Phase 3: Action Plan
Action Plan.
After completing the second phase of my action research project, I concluded that actively involving students through a practical and relatable approach to EIL is influential in readjusting student pronunciation goals, boosting student confidence levels, and heightening student feelings of membership within the global English speaking community. However, not all students were affected by phase one and phase two. Through in-depth data analysis, I identified a social aspect of English language learning that needs to be addressed. The widely accepted notion of native-speech being "cool" has been a recurring theme throughout this action research project. Students have referenced the "coolness" factor as a primary reason for wanting to acquire native-like speech throughout the Demographic Data Questionnaire, Native Speaker Pronunciation Questionnaire, and Accent Identification Reflection Handout. This social bias toward the English language, which is supported and perpetuated by the media, was preventing students from transitioning away from native-speaker goals to speaking with the focus of intelligibility. Therefore, the third phase was devoted to the defining of the American accent, the research of different regional American accents, the presentation and reception of such accents, and finally the redefinition of the American accent. As with the last two phases, this phase was separated into four cohesive parts, each serving its own separate purpose.
After completing the second phase of my action research project, I concluded that actively involving students through a practical and relatable approach to EIL is influential in readjusting student pronunciation goals, boosting student confidence levels, and heightening student feelings of membership within the global English speaking community. However, not all students were affected by phase one and phase two. Through in-depth data analysis, I identified a social aspect of English language learning that needs to be addressed. The widely accepted notion of native-speech being "cool" has been a recurring theme throughout this action research project. Students have referenced the "coolness" factor as a primary reason for wanting to acquire native-like speech throughout the Demographic Data Questionnaire, Native Speaker Pronunciation Questionnaire, and Accent Identification Reflection Handout. This social bias toward the English language, which is supported and perpetuated by the media, was preventing students from transitioning away from native-speaker goals to speaking with the focus of intelligibility. Therefore, the third phase was devoted to the defining of the American accent, the research of different regional American accents, the presentation and reception of such accents, and finally the redefinition of the American accent. As with the last two phases, this phase was separated into four cohesive parts, each serving its own separate purpose.
Section 1.
The first section prompted students to think critically about the American accent through the American Accent Worksheet. This worksheet contained three questions. The first question asked students to define, in their own words, what the American accent is. The second question gave the statement "I think the American accent is attractive" and asked students to rate this statement on a scale from 1 to 5 with 1 being "strongly agree" and five being "strongly disagree". The third question asked students to explain, in detail, their answer to the second question. The purpose of this section was to encourage students to think deeply about one of their current, or previous, speech goals. By requiring students to define what the American accent is, elicited individual critical thinking and a realization of whether or not they can describe what they are working toward. When the students completed the American Accent Worksheet, they were divided into small groups and asked to share what they had written on their worksheet with their group. This was to expose students to their peers' definitions of the American accent and allow them the opportunity to identify similarities and differences in their group's answers. This first section sought to frame the third phase by asking students to take ownership of their definitions and answers. Prompting the students to explain what an American accent is and why they find it attractive or not, engaged them in the material and created personal connections. Examples of a completed American Accent Worksheet can be seen below.
The first section prompted students to think critically about the American accent through the American Accent Worksheet. This worksheet contained three questions. The first question asked students to define, in their own words, what the American accent is. The second question gave the statement "I think the American accent is attractive" and asked students to rate this statement on a scale from 1 to 5 with 1 being "strongly agree" and five being "strongly disagree". The third question asked students to explain, in detail, their answer to the second question. The purpose of this section was to encourage students to think deeply about one of their current, or previous, speech goals. By requiring students to define what the American accent is, elicited individual critical thinking and a realization of whether or not they can describe what they are working toward. When the students completed the American Accent Worksheet, they were divided into small groups and asked to share what they had written on their worksheet with their group. This was to expose students to their peers' definitions of the American accent and allow them the opportunity to identify similarities and differences in their group's answers. This first section sought to frame the third phase by asking students to take ownership of their definitions and answers. Prompting the students to explain what an American accent is and why they find it attractive or not, engaged them in the material and created personal connections. Examples of a completed American Accent Worksheet can be seen below.
Section 2.
The second section in this third phase utilized a collaborative inductive learning method through a student-centered research activity. The students were randomly divided into pairs or small groups (3 students) and each group was given a regional accent and an American Accent Group Project Worksheet. The regional accents were: New Yorker Accent, Appalachian Accent, Texan Accent, Minnesotan Accent, Boston Accent and Californian Accent. Additionally, the students were given access to one iPad per group as the research medium. The students were asked to complete the American Accent Group Project Worksheet while they were conducting their research. The students were told that each group would be presenting their research to the class and they were responsible for teaching the rest of the class about their assigned accent. The American Group Project Worksheet consisted of three sections. The first section asked the students to find a video online that they thought depicted their American accent well. They were asked to record the specific website for this video. The purpose of the video was to provide the rest of the class with an aural example of the accent being presented to them. Additionally, the students were able to compare the different accents through the use of the videos. The second section of the American Accent Group Project Worksheet asked students to explain the characteristics and stereotypes that are connected to their particular accent. The students were told that they should research the characteristics and stereotypes, but they were also encouraged to record their own. The third section of the worksheet asked for a group reflection on the accent they researched. For this section, the class was prompted with verbal directions asking them to reflect on whether or not they found this accent to be attractive, whether they considered it to be a "typical American accent", and whether they would be happy to have this accent as their own. Examples of completed American Accent Group Project Worksheets can be seen below.
The second section in this third phase utilized a collaborative inductive learning method through a student-centered research activity. The students were randomly divided into pairs or small groups (3 students) and each group was given a regional accent and an American Accent Group Project Worksheet. The regional accents were: New Yorker Accent, Appalachian Accent, Texan Accent, Minnesotan Accent, Boston Accent and Californian Accent. Additionally, the students were given access to one iPad per group as the research medium. The students were asked to complete the American Accent Group Project Worksheet while they were conducting their research. The students were told that each group would be presenting their research to the class and they were responsible for teaching the rest of the class about their assigned accent. The American Group Project Worksheet consisted of three sections. The first section asked the students to find a video online that they thought depicted their American accent well. They were asked to record the specific website for this video. The purpose of the video was to provide the rest of the class with an aural example of the accent being presented to them. Additionally, the students were able to compare the different accents through the use of the videos. The second section of the American Accent Group Project Worksheet asked students to explain the characteristics and stereotypes that are connected to their particular accent. The students were told that they should research the characteristics and stereotypes, but they were also encouraged to record their own. The third section of the worksheet asked for a group reflection on the accent they researched. For this section, the class was prompted with verbal directions asking them to reflect on whether or not they found this accent to be attractive, whether they considered it to be a "typical American accent", and whether they would be happy to have this accent as their own. Examples of completed American Accent Group Project Worksheets can be seen below.
Section 3.
The third section was the presentation of the individual groups' research projects. The majority of the groups contained three members, therefore many of the groups chose to present the information as it was divided on the American Accent Group Project Worksheet. Each group came to the front of the class with their iPad and worksheet and taught the rest of the class about their assigned American accent. The groups played their example video first, then explained the different characteristics and stereotypes that are associated with this particular accent. For example, the group who was assigned the New Yorker Accent described how New Yorkers only pronounce the "R" when it is before a vowel. Most of the groups did an "call and response" section of their presentation, where they mimicked their regional accent and then rest of the class had to copy it and say it back. The groups discussed the stereotypes they had found while researching and also any personal stereotypes they had for their accent. The final portion of each presentation was when the groups reflected on their assigned accent both individually and collectively. At the end of each presentation the class was encouraged to ask clarifying questions to the presenters. A photo of the class watching the presenters can be seen below.
The third section was the presentation of the individual groups' research projects. The majority of the groups contained three members, therefore many of the groups chose to present the information as it was divided on the American Accent Group Project Worksheet. Each group came to the front of the class with their iPad and worksheet and taught the rest of the class about their assigned American accent. The groups played their example video first, then explained the different characteristics and stereotypes that are associated with this particular accent. For example, the group who was assigned the New Yorker Accent described how New Yorkers only pronounce the "R" when it is before a vowel. Most of the groups did an "call and response" section of their presentation, where they mimicked their regional accent and then rest of the class had to copy it and say it back. The groups discussed the stereotypes they had found while researching and also any personal stereotypes they had for their accent. The final portion of each presentation was when the groups reflected on their assigned accent both individually and collectively. At the end of each presentation the class was encouraged to ask clarifying questions to the presenters. A photo of the class watching the presenters can be seen below.
Section 4.
The fourth section of my third phase was focused on the redefinition of the American accent. After each group presented their research on the specific accents across America, the students were given the American Accent Worksheet for the second time. The student were given the same direction as they were for the first activity in this phase, to fill out the worksheet individually to the best of their ability. They were encouraged to take their time, and honestly reflect on the information they were presented with during this phase. The purpose of this closing activity was to give students the opportunity to compare their definitions, and to see if anything had changed. The assumption of this activity was that if students were provided with information on many different types of American accents, then defining what the American accent would be more difficult than before. Examples of the redefined American Accent Worksheet can be seen below.
The fourth section of my third phase was focused on the redefinition of the American accent. After each group presented their research on the specific accents across America, the students were given the American Accent Worksheet for the second time. The student were given the same direction as they were for the first activity in this phase, to fill out the worksheet individually to the best of their ability. They were encouraged to take their time, and honestly reflect on the information they were presented with during this phase. The purpose of this closing activity was to give students the opportunity to compare their definitions, and to see if anything had changed. The assumption of this activity was that if students were provided with information on many different types of American accents, then defining what the American accent would be more difficult than before. Examples of the redefined American Accent Worksheet can be seen below.