient theme I focused on was actions taken or intentions of actions to be
taken to address immediate concerns.
Another theme I searched for was intention to participate in PTA meetings as this was the
primary concern from the administration and which impacted the children of my students the
most—here I used deductive coding again.
Inductive coding. I also coded the journals a third time to look for emerging themes
since my overarching research question was rooted in an exploratory approach—meaning in
addition to confidence and self-perception, I did not know what exactly would emerge from the
data so I looked at the most salient topics that the students would write about and tried to find
commonalities or patterns. Here I used inductive coding or what is called an emic approach in
research terms.
Student journals were also utilized as an informal assessment tool to gauge students’
language proficiency progress, areas of focus that needed to be addressed in future lessons,
comprehension of the lessons, and to establish a personal connection and bond with the students
in which I would respond or give feedback to their concerns and questions in case some did not
feel comfortable speaking up in class or were fearful to approach me in person after class.
I used a teacher observation/reflection log to notate students’ behavior, increased
leadership participation, and interactions with other students. The log was also used to record my
critical analysis of the research journey as an active agent and participant of the proposed
research, present/future concerns regarding the study and/or the lessons being implemented, and
any ideas for improvements regarding the research and/or course.
Short individual conferences were conducted prior to, during, and after the course—this
method provided for time triangulation. This also provided remedy for most of the shortcomings
from the pre/post-confidence self-assessment, student journals, and teacher logs. Photos and
video recordings were also used to document interactions and behaviors (for sample of consent
forms see Appendix G).
Overall Findings
The data chart below suggests that there was a general increase in student confidence.
This of course implies a correlation at best and is not causal. When comparing the pre and post-
confidence self-assessment chart, the data shows an increase in most of the questions. For
example, question 1 (Q1: How confident do you feel about voicing you opinion/concern in
English?) shows the data for 11 responses. Out of the 11 responses, 45% responded with Not
Confident at All in the pre-assessment. However, in the post-assessment, it dropped to 0%. This
means that for this question the student felt that their confidence increased. Further inspection
across the table shows exactly where that increase occurred: 36% responded with A Little
Confident (meaning 36% of respondents were now a little confident about voicing their
opinion/concerns in English), 27% responded with Confident (meaning 27% of respondents were
now confident as opposed to the 18% before), 36% responded with Very Confident (again, a rise
from 0% in comparison to the same column/category).
Pre Self-Assessment of Confidence

Not
A Little Very Absolutely
Question Total Confident Confident Total
Confident Confident Confident
at All
Q1 11 45% 36% 18% 0% 0% 100%
Q2 11 27% 45% 27% 0% 0% 100%
Q3 11 36% 55% 0% 9% 0% 100%
Q4 11 18% 45% 27% 9% 0% 100%
Q5 9 78% 22% 0% 0% 0% 100%
Q6 9 33% 33% 22% 11% 0% 100%
Q7 10 30% 50% 10% 10% 0% 100%
Q8 11 45% 36% 18% 0% 0% 100%
Q9 11 27% 55% 18% 0% 0% 100%
Q10 10 60% 30% 10% 0% 0% 100%
Post Self-Assessment of Confidence

Not
A Little Very Absolutely
Question Total Confident Confident Total
Confident Confident Confident
at All
Q1 11 0% 36% 27% 36% 0% 100%
Q2 11 9% 9% 36% 45% 0% 100%
Q3 11 0% 27% 27% 45% 0% 100%
Q4 11 0% 27% 18% 45% 9% 100%
Q5 7 14% 14% 57% 14% 0% 100%
Q6 9 0% 22% 22% 56% 0% 100%
Q7 10 10% 20% 10% 50% 10% 100%
Q8 11 18% 36% 27% 18% 0% 100%
Q9 11 0% 36% 45% 18% 0% 100%
Q10 8 25% 50% 25% 0% 0% 100%
This data can also be seen in a different format for ease of comparison. See bar graphs in
the following page.
Combined Pre Self-Assessments

90%
80%
Percentage in Rating
70%
60%
50%
40%
30%
20%
10%
0%
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Question
Not Confident at All A Little Confident Confident Very Confident Absolutely Confident
Combined Post Self-Assessment

60%
Percentages of Ratings
50%
40%
30%
20%
10%
0%
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Questions
Not Confident at All A Little Confident Confident Very Confident Absolutely Confident
As seen above in the bar graph, a quick glance shows a spike in the Very Confident
category as depicted by the darker shade of blue. In comparison to the pre-assessment, the bar
graph on top shows minimal dark blue. The bottom bar graph also depicts the darkest shade of
blue indicating the Absolutely Confident category, a response not evident in the pre-assessment
on top. This suggests that most of the students felt much more confident after the intervention.
Confidence
As mentioned earlier, to allow for more objectivity and support of my analysis of the
data, I triangulated it with student journals. Below are two excerpts which I believe demonstrates
this. The bolded words are the identifiers I used to corroborate my analysis.
“Before I know about changemaking, I didn’t think it is a kind of skill which I can learn.
Now I know what the changemaking is a little. So I can try making a change, but from
tiny though. Helping people who are new to this country is a my tiny changemaking. I
couldn’t help (even though if it’s tiny) them because I didn’t have any confidence. Then
I felt I might be wrong or annoying, because it might be better they do what they know,
what they want to do or the information they have. However, It is not always need to be
perfect for the others. They can make better decision useing my help or information.”
“Before I learned changemaking, I think I was more passive person. I’m a person who
like to join a festival, to listen a new idea on TED talk, and push “like” on Facebook post
which my friend write about his/her new challenge. Basically, however, I was always a
listener or participant, not an organizer or entrepreneur. I thought about it--why I didn’t
do them even I like new ideas. I came up the reason, that I was afraid of being rejected
my idea. I’ve always wanted to be agreed by everyone, I guess. However, I know it’s
impossible. After I took the class, I realized that I don’t have to be too serious. Just
speaking up my idea to the friends can change the situation better, and I want to be
more active to the situation surrounding myself.”
Self-Perception
In addition, as previously stated, I was also interested in patterns that indicated
transformation of students’ self-perception. Here I found evidence of a student’s narrative which
I interpreted to be an implication of some type of transformation. Again, the identifiers are in
bold.
“Since I started to take this English Class, I became to have a bit more critical mind.
Before I always felt I was just a visitor, tried to understand this is the way or custom
here. Now I realized even my English skill is not great, I could do something for the
society I belong to.”
I would like to point out that this is just one example of a common theme that I found throughout
the journals.
Participation in PTA Meetings
In the example below, a student describes his/her intention to attend a PTA meeting and
voice a concern. This student entry is of importance as it speaks to the primary issue of
attendance in PTA meetings.
“I spoke about the shortage of the school Lunch time. Recently my daughter prefers to
have a school lunch because she can have a bit more time to enjoy her lunch time. One of
my friends also gave up making her nutritiuos home-made lunch box and instead her
daughter brings only a snack bar everyday. I think we can attend the next PTA meeting
and ask them to make the lunch time longer.”
Action Taken or Intended to Take

As was mentioned in the Rationale for the Study section, I wanted to see if the
development of Changemaking skills would increase a student’s confidence and change their
self-perception to advocate for themselves and for others. These entries exemplify the intent to
take action as is the point of changemaking and becoming agents of change
“Change making is not so big change at first, but if it connect with others and influences
the other people to chage, it become very big powerful and big change in the end...I really
feel that I also want help people who are new to live here. And the people feel same as
me. It influence to the others too. So at first, helping me might be not so big change, but
after it wold become bigger and bigger. That could be the changemaking.”
“I advocate making some programs to my apartment’s gym which parents can join
with their kids. For example, Yoga or any kind of dance etc...We have some activity
programgs for family in my apartment. But we cannot go to gym with kids. So it must be
better they could have any programs for family. Because we pay a lot of money for our
amenity, and I know many family lives in our amenity, however for family it’s difficalt to
have any chance to use them like gym.”
“Actually, I’m not a person who is with action. I prefer reading books and embroidering
at home...I was not sociable and I was not good at talking about my opinion in English.
However, I realized that it’s important to act and say my best regardless of the skill of
speaking English. Now, I think that I’m trying harder than before.”
As with all narratives, what is implicated is a matter of interpretation. Therefore, I would
like to point out that although I have arranged these examples above, it does not limit these
testimonies to just one category. These journal narratives are layered and complex. For example,
in the first excerpt under Confidence, I also interpreted this student’s entry to imply not only
confidence, but also a transformation in self-perception, an intent to take action and to engage
more in his/her community.
Overall, the quantitative and qualitative data appeared to suggest that there was an
increase in confidence. The qualitative data seemed to suggest that there was transformation in
self-perception. Student increase in participation/engagement with the community with some
students was suggested by qualitative data as well. Together, these results suggested that there
was a correlation between the intervention—changemaking skills course—and helping adult
ELLs to be agents of change.
Rectification Issue 1
The rectification for increased participation in PTA meetings and more feedback from the
adult ELL community seemed to be underway. Going purely by verbal testimonies with no
written transcripts of actual conversions, it was reported after the close of my research that some
of my prior students did attend the next PTA meeting. I was unable to confirm this with evidence
since the teacher in charge of taking attendance at this meeting did not attend that meeting, and
this information was not recorded. Furthermore, PTA meetings only happen once a month and it
did not fall within the timeframe of this research.
Moreover, in one of our sessions I had a guest speaker come and present some
information. The School Site Council Co Chair & District Advisory Council Member (they were
one and the same person) presented information that the group requested. He/she also stayed to
answer questions and concerns. I think this really helped the adult ELL students/parents feel
more connected and part of their elementary school community. Based on my notes in my
teacher log, they even made a commitment to fill out the lunch form for the upcoming year in
that session. This was later confirmed when I bumped into one of my prior students and he/she
reported with pride that the group (the other prior students/parents from that elementary school)
remembered to fill out the lunch forms for the upcoming year. However, this again was after the
end of my research date.
Rectification Issue 2
As recorded in the student journals, there was an attempt to offer more guidance and
support for new and returning adult ELL parents with registration. Here is an excerpt that
exemplifies this:
“However, it’s amazing that you really show us you can make anything happen in reality.
So I’d like to think about how can I help my self and others to prepare for registration
during the first day of school. I had a new Japanese student in my son’s class two weeks
ago. Because I felt difficulty in many things during first time, I helped them and tell them
about a school information which they would need.”
I think this excerpt also demonstrates the concept of changemaking in that this student made an
effort to act upon his/her idea. I would even argue that he/she began to demonstrate and practice
leadership skills.
Similarly, as part of their collaborative teamwork project, I asked the students to come up
with a solution for the issues that were mentioned in the introduction section of this paper. The
students from Japan formed a group telephone line in which information was disseminated from
one parent to another. Some of the students also actively offered their assistance to new families
by showing them simple things like where the grocery store was located and where to go to
purchase non-American food (as evident in the entry above). This helped new families with the
challenge of functioning in a new country, a new culture, a new system, and with new norms.
There was no data regarding any effort to rectify issue 2 from the Korean or Chinese students.
Rectification of Issue 3
Rectification of having an English class where student-parents could bring their children
was temporarily rectified by the class I offered. Below is an example of a correspondence from
one student that exemplifies this. There were many other correspondences like this that came in
the form of journal entries, emails, and cards as well.
“Hi,Ms.Auriel. Thank you for the class today. Every time I learn a lot,not only English
skills but also your enthusiastic way to motivate us. I have been looking for ESL
class which allow me to join with my baby, but I couldn’t find it until I met you. So,I
really really appreciate your class.”
Future status of a potential class that offers the same assistance is currently in progress. As a
member of the PTA, I can attest that this is currently being discussed, but has ongoing issues
related to logistics.
Limitations of the Study
Analysis method. I think that the data analysis method could have been improved.
Implementation of the t test and calculating for the probability value to give a significance value
might have strengthened the research. This might have been a good statistical measure to see if
my intervention produced a ‘true effect’ or not.
Time. Time was a limitation to effectively answer my research question. It was quite
challenging to try to teach all four skills in just 16 sessions, especially when the attending
students varied so often. The class was only four hours per week which I felt was not enough
time to teach the skills effectively. Perhaps stretching out the course for at least a full 16 weeks
with at least nine hours per week might be sufficient time to yield more valid and reliable results.
Quantitative measure for self-perception. Also, I did not do a quantitative measure for
self-perception. For future research, a quantitative measure might produce a more positive result
to the overall study. This perhaps could be added in combination with the student journals and
other methods to rectify any shortcomings in the analysis. I made the error of assuming that an
increase in confidence was directly correlated with a change in self-perception. I did not realize
this until I sat down and thoroughly looked at my data and compared it to my research question.
Too many correlation assumptions. In relevance to this, I think that my research
question may have been too broad—novice mistake. Even though my research produced positive
results, in hindsight, I think there were too many correlating assumptions. For example, the four
skills were assumed to bring about an increase in self-confidence, which was assumed to
correlate to a change in self-perception, which was assumed to help adult ELLs be agents of
change. If I look at this from another perspective, how do I know that it was not another factor
that was causing my students’ increase in their self-confidence? Self-confidence increase may
have been due to my approaches, or the methods I chose, or the techniques I used. I believe that
too many factors could have affected the outcome. An explicit inquiry as to what caused the
students’ self-confidence to increase could be used to exclude the other factors.
Solicitation of feedback. In addition, more and better journal prompts could be used to
solicit more student feedback regarding their confident level, self-perception, and what affect the
changemaking skills had in helping them to be agents of change. This would offer a more robust
understanding and better accuracy of the data. More frequent individual conferences may also
help to rectify this as well.

Reflection
Cycle 1 Overarching Question
Wrong assumption about ease of teaching skills. To redirect back to the research
question of how does incorporating Changemaking skills into a course help adult ELLs to be
agents of change, I began to think of how to best teach these skills in the context of this
particular group of students. I asked myself, what activities will I use? What approaches will I
take? What methods will I utilize? How will I gauge if these four skills are learned?
Also, given that this was an action research with an exploratory approach, I left room in
the syllabus for modifications to allot for student feedback and participatory rolls in determining
what the students wanted to learn. Hence, my class was semi-structured and very flexible. This
allowed me to make sure that I was indeed teaching a class that fulfilled the students needs while
at the same time would meet my research requirements. However, this also took away time
allotted for me to teach the skills I wished to implement. Hence, the second cycle was a
concurrent cycle supplementing the overarching question. I began to focus on how to best
implement these four skills into the course.
Cycle 2—Concurrent (the Four Skills)
Wrong assumption about comprehension. Cycle 2 began during the second of week of
class (3rd session). I had assumed that implementation of the four skills (empathy, collaborative
teamwork, new kind of leadership, changemaking) would not be too difficult. I was gravely
wrong. One of my biggest miscalculations was that I assumed that based on the students’ level of
education, it would not be too difficult to comprehend the given text about Ashoka’s
Changemaking which I extracted from the organization’s website. When the students were asked
to read aloud the text, there was no cause for much concern. Most read it aloud with ease.
However, when I asked the students to highlight all the words that they were unsure of, I noticed
that there was more than I had expected or anticipated.
This raised a concern for me and now I was faced with the challenge of how to best
simplify this concept of changemaking and all the principles and attributes that go along with it. I
needed to simplify and break the reading into smaller chunks and teaching of the skills into
longer sessions. Given that the concept of changemaking is continuously evolving; it was
understandable that the term and its attributes seemed to be too abstract and complex for my
students. This led me to cycle three: how to teach the idea of Changemaking, especially if one of
its attributes/skills is included in the term itself.
Cycle 3—Concurrent (the Concept of Changemaking)
It seemed as if I was working backwards when I should have started out with teaching the
concept first. Again, I made the assumption that my teaching was clear and that I had executed it
well. However, again I discovered the opposite. To make an informal assessment of whether my
students were grasping the concept of changemaking, I had them work on a poster presentation
in which they identified a problem in their community and thought of a solution that would
benefit all. One group had three students and they presented on Anti-aging. They made good
arguments for it and offered solutions, but it was not exactly social change. The second group
which had four students presented on Anger Issues. Again, they offered great reasons why it
should be of concern and gave great solutions. However, the concept of social change seemed to
have been lost.
Therefore, for the third cycle I focused on how to refine my teaching and lesson plans
even further for my students to grasp this concept. Happy to report that by the end of the course
it seemed as if there was some progress. As mentioned earlier, a telephone group was formed to
help address the secondary issue. In addition, some students offered a solution of implementing a
farm to table program to address their nutrition concern about the school lunches; this was
another theme that emerged in the journals, but not the central focus of my research.
Broader Scope
One of the things I discovered was that the ELL parents were not the problem. Instead of
seeing the situation as a student/parent-deficit of second language acquisition, I began to look at
the issue in a much broader scope. After further inspection, I saw that it might be more of an
advertising issue. After inquiry and observation as to how the PTA and Parent-Coffee meetings
were being advertised to the parent population, I discovered that there was very little information
or description as to what topics were discussed in these meetings. Therefore, from an outsider’s
perspective, especially one not familiar with the nature of these meetings, one might perceive
these to be more of a social occasion than a professional one (and understandably so). According
to feedback from ELL parents, some were not aware of what discussions took place at these
meetings. In fact, some assumed they were just social gatherings to partake in some fellowship.
Some ELL parents were under the impression that Parent-Coffee was an event where you could
get free coffee. They were not aware that it was an opportunity to receive information concerning
matters that affected the school programs and budget. This was something I failed to investigate
during my preliminary gathering of information.
What I Learned About My Students
There were three notable things I learned from my students. One of the things I learned
about my students in relation to the study is that self-efficacy/confidence can really help not only
within the learning context of inside a classroom, but also outside of the classroom in the context
of having the ability to function in a new place, in seeking help and assistance for themselves and
their children, and in their quality of life (for example, in regard to not feeling alone and like an
outsider).
I also learned that self-confidence and transformation of self-perception takes time. These
are not things that can be learned in one course or even accurately measured. I think it would be
presumptuous to claim that this course was the catalyst that caused my students to become
change agents (as already explained in the previous section).
Furthermore, I learned that my students developed a sense of unification in their common
struggles. One unexpected salient theme that emerged in this study was their desire to fit in with
the American culture while maintaining their heritage and their identity. I believe this contributes
to both the confidence of the ELL parents and their children. During conversation circles, the
adult ELL parents had expressed their struggle to balance teaching their children the social
norms and mannerism related to western cultures while not denying their own culture or making
their children feel that their culture of origin was inferior. In one session on empathy, a student
had just given a speech that he/she presented at a parent organization and during the speech
everyone started to cry, including myself. Afterwards, the students were in a conversation circle
discussing their understanding of empathy and suddenly, everyone started to cry again, I as well.
This made me think of my initial intent to want to help create opportunities for social change,
address social injustices and help those who have been marginalized. It was a humbling
reminder.
What I Learned About My Teaching
I discovered that teachers are expected to take on multiple roles within a classroom and
that fulfilling those roles are very challenging. For example, I was constantly thinking about my
actions during class and after class. Practicing metacognitive skills proved challenging
sometimes especially when a thought occurred in real time and I could not stop the lesson to
record it accurately. Therefore, it was somewhat challenging being a researcher, a teacher, a
facilitator, a counselor/adviser, and a parent/stakeholder of the actual research itself.
Fulfilling all those roles though, as best I could, helped me improve my teaching skills,
helped me to develop more effective teaching material for changemaking, and deepened my
understanding of teaching adults. It also expanded my knowledge and professional development
by collaborating with other professionals in this field.
What I learned most about my teaching is that it can always be improved, that constant
re-evaluation and analysis is crucial to the development of my practice, that it is a necessity to
get student feedback to confirm and assess that they are learning the lesson I intended to teach.
What I Learned About Myself
A couple of take away from this experience is that I learned to be a much more efficient
action researcher and developed skills that I can utilize for future studies. Although I made
plenty of mistakes (as previously mentioned), I learned from those mistakes and I will probably
retain those experiences for future reference.
I also learned that sometimes I take on too much and that I have to say no. I think this is a
common struggle with all teachers as we would like to provide quality attention to our students
and our practice, but due to time constraints, family obligations, and responsibilities, it is just not
possible. I think society sometimes forgets that teachers are people too with families and lives
beyond the classroom context. Perhaps that is why some students find it awkwardly amazing to
see their teachers outside of a learning and teaching context and why some do not even recognize
their teachers outside of class. However, it is always nice to be recognized especially beyond the
roles that we are most known for.

What I learned most about myself is that I possess the will and skill to be a changemaker.
If anything, the experience of this research has motivated me to continue my efforts in the
service of others. Whether it is in teaching or any other field, I hope not to lose my passion for
trying to do something that will benefit others and impact them in a positive way.
Conclusion
In conclusion, the results of this study have provided important insights for the need for
community-based adult ESL courses. It has suggested that courses such as these should be
advocated. They provide not only a place for linguistic acquisition, but also a hub for
transformative work (Innovators for the Public, 2016), a center to learn skills to increase one’s
quality of life, and a place of fellowship. I also believe that this study provides compelling
evidence in advocating for additional funding by federal legislation given that the need does
exist. This research has also implicated that the previously mentioned issues, in the Statement of
the Problem section, are rarely centralized around one group of people. If anything, it is systemic
and requires a close look through multiple lens in a broad scope. With that, I leave you this quote
by Rumi that best sums up my experience with this research.
“Yesterday I was clever, so I wanted to change the world. Today I am wise, so I am
changing myself.”—Rumi
References
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states-0
Ashoka. (n.d.). About Ashoka. Retrieved from https://www.ashoka.org/en/about-ashoka
Ashoka. (n.d.). Ashoka U. Retrieved from https://www.ashoka.org/en/country/united-
states
Ashoka: Innovators for the Public, Hodne, P., Liu, T., Lloyd, A., Lyon, S., Owen,
R.,…Zakaras, M. (2016). Changemakers: Educating With Purpose: By Educators for
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diego/6133-Doyle-Elementary-School/#Race_ethnicity
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community college ESL students. Community College Review, 28(4), 47-61.
Empathy. (n.d). Psychology Today, Retrieved from
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Lukacs, K. S., & Galluzzo, G. R. (2014). Beyond empty vessels and bridges: Toward defining
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Social Innovation Review. Retrieved from
https://ssir.org/articles/entry/learning_to_live_in_a_team_of_teams_world
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is-a-changemaker/
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Appendix A
Diagnostic Test
Straightforward Second edition © Macmillan Publishers Limited 2012
This page is photocopiable, but all copies must be complete pages.
Name: Date:
Straightforward Quick Placement & Diagnostic test

The Straightforward Quick Placement & Diagnostic test has been designed to help you decide which of
the five levels of the Straightforward series is the most appropriate for you.
The Straightforward test has 50 questions, each worth one point. The first 40 are grammar questions and
the final 10 are vocabulary questions. To decide your level, use the conversion chart below. Please note
that these bandings are a guide.
Total score Level

0 - 15 Beginner
16 - 24 Elementary
25 - 32 Pre-intermediate
33 - 39 Intermediate
40 - 45 Upper Intermediate
46 - 50 Advanced
This test can also be used to diagnose grammar that you need clarification on. Please consult the
relevant level and unit of the course for more information.
Grammar
1. I ________________ from France. Beginner Unit 1
a) is
b) are
c) am
d) be
2. This is my friend. _____________ name is Peter. Beginner Unit 1
a) Her
b) Our
c) Yours
d) His
3. Mike is ______________. Beginner Unit 4
a) my sister’s friend
b) friend my sister
c) friend from my sister
d) my sister friend’s
4. My brother is ______________ artist. Beg. Unit 2 / Elem. Basics 2
a) the
b) an
c) a
d) –
5. _______________ 20 desks in the classroom. Beg. Unit 7 / Elem. Unit 3
a) This is
b) There is
c) They are
d) There are
6. Paul ________________ romantic films. Beginner Unit 5
a) likes not
b) don’t like
c) doesn’t like
d) isn’t like
7. Sorry, I can’t talk. I _____________ right now. Beginner Unit 11
a) driving
b) ‘m driving
c) drives
d) drive
8. She _________________ at school last week. Beg. Unit 8 / Elem. Unit 5
a) didn't be
b) weren’t
c) wasn’t
d) isn’t
9. I _________________ the film last night. Beg. Unit 9 / Elem. Unit 5
a) like
b) likes
c) liking
d) liked
10. __________________ a piece of cake? No, thank you. Elementary Unit 1
a) Do you like
b) Would you like
c) Want you
d) Are you like
11. The living room is ___________________ than the bedroom.

Elem Unit 10 / Pre-Int. Unit 6
a) more big
b) more bigger
c) biggest
d) bigger
12. The car is very old. We’re going ____________________ a new car soon.
Beg Unit 12 / Elem Unit 11
a) to buy
b) buying
c) to will buy
d) buy
13. Jane is a vegetarian. She ____________________ meat. Beg. Unit 6 / Elem. Unit 4
a) sometimes eats
b) never eats
c) often eats
d) usually eats
14. There aren’t ________________ buses late in the evening. Elem. Unit 3 / Pre-int Unit 3
a) some
b) any
c) no
d) a
15. The car park is _________________ to the restaurant. Elem. Unit 3 / Pre-int Unit 3
a) next
b) opposite
c) behind
d) in front
16. Sue ________________ shopping every day. Elem. Unit 8 / Pre-int Unit 4
a) is going
b) go
c) going
d) goes
17. They _________________ in the park when it started to rain heavily. Int. Unit 4
a) walked
b) were walking
c) were walk
d) are walking
18. ________________ seen fireworks before? Pre-int Unit 7 / Int. Unit 2
a) Did you ever

b) Are you ever
c) Have you ever
d) Do you ever
19. We’ve been friends ____________________ many years. Pre-int Unit 10 / Int. Unit 2
a) since
b) from
c) during
d) for
20. You _________________ pay for the tickets. They’re free. Int. Unit 3
a) have to
b) don’t have
c) don’t need to
d) doesn’t have to
21. Jeff was ill last week and he _________________ go out. Pre-intermediate Unit 11
a) needn't
b) can’t
c) mustn’t
d) couldn’t
22. These are the photos ________________ I took on holiday. Pre-intermediate Unit 12
a) which
b) who
c) what
d) where
23. We’ll stay at home if it _______________ this afternoon. Pre-intermediate Unit 8
a) raining
b) rains
c) will rain
d) rain
24. He doesn’t smoke now, but he __________________ a lot when he was young.
Pre-intermediate Unit 2
a) has smoked
b) smokes
c) used to smoke
d) was smoked
25. Mark plays football ___________________ anyone else I know.

Pre-inte Unit 6 / Int Unit 5
a) more good than

b) as better as
c) best than
d) better than
26. I promise I __________________ you as soon as I’ve finished this cleaning.

Pre-int Unit 5 / Int Unit 6
a) will help
b) am helping
c) going to help
d) have helped
27. This town ___________________ by lots of tourists during the summer.

Pre-int Unit 9 / Int Unit 11
a) visits
b) visited
c) is visiting
d) is visited
28. He said that his friends ____________ to speak to him after they lost the football match.
Int Unit 12 / Upper-in Unit 10
a) not want
b) weren’t
c) didn’t want
d) aren’t wanting
29. How about _________________ to the cinema tonight? Pre-intermediate Unit 4
a) going
b) go
c) to go
d) for going
30. Excuse me, can you ___________________ me the way to the station, please?
Pre-intermediate Unit 3
a) give
b) take
c) tell
d) say
31. I wasn’t interested in the performance very much. ________________.

Intermediate Unit 4
a) I didn’t, too.
b) Neither was I.
c) Nor I did.
d) So I wasn’t.
32. Take a warm coat, _______________ you might get very cold outside.
Upper Intermediate Unit 4
a) otherwise
b) in case
c) so that
d) in order to
33. __________________ this great book and I can’t wait to see how it ends.
Int. Unit 7 / Upper Int. Unit 4
a) I don’t read
b) I’ve read
c) I’ve been reading
d) I read
34. What I like more than anything else ___________________ on weekends.

a) playing golf
b) to play golf
c) is playing golf
d) is play golf
35. She ________________ for her cat for two days when she finally found it in the garage.
a) looked
b) had been looked
c) had been looking
d) were looking
36. We won’t catch the plane _________________ we leave home now! Please hurry up!
a) if
b) providing that
c) except
d) unless
37. If I hadn’t replied to your email, I___________________ here with you now.
a) can’t be
b) wouldn’t be
c) won’t be
d) haven’t been
38. Do you think you ___________________ with my mobile phone soon? I need to make a call.
a) finish
b) are finishing
c) will have finished
d) are finished
39. I don’t remember mentioning __________________ dinner together tonight.

a) go for
b) you going to
c) to go for
d) going for
40. Was it Captain Cook ______________ New Zealand? Upper Intermediate Unit 12
a) who discovered
b) discovered
c) c) that discover
d) who was discovering
Vocabulary
41. You may not like the cold weather here, but you’ll have to ________________, I’m afraid.
a) tell it off
b) sort itself out
c) put up with it
d) put it off
42. It’s cold so you should __________________ on a warm jacket.
a) put
b) wear
c) dress
d) take
43. Paul will look ______________ our dogs while we’re on holiday.
a) at
b) for
c) into
d) after
44. She ___________________ a lot of her free time reading.
a) does
b) spends
c) has
d) makes
45. Hello, this is Simon. Could I ___________________ to Jane, please?
a) say
b) tell
c) call
d) speak
46. They’re coming to our house ___________________ Saturday.
a) in
b) at
c) on
d) with
47. I think it’s very easy to ___________ debt these days.
a) go into
b) become
c) go down to
d) get into
48. Come on! Quick! Let’s get _____________!
a) highlight
b) cracking
c) massive
d) with immediate effect
49. I phoned her ____________ I heard the news.
a) minute
b) during
c) by the time
d) the moment
50. I feel very ____________. I’m going to go to bed!
a) nap
b) asleep
c) sleepy
d) sleeper
Appendix B
Pre-Confidence Self-Assessment
Directions: Answer the following questions according to your level of confidence or comfort.
Rating Scale for Abilities

1 = Not Confident At All
2 = A Little Confident
3 = Confident
4 = Very Confident
5 = Absolutely Confident
1. How confident do you feel about voicing your opinion/concern in English?

1 2 3 4 5
2. How confident do you feel about your English language abilities?

1 2 3 4 5
3. How confident do you feel about speaking in English in front of others?

1 2 3 4 5
4. How confident do you feel about translating for others?

1 2 3 4 5
5. How confident do you feel in your knowledge about the U.S. school system?
1 2 3 4 5
6. How confident do you feel about speaking with your child’s teacher?
1 2 3 4 5
7. How confident do you feel with your English skills and knowledge when speaking to
educators? 1 2 3 4 5
8. How confident do you feel with your skills and knowledge when speaking to authorities?
1 2 3 4 5
9. How confident do you feel when engaging with your landlord?

1 2 3 4 5
10. How confident do you feel in knowing the general laws of the U.S.?
1 2 3 4 5
Appendix C
Post-Confidence Self-Assessment
Directions: Answer the following questions according to your level of confidence or comfort.
Rating Scale for Abilities

1 = Not Confident At All
2 = A Little Confident
3 = Confident
4 = Very Confident
5 = Absolutely Confident
1. How confident do you feel NOW about voicing your opinion/concern in English?
1 2 3 4 5
2. How confident do you feel NOW about your English language abilities?
1 2 3 4 5
3. How confident do you feel NOW about speaking in English in front of others?
1 2 3 4 5
4. How confident do you feel NOW about translating for others?

1 2 3 4 5
5. How confident do you feel NOW in your knowledge about the U.S. school system?
1 2 3 4 5
6. How confident do you feel NOW about speaking with your child’s teacher?
1 2 3 4 5
7. How confident do you feel NOW with your English skills and knowledge when speaking to
educators? 1 2 3 4 5
8. How confident do you feel NOW with your skills and knowledge when speaking to
authorities? 1 2 3 4 5
9. How confident do you feel NOW when engaging with your landlord?
1 2 3 4 5
10. How confident do you feel NOW in knowing the general laws of the U.S.?
1 2 3 4 5
Appendix D
Coded Data
Appendix E
Percentage Data Table
Pre-Assessment
Question Total Not Confident at All A Little Confident Confident Very Confident Absolutely Confident Total
Q1 11 45% 36% 18% 0% 0% 100%
Q2 11 27% 45% 27% 0% 0% 100%
Q3 11 36% 55% 0% 9% 0% 100%
Q4 11 18% 45% 27% 9% 0% 100%
Q5 9 78% 22% 0% 0% 0% 100%
Q6 9 33% 33% 22% 11% 0% 100%
Q7 10 30% 50% 10% 10% 0% 100%
Q8 11 45% 36% 18% 0% 0% 100%
Q9 11 27% 55% 18% 0% 0% 100%
Q10 10 60% 30% 10% 0% 0% 100%
Post-Assessment
Question Total Not Confident at All A Little Confident Confident Very Confident Absolutely Confident Total
Q1 11 0% 36% 27% 36% 0% 100%
Q2 11 9% 9% 36% 45% 0% 100%
Q3 11 0% 27% 27% 45% 0% 100%
Q4 11 0% 27% 18% 45% 9% 100%
Q5 7 14% 14% 57% 14% 0% 100%
Q6 9 0% 22% 22% 56% 0% 100%
Q7 10 10% 20% 10% 50% 10% 100%
Q8 11 18% 36% 27% 18% 0% 100%
Q9 11 0% 36% 45% 18% 0% 100%
Q10 8 25% 50% 25% 0% 0% 100%
Appendix F
Bar Graph of Combined Pre-Confidence & Post-Confidence Self-Assessment Data
Appendix G
Video Recording & Photos: Additional Consent
A video recording will be made and photos of you will be taken during your participation in the
study. We may wish to present some of the video recordings and photos from this study at
professional meetings or as demonstrations in classrooms. Your face and voice will be used, and
you potentially could be recognizable by a viewer of the video recording.
In addition to consenting to participate in the research study, you may choose to sign or NOT
sign either of the statements below.
1. I hereby give permission for the video recording and photos made for this research study to be
also used for professional meetings. Such as being shown to professors and researchers at a
scientific conference.
Signature of Research Participant
2. I hereby give permission for the video recording made and photos taken for this research study
to be also used for educational purposes, such as being show to students in a classroom or
available for viewing by student via a password protected file which cannot be copied or
downloaded.
Signature of Research Participant

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Running head: CHANGEMAKING AND ADULT ELLS 1

Changemaking Skills and Adult ELLs

University of San Diego

Changemaking Skills in Adult ELLs as Agents of Change

prompted by my experience in teaching an ESL (English as a Second Language) class during my

Changemaker campus by AshokaU--an initiative under Ashoka organization--“to incorporate

agents still lingered in the back of my mind.

capstone project and they became the focus group of my research.

participants, methodology used, overall findings, reflection, and conclusion.

Statement of the Problem

Cognizant of the importance of gathering sufficient feedback from different perspectives,

Low Participation and Feedback

Based on information collected from administration, it was of importance to see more

disproportionate to the actual demographics of the school population.

Guidance and Assistance

English language learners themselves.

Accessibility to English Class

where to seek other resources.

Rationale for the Study

This action-research focused on a marginalized and underrepresented adult immigrant

programs that affected their children’s education and well-being.

increase a learner’s self-efficacy and change their self-perception to be active participants in

advocating for issues that concerned them and their children.

here in the U.S or in their country of origin.

regarding community-based adult English Language Learners and the integration of

Changemaking skills in a course.

question was as follows:

English Language Learners to be agents of change?

Defining the Terms

The term changemaking is constantly evolving. It embodies varies concepts and

principles. It was coined by an international organization called Ashoka. Founded by Bill

grown tremendously to include Fellowship Support Systems from multiple countries. As it

(“Observations of,” n.d.).

Empathy, Collaborative Teamwork, and New Kind of Leadership

link to empower each other.

Self-Efficacy/Confidence and Self-Perception

In “Principles of Language Learning and Teaching,” H. Douglas Brown defines self-

that one perceives of his/her being.

Changemaker campus by the Ashoka organization. Currently there are 27 Changemaker

teaching within the context of a non-academic community-based setting. Furthermore, no

language learning, and more specifically in adult ELLs.

research on adult ELLs in a community-based context (non-academic track) is limited at best.

engagement for changemaking.

Teachers and Students as Change Agents

Social Consciousness. One commonality in the intersection of teachers as change agents

consciousness or social awareness. In Noah Borrero’s research regarding perspectives of pre-

service urban teachers, he discusses how teachers’ conceptualization of teachers as agents of

context of a service-learning project. For students, it is “a sense of empowerment as the students

collaborative teamwork attribute. I think it echoes an interdependent way of working and

Leadership. The theme of leadership also emerged in my research as a common thread

described the mission of service-learning in reference to leadership as a course to “promote civic

In the classroom we build community by following a participatory approach to education…”

(Stern, 1997, p. 3).

twenty-first century. As demonstrated in the literature review, research on the implementation of

helped to address the third issue mentioned earlier.

The participants/students composed of sixteen English language learners who were

unreported. Below is the breakdown of the students’ education level.

a half year of student-teaching experience with adult English Language Learners in a

community-based program, and a combined year as a professor’s assistant at a university and

local community college.

for a total of 16 sessions.

Data Collection Tools

Quantitative data. An English language diagnostic test was administered to determine