Publication Outline

What is the Topic of Your Article?

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

 

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

 

Technology in Practice (TIP, within Language Learning & Technology) – This is my primary target because TIP is a practitioner-oriented space for sharing pedagogical practices at the intersection of education and technology. It emphasizes classroom application, highlighting both successes and challenges of implementation. Submissions are capped at 5,000 words (including references, not appendices) and typically cite no more than 15 sources. The required structure (Introduction, Instructional Context, Teaching Practices, Benefits/Challenges, Lessons Learned) aligns directly with my article. 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 synthesis, 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 draws directly from my innovation plan and action research project, which pilots TikTok-inspired video activities with emergent bilingual students in Grades 2–5. The project applies a design-based research (DBR) approach to test and refine technology-mediated practices that promote equity, scaffold oral language development, and create sustainable, campus-wide instructional change.

 

How Can This Information Help Others?

• Offers a replicable framework for integrating short-form video into elementary EL instruction.

• Provides practical rubrics, prompts, and transcript examples that teachers can adapt immediately.

• Demonstrates how design-based research bridges innovation, leadership, and equitable outcomes.

• Highlights leadership actions and PD structures necessary for piloting and scaling oral language practices at Title I campuses.

 

Lessons Learned or Hoped to Learn

Lessons Learned So Far:

• Students developed confidence and engagement when given opportunities to record multiple takes.

• Teachers reported higher student motivation compared to traditional oral presentations.

• Equitable access to technology (district Chromebooks, Google Vids, Google Classroom) enabled all students in Grades 2–5 to participate.

 

Challenges Identified:

• Time constraints within the daily schedule limited opportunities for oral practice.

• Quiet recording spaces were inconsistent in a busy elementary environment.

• Teacher workload was a barrier when reviewing multiple videos.

 

Lessons Hoped to Learn:

• How leadership support structures and PD affect long-term sustainability.

• What conditions are necessary for scalability across Title I elementary contexts.

What Digital Resources Will Be Included in Your Article?

Tools & Platforms: Google Vids, Google Classroom (district-approved).
Instructional Artifacts: Teacher-created rubrics aligned to TELPAS descriptors (fluency, pronunciation, vocabulary, grammar).
Research-Based References: CALL/MALL literature (Chapelle, 2009; Pardo-Ballester & Cárdenas-Claros, 2021); video modeling for ELs (Greenwood et al., 2020); DBR methodology (Anderson & Shattuck, 2012; Armstrong et al., 2018).
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: Elementary 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 link to supplemental resources in my ePortfolio (rubrics, prompts, anonymized transcripts).
Message: When paired with leadership support and teacher collaboration, TikTok-inspired video activities can transform oral language practice for emergent bilinguals in Grades 2–5 by promoting equity, engagement, and measurable growth.

 

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