Action Research Design Outline
I. What is the topic of your action research?
The topic of my action research focuses on the integration of TikTok-inspired video activities as an instructional strategy to improve English learners’ (ELs) listening and speaking skills in Grades 2–5. ELs often face limited opportunities to authentically practice oral language in structured yet engaging contexts, which hinders their progress on the Texas English Language Proficiency Assessment System (TELPAS). Short-form, student-created videos present a unique avenue for learners to repeatedly practice and refine their oral academic language in a low-stakes, culturally responsive format. While digital storytelling and social media–inspired platforms have been used in informal and higher education contexts, there is limited research on how these tools can be adapted for K–12 emergent bilingual populations (Greenwood et al., 2020; Pardo-Ballester & Cárdenas-Claros, 2021). This research seeks to close that gap by analyzing the effectiveness of a pilot program and its potential for campus-wide adoption.
II. What is the purpose of your study?
The purpose of this study is to evaluate the effectiveness of TikTok-inspired video activities in supporting English learners’ growth in TELPAS listening and speaking domains. The study aims not only to measure student growth but also to examine teacher perceptions of feasibility, identify implementation challenges, and document the leadership actions required to support successful adoption. Ultimately, the research will provide evidence to champion and scale innovative, technology-integrated practices that promote equity and language development across a Title I elementary campus.
III. What is your research question?
What is the impact of leading a pilot program utilizing TikTok-inspired video activities on Grades 2–5 English learners’ TELPAS listening and speaking outcomes, and how can the findings from this initiative be used to champion and scale equitable, technology-integrated instructional practices across the campus?
This research question reflects the dual goals of action research: (1) measuring the outcomes of an intervention in a real-world educational setting, and (2) generating knowledge that supports sustainable, equitable innovation in practice (Mertler, 2017).
IV. What is your research design (Qualitative, Quantitative, or Mixed Methods)?
This study will utilize a Mixed Methods, design-based research (DBR) approach, supported by both quantitative analysis of student outcomes and qualitative thematic analysis of teacher and student experiences. DBR is “a collaborative approach that engages both researchers and practitioners in the iterative process of systematically analyzing, designing, and evaluating educational innovations and interventions aimed at solving complex, real-world educational problems” (Ford et al., 2017, p. 50).
In this context, DBR enables the development, testing, and refinement of TikTok-inspired instructional strategies in authentic classroom environments. Armstrong, Dopp, and Welsh (2018) emphasize that DBR bridges the gap between research and practice by generating practical solutions while also advancing theoretical understanding of how innovations impact learning.
DBR is particularly appropriate here because:
1. Instructional strategies for short-form video integration in K–12 EL contexts are underdeveloped.
2. The knowledge base on multimodal digital tools for TELPAS-aligned oral practice is still emerging.
3. Teachers and leaders require adaptable frameworks to guide implementation.
a. Why did you choose this design?
This design was chosen because it allows for both evidence of impact and insight into practice. Quantitative results (e.g., TELPAS growth) establish whether the intervention improves student outcomes. Qualitative findings (e.g., teacher reflections, student voices) explain why the results occurred and what leadership supports are necessary for sustainability. As Anderson and Shattuck (2012) note, DBR advances practice through its focus on “impact, transfer, and translation” (p. 16), which is directly aligned to my role as a leader advocating for equitable, scalable innovation on my campus.
V. How will this research design operate in practice? (Qualitative, Quantitative, and Mixed Methods Examples)
The study applies DBR principles through a Mixed Methods design that integrates both data types.
Quantitative Example: Pre- and post-intervention TELPAS listening and speaking scores will be analyzed to determine whether students demonstrated measurable growth. Teacher-created rubrics aligned to TELPAS descriptors (fluency, pronunciation, vocabulary, and grammar) will provide ongoing formative data. For example, a student moving from a Beginning to an Intermediate level in oral fluency would reflect quantifiable progress attributable to the intervention.
Qualitative Example: Teacher focus groups and open-ended surveys will explore perceptions of implementation, instructional feasibility, and student engagement. A teacher may report that students felt more confident presenting orally in digital formats compared to live classroom presentations. Student reflections will provide insight into motivation and comfort levels. The researcher’s leadership journal will document observed barriers (e.g., device access, teacher readiness) and leadership strategies used to address them.
Mixed Methods Example: Findings will be triangulated to provide a comprehensive understanding. For instance, if rubric scores and TELPAS results show gains, focus group themes may explain that repeated recording opportunities increased student confidence. Conversely, if limited growth is observed, teacher survey data may reveal inconsistent implementation due to time constraints or lack of training.
By integrating these perspectives, the study addresses not only “Does it work?” but also “Why did it work (or not)?” and “How can it be scaled equitably across the campus?”
VI. What types of measurement will you use?
Measurement will include both quantitative growth metrics and qualitative thematic insights, aligned to DBR’s iterative cycles of design, enactment, and reflection.
Quantitative Measurements
TELPAS Listening and Speaking Scores: Comparison of baseline and end-of-year scores will indicate proficiency growth. Analysis will include mean score changes and percentages of students advancing at least one proficiency level.
Rubric-Based Performance Measures: Student-created videos will be evaluated using teacher rubrics scored on a 4-point scale for fluency, pronunciation, grammar, and academic language. These scores will provide formative evidence of progress within the intervention period.
Qualitative Measurements
Teacher Surveys and Focus Groups: Likert-scale and open-ended items will capture teacher perceptions of feasibility, engagement, and student growth.
Student Reflections: Brief written or oral reflections will provide insights into how students felt about their confidence and growth using video activities.
Researcher Journal: Leadership reflections will be coded for themes such as implementation barriers, coaching actions, and equity considerations.
Mixed Methods Integration
Quantitative data will be cross-validated with qualitative findings. For example, if TELPAS growth is evident, student reflections may confirm increased confidence, while teacher feedback highlights the role of culturally relevant prompts. If growth is minimal, teacher data may reveal implementation challenges or lack of fidelity. This integration ensures that leadership decisions are based on both outcomes and context.
VII. What is the focus of your literature review?
The literature review will establish the theoretical foundation for this research by examining:
1. Technology integration as a lever for equitable English learner outcomes.
2. The role of short-form, multimodal video tools in supporting second language acquisition.
3. Best practices in scaffolding oral language development aligned with TELPAS.
4. Leadership frameworks for scaling innovative instructional practices at Title I campuses.
Prior research emphasizes that emergent bilinguals benefit from multimodal, scaffolded opportunities to practice oral language (García & Kleifgen, 2018). Studies of video-based learning show positive effects on engagement and language outcomes (Greenwood et al., 2020; Pardo-Ballester & Cárdenas-Claros, 2021). Design-based research further supports innovation by embedding the iterative testing of instructional strategies within authentic settings (Armstrong et al., 2018; Anderson & Shattuck, 2012). Finally, transformational leadership literature underscores the importance of shared vision, collaboration, and teacher voice in sustaining equity-driven innovation (Leithwood & Seashore Louis, 2012).
This literature base will inform both the design of the intervention and the analysis of how findings can shape broader campus practices.
References
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813
Armstrong, M., Dopp, C., & Welsh, J. (2018). Design-based research. In R. Kimmons (Ed.), The student’s guide to learning design and research. EdTech Books. https://edtechbooks.org/studentguide/design-based_research
Ford, M., Holtham, C., & Brown, A. (2017). Design-based research in education: Theory, methodology, and practice. Educational Designer, 3(10), 50–63.
García, O., & Kleifgen, J. A. (2018). Educating emergent bilinguals: Policies, programs, and practices for English learners. Teachers College Press.
Greenwood, C., Carta, J., & Walker, D. (2020). Video modeling and technology-based supports for English language learners. Journal of Special Education Technology, 35(1), 15–27. https://doi.org/10.1177/0162643419854005
Leithwood, K., & Seashore Louis, K. (2012). Linking leadership to student learning. Jossey-Bass.
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). SAGE.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Pardo-Ballester, C., & Cárdenas-Claros, M. S. (2021). Mobile-assisted language learning and digital video: Student engagement and learning outcomes. Language Learning & Technology, 25(3), 1–24. https://doi.org/10125/73452