Beyond the Desk: Using Collaborative Learning to Improve
TELPAS Outcomes and Student Engagement
As an Instructional Technology Specialist at a Dual Language Title I elementary campus, I am committed to supporting emergent bilingual (EB) students in developing the academic language skills needed for success. While many of our students demonstrate comprehension and engagement in daily classroom activities, their strengths are not always reflected in TELPAS listening, speaking, reading, and writing outcomes. This gap inspired the design of my action research study, which integrates technology-based strategies to address student needs in meaningful and measurable ways.
The project investigates the use of TikTok-inspired collaborative video activities to provide authentic opportunities for oral and written language practice. By aligning tasks with the TELPAS Proficiency Level Descriptors (PLDs) and grounding the design in research on second language acquisition, computer-assisted language learning, and action research methodology, the study captures both quantitative data (TELPAS scores, rubric measures, student surveys) and qualitative data (student videos, peer feedback, teacher journals).
The purpose of this research is to strengthen EB student proficiency and confidence across all language domains while creating a scalable, equity-driven instructional model that can be adopted campus- and district-wide.
Action Research Design Outline
The Action Research Design Outline establishes the foundation of this study by identifying the problem of practice, clarifying the research question, and framing the purpose of the work. It also details the initial research design and methodological considerations that shape the direction of the study.
Literature Review
Following the outline, the Literature Review provides the theoretical and scholarly grounding for the study. It examines key research on second language acquisition, computer-assisted language learning, and action research, highlighting both strengths and gaps in the field. This section demonstrates how existing research validates the use of collaborative, technology-based activities to promote oral language development and student engagement.
Action Research Plan
The final section, the Action Research Plan, brings together the outline and literature review into a comprehensive design for implementation. This plan includes a detailed timeline aligned with the TELPAS testing window, data collection and analysis strategies, ethical considerations, and appendices with tools such as a weekly rubric and student confidence survey. It represents the full scope of how the study will be carried out and reflected upon to improve outcomes for emergent bilingual students