Publication Outline

What is the Topic of Your Article?

This article will focus on the integration of TikTok-inspired video activities as an instructional strategy to improve Grades 2–5 English learners’ (ELs) listening and speaking skills. By leveraging short-form, student-created videos, this initiative provides authentic, low-stakes opportunities for oral language practice that align directly with TELPAS assessment domains. The article will highlight both the instructional strategies and the leadership practices needed to support implementation at a Title I elementary school (Mertler, 2017).

Where Do You Plan to Submit (2–3 Options)?

Language Learning & Technology (LLT) – including the Forum on Technology in Practice (TIP) – I am considering this option because LLT is a peer-reviewed journal with a research-based focus on language learning and digital tools. Within LLT, the Forum on Technology in Practice (TIP) provides a practitioner-oriented space for language teachers and educators to share pedagogical practices at the intersection of education and computer-assisted language learning (CALL). TIP emphasizes classroom application, showcasing both successes and challenges of technology integration. Each submission should not exceed 5,000 words (including references, but not appendices) and generally cite no more than 15 references. Articles typically follow a five-part structure: Introduction, Instructional Context, Description of Teaching Practices, Practical Benefits and Challenges, and Lessons Learned.

Here are the guidelines. 


International Journal of Innovation and Learning (IJIL) – I am also considering this option because IJIL publishes articles that explore innovation in education, research, and practice. Its philosophy is to map new frontiers in emerging and developing technology areas while linking with centers of excellence worldwide to provide authoritative coverage and references in specialist fields. The journal emphasizes innovative approaches to teaching and learning, making it a strong fit for sharing my work on integrating TikTok-inspired video activities as a tool for language development. Submissions are peer-reviewed and typically include original research or case studies that highlight innovation in practice. Here are the guidelines. 


Journal of Research on Technology in Education (JRTE) – I am also considering submitting here because JRTE publishes articles that focus on original research, project evaluations, literature syntheses, and theoretical or conceptual work related to educational technology in teaching and learning. The journal emphasizes research that informs P–16 school-based practice, making it highly relevant for my study on integrating TikTok-inspired video activities to support English learners’ oral language development. Manuscripts must be between 4,000 and 8,000 words, including references, tables, and figures, and are expected to follow APA 7th Edition guidelines. Submissions are organized into four sections: Introduction to the Problem, Methods, Results, and Discussion, ensuring a clear and rigorous structure for presenting research findings. Here are the guidelines.

What is the Connection to Your Innovation Plan or Initiative?

This article is drawn directly from my innovation plan and action research study, which pilots TikTok-inspired video activities with emergent bilingual students. The project applies a design-based research (DBR) methodology to test and refine technology-integrated practices that promote equity, scaffold oral language development, and create sustainable, campus-wide instructional change (Anderson & Shattuck, 2012; Armstrong, Dopp, & Welsh, 2018).

How Can This Information Help Others?

  • Offers a replicable framework for integrating short-form video into English learner instruction. 
  • Provides practical rubrics, prompts, and examples that teachers can adapt immediately.
  • Demonstrates how DBR can serve as a bridge between innovation, leadership, and equitable outcomes.
  • Highlights leadership actions and PD structures necessary for piloting and scaling new practices at Title I campuses (Leithwood & Seashore Louis, 2012).

Lessons Learned or Hoped to Learn

Lessons Learned So Far:

  • Students develop confidence and engagement when given opportunities to record multiple takes.
  •  Teachers report higher student motivation compared to traditional oral presentations.

Lessons Hoped to Learn:

  • How professional learning and leadership support structures affect implementation fidelity.
  • What conditions are necessary for scalability across diverse K–12 contexts (Greenwood, Carta, & Walker, 2020).

What Digital Resources Will Be Included in Your Article? (Briefly Describe)

Tools & Platforms:

  • Google Vids and/or Seesaw, Google Classroom (aligned with district-approved instructional digital resources for students under the age of 13).

Instructional Artifacts:

  • Teacher-created rubrics aligned to TELPAS descriptors (fluency, pronunciation, vocabulary, grammar).

Research-Based References:

  • DBR as an innovation framework (Anderson & Shattuck, 2012; Armstrong et al., 2018).
  • Video modeling for ELs (Greenwood et al., 2020).
  • Mobile-assisted learning through digital video (Pardo-Ballester & Cárdenas-Claros, 2021).
  •  Sample Media: Anonymized examples of student-created TikTok-style videos to illustrate application.

Think of Your Audience, Digital Presence, and the Message You Hope to Communicate

Audience:

  • K–12 educators working with Emergent Bilingual learners, instructional leaders at Title I campuses, and researchers interested in digital integration for language development.

Digital Presence:

  • The article will include links to supplemental resources in my ePortfolio (rubrics, sample prompts, anonymized video examples).

Message:

  • When paired with thoughtful leadership and teacher collaboration, TikTok-inspired video activities can transform oral language practice for emergent bilinguals by promoting equity, engagement, and measurable growth on TELPAS (Pardo-Ballester & Cárdenas-Claros, 2021).

 

 

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

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.

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/10.10125/73452