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** Research idea: **

Collect data that supports a positive relationship between using digital games and the students' mastery of the target language. Also collect date that supports positive effects of introducing technology to teaching and learning.

** What is the effect of digital learning games on developing students' writing skill and on their eagerness to complete their digital portfolio in a timely manner? **

We would like to improve G4 foreign language students’ mastery of the target language especially developing their writing skills using digital games. We have been perplexed by their wide and very levels of mastery of vocabulary and sentence structure as a group of 4th year learners. Some students show interests in using more digital tools in Japanese classrooms. We are curious about how effective the digital tool such as gamification and/or digital media in motivating students Japanese language learning.
 * Rational**

Something we think would really make a difference is making the language class fun and rewarding to the students. Right now, some areas I'm particularly interested in are effectiveness of introducing technology to teaching and learning.

** Research question 1 ** Are 4th grade students able to improve their journal writing skills using necessary vocabulary introduced by playing digital learning games prepared by the instructors, compared using traditional flash cards during a set amount of time? ✅玲 (Thank u, Machiko-san)

** Feasible (4)- ** This question is very feasible. In Japanese classes of various levels journal writing is often assigned. ✅玲 (Thank u, Machiko-san)

** Clear (4) – ** Improving writing skills is essential for language learning. ✅玲 idea -- for language learning. or language art ??

** Significant (3)– ** Introducing new tools: gamification for digital natives (students) and digital immigrants (instructors) is essential for success in teaching.

✅玲 (Thank u, Machiko-san)

** Ethical ** **(4)**– There would not be any need to deceive either the teachers or the students. Confidentiality would not be an issue either, since a number could identify each student rather than using names.

** Research question 2 ** Are 4th graders eager to complete their digital portfolios:e-book style in a timely manner, compared to traditional analog products? ✅玲 idea -- Are 4th graders eager to make a story using digital publication, compared using paper-pencil publication? （ポートフォリオか？？　単語のアクティビティの続きのアクティビティの一つなのかな？　と思いました）

** Feasible (4)– ** Digital portfolios are assigned to all levels of learners, thus researchers should not have any problems obtaining data for this research question. ✅玲 (Thank u, Machiko-san)

** Clear (4)– ** Digital portfolios will speak for themselves. Using a set of clear rubrics to measure students’ eagerness to complete the project will proof the effectiveness of digital tools in teaching. ✅玲 idea -- students will read his book to 1st graders. かなぁ？？？

** Significant (3) – ** By introducing digital games, students’ engagement in the target language will be deepened and the students’ positive attitudes toward acquiring Japanese language will influence others who may not yet have caught up with the class pace.

** Ethical ** **(4)** – There would be no reason to deceive either the teachers, students, parents or the administrators for this research question. The answers would harm no one and if a teacher did not want to use their name, an identification number could be used instead.

** What will you do to answer your question? ** We will run two journal writing projects, the first using flash cards to introduce vocabulary and the second using digital games. We will also compare the students’ eagerness to complete their digital portfolios for student-teacher conferences vs. the overall class attitude.

1 (low) to 4 (high) ||
 * Research Idea from Web #3 || Research Question || Rate your research question on a scale from
 * We would like our research project to examine

the affects of using digital media to get students to improve their writing skills. || What is the __effect__ of digital learning games on __developing__ students’ writing skills and on their __eagerness__ to complete their digital portfolios in a __timely__ manner? || Feasible:4 Clear:4 Significant:3 Ethical:4 Shows a relationship Yes || Definitions of terms: Underline the terms in your research question that you believe will require definition. Write each term below and provide their operational definitions. Use additional pages as necessary.

a- **Effect:** influence of the digital games on students’ writing skill improvement measured by instructor-prepared rubric. b- **Developing** measured by rubrics on students’ improvement in their accuracy and sentence structure. c- **Eagerness** measured by their positive class behavior to complete the task d- **Timely:** complete the tasks within the assigned time frame.

__ Specific type of Research: __ __Interventional__ __General Type of Research:__ __Action Research__ 1. My Hypothesis is: that there will be a meaningful improvement/change in students’ writing skills in journal entries. 2. This //hypothesis// suggests a relationship between these two //variables//: __Independent:__ Use of digital games __ Dependent: __ students' writing skills

Some hypotheses are directional. That refers to whether or not you are willing to predict that your students will improve after the treatment (one tailed)

3. The //Dependent variables// are: students' writing skills and their eagerness to complete the project The //Independent variable// is: digital games 4. Possible //Extraneous variables// that might affect our results include: a. student’s motivation and willingness b. student’s class schedule c. student’s exposure to Japanese language outside of school

Grammarをみてもらったのはここまで. ３は私が勝手に書きました. こんなのかな〜と思いながら. 何か同じことばかり書いている気がします...

✅玲 -- 繰り返しでもいいのでは？？　それから、四年生だとipadのみです. safariaは使えます.

3. Detailed description of our intervention: For introducing the necessary vocabulary for the journal writing project we will have the students independently or as a group to engage with computer or i-pad games chosen or prepared by the instructors in class. The students will also have the access to the site at home to reinforce their vocabulary building. For the portfolio making project, the class will learn how to make digital portfolio:e-book author, along with the traditional portfolio. We will observe and record the students' attitudes and parents feed back to the project results.

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