Beruflich Dokumente
Kultur Dokumente
ProQuest 1605101
Published by ProQuest LLC (2015). Copyright of the Dissertation is held by the Author.
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NAOMI WAHLS
ALL RIGHTS RESERVED
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This article examines the use of social media, video lessons, and game based
learning to teach Spanish commands over the course of 2 weeks in an online course in
Canvas. The study was performed twice with entry-level Spanish students. Forty-five
second languages learners (L2) completed the pretest and 38 completed the posttest
between the two semesters. The students in the experimental group received instruction
through explicit instruction via video lessons on Spanish commands used in Latin dance
instruction; game based learning activities using implicit feedback; and student
interaction in Facebook and YouTube.
Keywords
Spanish, social media, game based learning, video lessons, second language acquisition,
commands, explicit instruction
The form and content of this abstract are approved. I recommend its publication.
Approved: Alyssa Martoccio
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This work is dedicated to my son LenFelipe and my parents, Rick and Maxine Wahls.
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ACKNOWLEDGEMENTS
This research was performed under supervision of a thesis advisor who provided
guidance through the research process and research documentation, enabling this project
to really take shape.
TABLE OF CONTENTS
CHAPTER
I.
INTRODUCTION ........................................................................................................................ 1
II.
III.
METHODOLOGY ..................................................................................................................... 22
Research Questions and Hypotheses ............................................................................................. 22
Participants ......................................................................................................................................... 22
Site selection and sampling .......................................................................................................... 25
Data collection instruments ......................................................................................................... 25
Data Analysis Plans .......................................................................................................................... 26
Schedule ............................................................................................................................................... 27
Tasks ........................................................................................................................................................... 28
Website ................................................................................................................................................. 28
Online courses.................................................................................................................................... 28
Pretest ................................................................................................................................................... 29
Posttest ................................................................................................................................................. 30
Explicit grammar instruction videos ........................................................................................ 31
Implicit feedback: the games ....................................................................................................... 33
Facebook and cultural materials ................................................................................................ 34
Comic Strips ........................................................................................................................................ 35
Procedure .................................................................................................................................................. 36
Advertisement stage........................................................................................................................ 36
Treatment stage ................................................................................................................................ 37
Analysis stage ..................................................................................................................................... 38
IV.
RESULTS ................................................................................................................................... 41
Background .............................................................................................................................................. 41
Quantitative Data Analysis Method ................................................................................................ 41
Pretest ................................................................................................................................................... 42
Posttest ................................................................................................................................................. 43
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V.
DISCUSSION ............................................................................................................................. 60
Research Question 1 ............................................................................................................................. 60
Research Question 2 ............................................................................................................................. 62
Research Question 3 Part A and B .................................................................................................. 64
Research Question 3 Part C................................................................................................................ 65
Limitations and directions for future research ......................................................................... 69
Summary ................................................................................................................................................... 75
VI.
CONCLUSION ........................................................................................................................... 76
ENDNOTES ............................................................................................................................................. 79
REFERENCES ......................................................................................................................................... 84
APPENDICES .......................................................................................................................................... 89
Appendix A PreTest .......................................................................................................................... 89
Part 1 - Vocabulary ......................................................................................................................... 91
Part 2 - Comprehension ................................................................................................................ 93
Part 3 - Written Production......................................................................................................... 94
Appendix B - Comic Strips for Control Group ........................................................................... 95
Intro Comic......................................................................................................................................... 95
Celia Cruz ............................................................................................................................................ 95
Gloria Estefan .................................................................................................................................... 96
Julieta Venegas.................................................................................................................................. 96
Carlos de Nicaragua ......................................................................................................................... 97
Appendix C - YouTube Videos........................................................................................................... 97
Appendix D Game ............................................................................................................................... 99
Game Level 1 - Vocabulary ........................................................................................................... 99
Game Level 2 Comprehension .............................................................................................. 101
Game Level 3 Production ........................................................................................................ 102
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LIST OF TABLES
TABLE
1. AGE RANGE OF PARTICIPANTS ............................................................................... 23
2. LANGUAGE SPOKEN ............................................................................................... 24
3. SOCIAL MEDIA TOOLS USED BY PARTICIPANTS ..................................................... 24
4. DATA ANALYSIS PLANS ......................................................................................... 26
5. SCHEDULE.............................................................................................................. 27
6. PRETEST SEMESTER COMPARISON ......................................................................... 43
7. POSTTEST SEMESTER COMPARISON ....................................................................... 44
8. PRETEST AND POSTTEST COMPARISON .................................................................. 45
9. GAME LEVEL 3 COMPARISON ................................................................................ 46
10. VIDEOS AND VIEWS ............................................................................................... 47
11. FACEBOOK FAN LIKES PER MONTH ....................................................................... 50
12. VIDEO NAMES AND DESCRIPTIONS ........................................................................ 97
13. PRETEST BOTH SEMESTERS' RESULTS .................................................................. 110
14. POSTTEST BOTH SEMESTERS' RESULTS ................................................................ 112
15. FACEBOOK FANS BY COUNTRY ............................................................................ 114
16. PART 1 VOCABULARY GRADING SAMPLE ............................................................ 116
17. PART 2 COMPREHENSION GRADING SAMPLE ....................................................... 116
18. PART 3 WRITTEN PRODUCTION GRADING SAMPLE .............................................. 117
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LIST OF FIGURES
FIGURE
1. FACEBOOK LIKES AND SHARES PER MONTH ................................................................ 51
2. FACEBOOK VIEWS BY POST PER MONTH ...................................................................... 51
3. FACEBOOK TOTAL REACH BY MONTH ......................................................................... 52
4. FACEBOOK PAGE VIEWS .............................................................................................. 52
5. PRETEST ....................................................................................................................... 89
6. COMIC STRIP - INTRODUCTION ..................................................................................... 95
7. COMIC STRIP - CELIA CRUZ ......................................................................................... 95
8. COMIC STRIP - GLORIA ESTEFAN ................................................................................. 96
9. COMIC STRIP - JULIETA VENEGAS ................................................................................ 96
10. COMIC STRIP - CARLOS DE NICARAGUA ...................................................................... 97
11. GAME LEVEL 1 - VOCABULARY ................................................................................... 99
12. GAME LEVEL 2 - COMPREHENSION ............................................................................ 101
13. GAME LEVEL 3 - PRODUCTION ................................................................................... 102
14. FACEBOOK PAGE ....................................................................................................... 102
15. POSTTEST ................................................................................................................... 103
16. WEBSITE .................................................................................................................... 109
17. CANVAS COURSE ....................................................................................................... 110
18. MCGRAW HILL CONNECT GAME - STUDY ABROAD .................................................. 118
LIST OF ABBREVIATIONS
ABBREVIATION
1.
2.
3.
4.
5.
6.
7.
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CHAPTER I
INTRODUCTION
In our era, students are finding that learning can take place using nontraditional
methods. Newer methods are great for those that multitask and for commuters that use
public transportation travel time for their education. Online instruction and virtual game
based learning bring new learning options to language learners. The use of online
instruction and social media enables students to access information almost anywhere.
They can utilize their phones and tablets to learn and socialize with peers at the same
time. Utilizing online instruction to teach Spanish commands through cultural video
lessons and gaming on dance and music, as this current study did, brings information and
other opportunities to engage in activities and interactions through the second language to
students in a more readily accessible format.
With a B.A. in International Studies, I am deeply attracted to culture topics1. As
an instructor, I like to teach culture in addition to grammar and literature. I see teaching
culture as a means of teaching society what is current behavior and what is changing.
Dating someone from another culture is more commonplace now and learning to respect
other cultures is very important in life and I would even say an essential part of learning a
foreign language. Many second language learners date people in other ethic backgrounds
than their own. When I embarked on the journey of learning a second language, I never
imagined how much my views would change and how much more understanding I would
become of the cultures of others. Ive offended some of my closest of friends and vice
versa for simple cultural misunderstandings. My experiences have taught me that culture
is needed in even the first level Spanish courses.
Because of this passion for culture, I chose to teach Spanish through culture. I
love music and dance, which I feel, is a huge part of culture. I myself learned Spanish by
immersing myself with the Spanish culture and language, thus why I used music and
dance to teach Spanish in this study. While there is a wide range of Spanish music, I
focused on the most common dance and music styles: Salsa, Cumbia, and Bachata. These
are dance styles that students can find locally in metropolitan cities in the U.S. and
receive dance lessons in Spanish or English.
While I visited my brother in Japan, I went salsa dancing and listened to the
Japanese instructor teach salsa in Japanese. For fun my friend and I took the class to learn
Japanese. We learned basic numbers, directional, and some commands. This is where I
realized that students in first level Spanish could easily take a dance lesson in Spanish
and learn commands at the same time. Observation is a big part of the active learning. Its
immersion in action and in a fun way.
Teaching students Spanish commands in a dance setting enables them to interact
with locals and feel comfortable with something that is no longer common in the U.S.:
dancing. My grandparents remember weekly dances in town and learning steps in school.
Many of my friends and myself included are not exposed to a dance culture. Some of my
friends considered Latin dance as exotic and not appropriate. Some people are afraid to
try something new and learn dance.
Because of my technical background, I have a strong interest in online learning as
well. With my Masters in Information Learning Technologies, I design online learning
environments. Students can learn culture, grammar, and literature online.
Growing up I was a big computer gamer. I enjoy making learning fun. Teaching
through virtual games is still fairly new. At one community college I was asked to design
the course as a game. I thoroughly enjoyed doing this. I learned it is best to create and run
the online course for about 1-2 years before designing it as a game to ensure content
delivery and student learning outcomes. For this reason, the course in this study was not a
game based learning environment, but games were used as the feedback2 in the study.
In my company I managed social media. I enjoyed doing this for a time and
thought that using social media could be used in education. I also found several articles
supporting the use of social media in education. For this reason, I decided to use social
media as the area where students would participate and interact. There were however
many pros and cons to social media that I had not considered and were not mentioned in
the articles and I discuss them later.
Spanish commands forms are typically taught in the first semester of Spanish. For
example, the textbook used for this study teaches formal commands at chapter 7 in the
first semester of Spanish and then teaches informal commands at chapter 12 in the second
semester (McGraw Hill). Teaching formal commands first shows the desire to teach
respect and enforce a more formal speech pattern to second language learners (L2s).
When they interact with their peers, they will most commonly be using informal speech.
For this particular study, the researcher decided to focus on informal commands so that
students could interact with peers and attend local dance instruction courses in Spanish
where they would more commonly hear informal commands in the Midwestern states in
the U.S.A.
very natural in our current era and considered social media to be an outlet that students
would enjoy trying out.
The research questions were:
Do first semester second language learners (L2s) of Spanish whose first language
is English learn informal commands in Spanish in a virtual cultural setting, after
receiving instruction through video lessons and feedback through the use of an
online game?
Do participants that use a game as a practice activity and watch video lessons
score better than students who read comic strips in Spanish only (the control
group)?
What do available metrics say about the usage of social media? In what ways do
the students interact with the social media tools available? What do they selfreport feeling about the use of the social media tools utilized?
This study contributes to the current literature greatly by utilizing more
technology in the field of language learning. When I first started working for an online
department years ago, the department head was anxious to get the language department to
teach a few courses online. Years later there still were not many online courses offered
for language learners. Only 1 university in the U.S. offered Master level Spanish courses
online while I was in my program. There may be more now since it has been about 2
years. Still, that is such a small number of Master level Spanish online courses. Knowing
what tools to use to teach language courses is essential in designing and running online
language courses successfully. This study used quite a bit of technology and I was able to
evaluate more tools for online language learning than other studies have previously done.
CHAPTER II
LITERATURE REVIEW FINDINGS
Literature was reviewed on teaching commands, defining explicit instruction,
teaching culture, using game based learning, student improvement through testing, using
video lessons, and using social media. Only one published study has been done on
(Digital Game Based Learning) DGBL involving learning languages and it was
performed by Franciosi (1). Video lesson research typically involved the media tool
YouTube. Little research has been done on video lessons and social media to teach
Spanish, let alone on student learning improvement through the use of social media.
Educational social media groups are groups that focus on particular topics that enable
students to learn more about their interests, stay up to date with the latest news, network,
and interact with peers.
Only one study performed by Shalini and Nitin Upadhyay in 2007 looked at test
scores before and after mobile learning (Upadhyay). Most of the studies (Kabilan,
Ahmad, and Abidin, 1-7; Mendez, Curry, Mwavita, Kennedy, Weinland, and Bainbridge;
and Woodley and Meredith 1-5) involved comparing student writing over time within one
social media tool and Shuters study involved student participation and interaction within
one social media tool.
Some recent research has looked at mobile learning, with a focus on students
using mobile devices such as their phones or tablets. Studies performed by Blattner and
Fiori (2009, 1-12); Kabilan, Ahmad, and Abidin (1-7); Mendez, Curry, Mwavita,
Kennedy, Weinland, and Bainbridge; and Woodley and Meredith (1-5) utilized Facebook
for educational purposes to interact with students and a few mentioned Twitter
(Greenhow and Gleason; Kassens-Noor 9-21; Shuter 219-237). Gibson and Sherman
suggested the use of YouTube, in tandem with other social media (Gibson; Sherman). In
fact, both Sherman and Gibson recommend that professors use multiple tools and at least
try one social media tool. Snyder and Burke outlined how to use YouTube, which is still
not commonly utilized in online courses (Snyder and Burke Apr. 2008).
Research suggests that students learn differently in online communities4 and
gaming than through traditional learning methods (Bogost 125 and 136; Donlan 2012).
Previous research has indicated that students may learn in a different manner when they
use social media because social media is designed for community learning and student
controlled learning (Donlan, 574-575). The student can control what they ignore or read
and thereby control what they learn or retain. While some of the studies implied that
community learning and active learning occurred after student interaction and writing
occurred, they did not always directly mention it. This may be because it is assumed that
social media learning involves active or community learning or because community
learning has not been fully defined for online learning through social media.
acted the command out (Asher, Kusudo, and De La Torre 24). The study references
learning Japanese commands, German commands, and finally Spanish commands. Their
latest study focused on learning Spanish commands and found positive results of the use
of TPR (Asher, Kusudo, and De La Torre 24).
Commands are the imperative form of verbs, and they enable a person to tell
another what to do or to understand when someone wants them to do something. In order
to dance, the dance partner must follow the commands of the leader. The commands in
the current study were in the informal you form, and were positive and affirmative.
The instruction of commands is based on Chapter 12 of the textbook Instructor's
edition: Puntos de partida, an invitation to Spanish by Dorwick et al. (357-362). For
example, salta jump tells the person to whom you are directly speaking to jump. It is
positive because the command tells someone to do something rather than telling him or
her not to do something. Another example of an informal command in dance is when an
instructor says, turn right. (For more details, see English command and formal Spanish
command examples5.)
Explicit teaching is an instructional strategy used by teachers to meet the needs
of their students and engage them in unambiguous, clearly articulated teaching
(Teaching AC English). For this study, students in the instructed group were instructed
how to perform the dance steps and how to conjugate the verbs into the imperative form
of the verb. Students were taught informal commands because they are more likely to use
them more with peers and in local dance classes.
Teaching Culture
Dubreil helps to define cultural knowledge as being needed to perform in a
language, both background knowledge of popular culture, for example, and sociopragmatics (Dubreil). According to Mitchells study with language students in an
English as a Second Language (ESOL) program, students reported that cultural learning
is an unexpected and interesting motivation for joining Facebook (471-493). Learning
culture can therefore be an incentive to join private social media groups and perhaps
bring more interest to the students.
Culture is something that can be taught even to lower level Spanish students since
it requires no prior language knowledge. In a Pakistani study on lower lever English
students learning English as a second language, they found that students needed to learn
about the culture and current topics of English speaking countries (Akhtar 541). In
another study (Blattner and Fiori), it was said that the subject of culture should be taught
in lower level courses.
Consequently, there is an urgent need to include some cultural teaching at the
lower division and not wait to convey such essential elements to language learners
at a later stage of acquisition (Blattner and Fiori 2011, 26).
In Blattner and Fioris study, they found that culture was not commonly taught at
entry-level language courses yet culture was considered an essential part of language
learning by the students (Blattner and Fiori 2009, 7). In the current study, Facebook and
YouTube were utilized to teach culture in addition to the Spanish commands used in
dance instruction.
dance and music in Facebook posts. Two videos were posted to teach greetings in
Spanish Buenos das: Spanish Greeting Song by kidsimmersion (kidsimmersion) and
Learn Spanish (Greeting + Introduction) - Lerne Spanisch (Begrung) - Aprende
Espaol by LinguaTV.com (LinguaTV.com). Goodbyes and abbreviations were not
used in this study.
None of the previous studies have used social media to intentionally teach culture,
although learning culture was an outcome. In Mitchells study, students were also able
to improve their English ability and cultural competency by using the site (Mitchell,
485)." Shuters study also found that students were able to improve their cultural
competence by discerning which questions to ask by connecting with international
students, even over the Internet and at a faster pace than those who were not in the study;
thereby creating virtual international exchanges (219-237). That particular study
reviewed several languages, including Spanish.
Studies on internet-mediated second language learning suggest that on-line
international exchanges accelerate language acquisition and intercultural
competence. Chun (2011) found that on-line contact between ... university
students learning one anothers languages significantly increased their cultural
awareness and intercultural communication skills. Belz (2005) reported that
internet-mediated language learning between ... (students) dramatically improved
the participants ability to use questions to ascertain cultural information.... While
investigating the effect of blogs on second language learning for Spanish and
American students, Elola and Oskoz (2008) discovered that blogging in newly
acquired languages improved both groups intercultural competence (Shuter 227228).
Social media is the next stage in intercultural communication. Students need to
learn how to use these tools effectively and, in the case of language learners, how to
communicate with these tools in more than one language. As Shuter mentions,
10
In the current study, Spanish commands were taught through dance and students
were exposed to the culture of Latin dance and music through the video lessons. Students
were asked to find videos and articles about salsa dance through the Facebook
community described above. This gave the participants an opportunity to express their
own diversity by selecting music and dance videos and articles that relate to them while
also showing the diversity of the Hispanic culture (Langer de Ramirez).
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students can learn through games, but that little research has been done in language
learning with DGBL (1). Franciosi explains that DBGL are not utilized as much as they
could be because they are new to instructors. The research suggests this new field of
instructional design and game programming is just entering the educational field and still
needs more exploration.
Digital games are not currently perceived as educational tools because instructors
lack sufficient information regarding the theoretical and empirical connection
made between DGBL and learning. In other words, there are no cultural values
or beliefs, or endemic deficiencies with the physical infrastructure that would
render DGBL an unworkable approach in this educational context. In fact, since
the issue of learner motivation is particularly salient in FL (foreign language)
instruction in this educational context, the attraction of DGBL is potentially high.
Therefore, provided that the informational deficit is addressed adequately, and
that developers and or support personnel can provide a highly user-friendly
interface and guidance for instructors, DGBL could potentially enjoy considerable
popularity among FL instructors in Japanese higher education (Franciosi 142143).
According to Hunicke, LeBlanc, and Zubek, games are designed based on MDA
(mechanics, dynamics, and aesthetics) (1). The concept is that there need to be rules, then
a system, and then fun. Mechanics correspond to the rule writing of the game and must be
done first before moving on to the dynamics of the game, which is the system. Ultimately
the aesthetics are designed with the consumer fun in mind (Hunicke, LeBlanc, and Zubek
2-3).
Juul defines a game as:
1.
2.
3.
4.
5.
6.
12
13
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mobile learning and online learning studies can reflect upon one another and learn from
one another. This study utilizes the classic pretest posttest design from Leow (49-68).
Video Lessons
Video lessons provide an excellent opportunity for faculty to create short lessons
for students to watch from home so that students can discuss topics more in class. This
new format is called a flipped classroom. In this format of teaching, on-campus courses
can utilize digital learning similar to teaching a hybrid8 course, only the students meet
weekly on campus as well. In a Chinese language instruction study, the students were
taught through lectures outside the on-campus course and the activity was done in class,
which is a flipped classroom (Egbert, Herman, and Chang, 1-10). This study showed
success in that the students showed improvement. Imagine being able to play, rewind or
back up, or pause a lecture whenever you want to. Students dont have to ask a classmate,
What did he/she just say? Instead, they can go back and listen again to just that one
portion. That is what video lessons give to students. Students who have difficulty
understanding a topic or who perhaps need more time to understand a topic can listen to a
lecture as many times as they want. Such course formats provide flexibility for student
schedules while also giving students the ability to meet their instructor and peers on
campus in a traditional setting.
According to the previous research with Snyder and Burke, students are interested
in videos that pertain to their course in such outlets like YouTube yet at the same time
faculty are new to making the videos (Apr. and Nov. 2008). According to surveyed
students, online courses have a greater need for video lectures, but hybrid courses also are
using videos so that students can interact more with the class material (Snyder and Burke
15
(Apr. 2008). Some hybrid instructors video themselves in their on-campus courses and
use those videos for their online courses.
The current study utilized video lessons (Appendix C) posted to YouTube to
replace lectures. No additional instruction was provided beyond the video lessons. In
online learning, lectures can be both written and video/audio.
YouTube
YouTube is a great resource for faculty to create video content to be released to
students through a web link or embedded in an online, hybrid, or flipped classroom
course shell. Despite the apparent usefulness of YouTube education, few studies have
been carried out on the effectiveness of using YouTube in education in language learning.
However, Shonna L. Snyder and Sloan Christine Burke have written two articles both in
2008 about the use of YouTube in classrooms. The authors indicate that posting YouTube
videos online gives students a resource that they are already familiar with for learning the
class material. Most students use YouTube for personal topics and are comfortable with
the tool.
Creating content for YouTube also allows students to develop a deeper
understanding of the course material as students are engaging in new, innovative
technology applications as well as processing content (Snyder and Burke, Apr.
2008).
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Snyder and Burke provide a step-by-step guide to creating lessons in YouTube, complete
with a rubric for the lesson (Apr. 2008).
Snyder and Burke indicated that students are ready and willing to watch faculty
created content on YouTube that pertains to their course (Nov. 2008). Snyder and
Burkes study showed that students felt their learning was enhanced through YouTube
videos.
The results of this study reveal that students are using YouTube at a high rate.
They feel that it is easy to use and they are using it for personal but public
viewing. Additionally, they feel that YouTube enhances their learning and want
professors to use it in their courses. (Snyder and Burke, Nov. 2008).
Over the course of six years, Snyder and Burke found that surveyed students
reported that they would have liked more videos in their online and/or hybrid courses
(Nov. 2008). Students want more content that enables them to interact with the course
content in more ways than reading. On-campus students talk and listen in class while
online and hybrid students read and write at home. YouTube videos enable students to
listen and watch, which adds another learning style to the mix for online and hybrid
students.
Facebook
The current study focused on student improvement through the pretest (Appendix
A) and posttest9 (Appendix F), but also included a small component of student presence
through Facebook10 interactions (Appendix E). Student presence considered the students
interaction with peers and with the instructor and it defined who the student was
publicly11. Facebook is currently a tool that most students have heard of and quite often
use on a regular basis. It is a tool that many use to keep in touch with friends and family.
17
While Facebook was initially created for students to interact with one another, it is now
public to everyone and academic groups are being created to grow virtual academic
connections. Users can share images, message one another, post status updates, share
links and videos, and like photos, videos, links, and posts shared by other users.
Facebook has also been used in studies (Blattner and Fiori 2009, 1 and 2011, 1, 1;
Kabilan, Ahmad, and Abidin 1-7; Mendez, Curry, Mwavita, Kennedy, Weinland, and
Bainbridge; and Woodley & Meredith 1-5), which have shown that Facebook could be
used in a variety of ways, improve student GPAs, connect with their teachers, and even to
improve student retention in the program. Previous research has found that those students
who connect with faculty and peers are likely to have higher GPAs. Social media such as
Facebook is an excellent way for students to connect more with these groups and more
importantly follow topics that their instructors are following. In the study of Jesse P.
Mendez, John Curry, Mwarumba Mwavita, Kathleen Kennedy, Kathryn Weinland, and
Katie Bainbridge in 2009, they found that students who utilized Facebook had a slightly
higher cumulative self-reported GPA than those who did not. The students who used
Facebook were connecting with professors and instructors outside of class work. "Those
few students who have professors or instructors as friends have been found to have higher
self-reported GPAs compared to those who dont (Mendez et al).
Facebook also enables students to get live practice in the target language. The
students can learn how to communicate over electronic means.
The students' positive views and opinions regarding FB as an environment to
facilitate English language learning can be explained by the fact that online
platforms, such as FB, provide authentic interaction and communication that the
students might not have experienced before. Such positive experience could then
lead to 'increased confidence in language acquisition and a sense of
connectedness' among the students (Wang and Chen 6). The positive views of the
18
students can also be explained by Lave, and Wengers (Lave and Wenger) notion
of learning as a form of participation in a social world, and how people learn
better in social settings and through authentic and relevant social interactions
(Kabilan, Ahmad, and Abidin 183).
Only one study involved general announcements and event information in social
media. In Woodley and Merediths study, they found that in order to get students to
participate, they had to advertise the study on campus through different means. Students
were notified of the study in classrooms, program orientations, and posters on campus.
The content in the Facebook study contained many topics (1-5). They found that ... the
site must contain pertinent, current information about the university, courses, exams,
support services, transport, and the like (Woodley and Meredith 1-5). The study also
found Facebook to be a cost-effective way of creating a community to support student
retention. In addition to the content on Spanish culture, the current study included event
announcements on campus and new course information for the upcoming semester.
Gap in Literature
There are many gaps in the current literature that are filled by the current study.
Previous study on social media is new and few articles have been written about the use of
social media in education. Specifically language learning research and more important to
this study, Spanish language learning research is very new to social media. Only three of
the reviewed articles, those of Blattner and Fiori in 2009 and 2011 and Mitchell in 2012
discussed above, included Spanish-speaking students in their studies.
Digital Game Based Learning opens up a new field for educators and little
research has been done on the creators of the games and their connection to the Subject
Matter Experts. No research has been done on the games designed by instructional
19
designers12 versus game programmers in the language-learning field. Very little research
has been done on game based learning in language learning.
Previous research shows limited studies performed on teaching culture through
virtual means. Additionally limited research has been done on the use of YouTube videos
as lectures in language learning. This study begins to fill those gaps, although further
research could be done more extensively in each area.
None of the studies that focused on YouTube looked at how many views each
video received or how many comments were posted to a particular video. Nor did any of
the studies involve using multiple social media tools. The current study will be the first
study that utilized data from YouTube in conjunction with Facebook, to my knowledge,
which is different from most other studies, which utilize only one social media tool at a
time.
20
study (Leow, 49-68). Previous research suggests that students want to learn more about
culture through social media interactions.
In light of the previous research, the current study sought to teach first level
Spanish students to understand and use basic commands utilized in dance and dance
instruction. Lastly, this study sought to create a peer community through social media
where students can network with other students and interact beyond the bare
requirements of the study. While social media was a portion of this study, the focus of
this study was on whether the students learned Spanish commands through digital
learning via gaming and video lessons.
21
CHAPTER III
METHODOLOGY
Research Questions and Hypotheses
The purpose of this research was: (1) to see if the learners improved in their
vocabulary, comprehension, and written production of Spanish commands after learning
them through video lessons and practicing with them through gaming; (2) to see if
learners score higher through virtual tools like video lessons and games; and (3) to
research how students use social media in an educational setting.
The following research questions guided the design of the study:
Do first semester second language learners (L2s) of Spanish whose first language
is English learn informal commands in Spanish in a virtual cultural setting, after
receiving instruction through video lessons and feedback through the use of an
online game? Learning was measured in terms of improvement in vocabulary,
comprehension, and written production on participants posttest scores as
compared to their pretest scores. Comprehension was measured by participants
selecting answers to questions about informal commands and written production
was measured by students filling in the blanks with their own answers to complete
sentences.
Do participants that use a game as a practice activity and watch video lessons
score better on a vocabulary, comprehension, and written test than students who
read comic strips in Spanish only (the control group)?
What do available metrics say about the usage of optional social media
component? In what ways do the students interact with the social media tools
available? What do they self-report feeling about the use of the social media tools
utilized?
Participants
Forty-six students completed the pretest and forty-two completed the posttest
online.9 Twenty-four students participated from the Fall 2014 semester and twenty-one
students participated from the Spring 2015 semester. Three people not enrolled in classes
22
joined through Facebook and completed the pretest but did not complete the posttest. One
person from the Fall 2014 semester who was taking a Spanish course completed the
pretest but not the posttest13.
There was a large range in ages of the participants: 7 were between 18-21, 11
between 22-26, 15 between 27-35, and 4 between 36-45, 1 between 46-55 and 3 between
56-65. Participants were not asked their gender. Participants were from all around the
world: Afghanistan, Morocco, New Zealand, Ukraine, Kazakhstan, and various states in
the U.S. Participants reported having learned Spanish at varying ages, from birth to age
65 and some reported that they were still learning. Thirty-four participants learned
English at birth, while 8 participants learned English after 1 and ranged in ages up to 24.
Fifteen participants had been studying Spanish for about 1 semester, 20 participants said
they had been studying Spanish for 1 year, while the others ranged from 2 years to 7
years. See Table 1 for the age ranges of the participants and see Table 2 for the number of
languages reported to be spoken by the participants in the study.
Table 1: Age Range of Participants
Age Range
18-21
22-26
37-35
36-45
46-55
56-65
Control
Group 2014
1
4
4
1
1
2
Instructed
Group 2014
1
4
6
1
0
1
Control
Spring 2015
2
0
2
0
0
0
Instructed
2015
1
3
3
2
0
1
Overall
Average
7
11
15
4
1
3
23
# of
Participants
31
5
2
1
1
Most of the participants were familiar with Facebook and YouTube, and only 4
participants had never used any online social media tool before. This information was
obtained through the first page of the pretest survey. See Table 3 for which social media
tools the participants had already utilized before this study took place.
Table 3: Social Media Tools used by Participants
Tool used
Facebook
YouTube
Pinterest
Google +
Other
None
24
The Facebook fans included the participants in the study and other people as well
since the page is public. An announcement on the page explains that if they like the page,
they are agreeing to be in the study, if nothing more than to release their data for the
study. The Facebook page was created on: November 13, 2013, and no one was invited
until Fall of 2014. As of October 14, 2015, there are 1,304 likes to the Facebook page.
The majority of the Facebook fans are women between the ages of 18-24. A large
majority of the fans are located in Egypt (611), the U.S.A (160), and India (85). (See
Appendix K for further details about other countries.) The study was advertised in the
U.S.A. only and due to the courses being online, 1 student was in the Ukraine and another
in Morocco. The rest of the locations listed above are from people who found the page
through Facebook, not from the study advertisement or the online course connected to
this study.
25
Weebly (website described below). The students also provided opinions via short answers
in a post-survey.
26
Schedule
Table 5 shows the schedule for this study. The following schedule was followed
for the research:
Table 5: Schedule
Action
Time Frame
Fall 2012
Spring 2013
Spring 2013
Spring 2013
Fall 2014
August 2014
September 2014
Fall 2014
Fall 2014
Fall 2014
27
Action
(Table Continued)
Time Frame
(Table Continued)
Spring 2013
Summer 2013
Fall 2014
Spring 2015
Summer 2015
Fall 2015
Defend Thesis
November 4, 2015
Website
Students were provided with a link to a presentation of the study, which contained
an explanation of the study and a link to the consent form and pretest. Students were
advised about the tools that would be utilized in the study. They were informed how to
participate in the study and requested to join the study. Results of the study were
published on this website, after the thesis completed. The website was created through
Weebly and is located here: www.noemiwahls.com. (See Appendix G).
Online courses
The online Canvas course links (Appendix H) were provided to the students via
email and via their group page in their Spanish 1010 university course depending on
28
which group they were in: control or instructed. Participants from both groups who
completed the pretest received the password to the their applicable online course so that
they could log in to the course to carry out the study, according to their group. For the
instructed group, the course had 3 parts, which is described below: Lessons (explicit
instruction), the Game (practice activity and feedback), and the Posttest (testing for
student improvement). The course had a time-released link to the posttest, which was
opened 2 weeks after the study began. For the control group, students had access to the
Comic Strips (explained below).
Pretest
The pretest (Appendix A) was located on the above mentioned website, which
was the researchers personal website to advertise the study. The first page of the pretest
was the consent form. If the students consented to be in the study, then they continued on
to the pretest. Participation on both the pretest and posttest was optional, but completion
of the pretest was required in order to access the lessons and game. The pretest was worth
29 points.
Students were asked to identify themselves on the second page of the study so that
their participation in the social media study could be compared to their survey
scores. The second page included questions about the participants for research purposes
explained above: their age, how long they had been learning Spanish and English, where
they were from, etc. The second page of the pretest consisted of questions about student
opinions on the use of social media (specifically how students feel about learning in
social media), learning culture (specifically learning through music and dance), and
Spanish commands.
29
On pages 3-5, the pretest focused on understanding and using (in writing)
commands in a dance setting. There were three stages of the testing: vocabulary was on
page 3 (the 10 verbs from the study) worth 10 points, comprehension was on page 4
worth 10 points, and written production was on page 5 worth 9 points. Vocabulary was
tested by participants correctly selecting the English equivalent from a list of options in a
chart form.
Comprehension was first tested by correctly identifying the command that was
written by selecting the correct answer from options provided which then complete the
sentence. The questions were similar to the following: Select the correct command from
the drop down list: (Deslizar).. los pies(A, B, C, or D). The same 10 verbs from part
1 vocabulary were tested here. Written production was tested by typing the correct
answer to fill in the blank and complete a sentence. There were a total of 10 questions.
Example: Type the correct command: (Deslizar).. los pies.
Posttest
The pre and posttests were nearly identical so that any changes in score or opinion
could be noted. The posttest (Appendix F) skipped the questions about the participant
because those questions were already responded to in the pretest and then moved on to
the same opinion questions described above from the second page of the pretest. New to
that page for the posttest, participants were able to self-report their hours of participation
in the social media portion, as determining that would be outside of the reporting scope of
the study. The second page of the posttest was the 3rd page of the pretest without any
changes. The third page of the posttest was the 4th page of the pretest without any
30
changes. The fourth page of the posttest was the 5th page of the pretest without any
changes.
The posttest was used to monitor student improvement over time. For the Fall
2014 groups, students were given the pretest and posttest later in the semester than the
Spring 2015 groups. The groups were compared to see if there was a difference in scores
between the groups. The posttest was worth 29 points: 10 for vocabulary, 10 for
comprehension, and 9 for written production.
salta jump
brinca hop
gira a la derecha turn to the right
gira a la izquierda turn to the left
desliza los pies slide your feet
31
32
videos for the video credits to override the commands given. The audio was uploaded as
an .MP3 file into iMovie and timing was selected as to when the songs would release.
With iMovie, the researcher was able to take screenshots of images besides the video and
use those to organize the videos. Camtasia was used to edit one of the videos before
uploading it to iMovie.
33
In the second level, participants were give a command and asked to select the
correct verb, showing their comprehension of the vocabulary. The feedback given to the
student was implicit in that the participants were not told if they were wrong; however,
they were directed to view the lesson video on the command and then directed back into
game scenarios where they could try again and correct their mistake, quit the game, or
move on. They could exit the game at any point.
The third level of the game was a quiz in Canvas where participants saw a video
and then selected the vocabulary word from a list of options. For each question, the
participant watched a video and then selected which command was used. Similar to level
2, participants received feedback implicitly. Once they completed the quiz they could
view their results and receive feedback.
The instruction focused on three dance styles: Salsa, Bachata, and Cumbia (to
help narrow down the topic of culture a little more). By the end of the fall semester there
were several YouTube videos to serve as short lesson videos involving the three dance
styles. In addition to teaching Spanish informal commands, the third purpose of this study
was to monitor the usage of the optional social media component of the study. A
Facebook page (Appendix E) was used and it is still a public page where both the
instructed and control groups can interact with the general public; anyone with a
Facebook account can like the page and participate. Posts included:
Link to sign up for the study
Word/phrase of the day
Fun facts about culture (music and dance)
34
Comic Strips
The control group received access to comic strips (See Appendix B) on the
cultural topics of dance and music in Spanish and 1 hit song or song playlist from
YouTube about the artist or group in the comic strip. Vocabulary was utilized from their
textbook so that they would not learn any new words. Images were added to the comic
strip to help them identify the music artist or group more easily. The control group did
not receive access to the online video command lessons or the video games. The control
group had 2 weeks to view the comic strips and YouTube songs which was the same time
35
as the instructed group had to access the YouTube video lessons and the Games.
Procedure
Advertisement stage
36
At the close of the advertisement stage, the researcher looked at the pretest results
to see which students completed the pretest and thereby committed them to the study. In
the first semester students were randomly selected in a group setting in Canvas into either
the instructed or control group. In the first semester the instructed students were emailed
a password to the online course because the control group had their content in the group
page in their Spanish 1010 course within the universitys Canvas course shell. For the
second semester, both the control group and the instructed group had online courses
shells therefore the control group also received a separate online course with their control
content only contrary to the first semester control group which only received their content
within their group page in their university course. In the second semester, the students
were randomly selected by the researcher according to who completed the pretest first
and then they were emailed the link to their groups online course. For example, the first
person to complete the study was placed into the instructed group, the second was placed
in the control group, then the third in the instructed group, etc. Participants were advised
when the online course would open (within 24 hrs.).
Treatment stage
After the initial 2 weeks for advertisement, the treatment stage began. During the
two weeks of the treatment stage, participants in the instructed group had access to the
lesson videos and game for 2 weeks starting. This was done by the students in the
instructed group viewing video lessons on Spanish commands used in Latin dance
instruction. Since the videos were published on YouTube as unlisted videos, only
students were able to view the videos and YouTube tracked when the students viewed
each video. After the students viewed the first video, the second video was released, and
37
so forth. The control group had access to the comic strips about music artists and song
videos from these artists.
The game was accessible throughout the 2 weeks of the study for the instructed
group, so participants could practice the game whenever they wanted during the study.
The games could be replayed at any level and each level could be replayed provided that
the participant reached the level before the current level. For example, participants were
not be able to access level 3 until they completed level 2. The first level of the game
released after the last video lesson was watched.
Both the control group and the instructed group had access to the social media
portion of the study. The study content in the online courses was then locked after 2
weeks while the Facebook page remained open. The posttest was provided to both
student groups online in the course via a course announcement with a link to the posttest
and via an individual email invitation, to ensure that participants knew when to take the
posttest.
Analysis stage
At the close of the study, the researcher reviewed the posttest scores and
compared them to the pretest. Correct answers received 1 point. The pretest and posttest
38
were broken down into 3 parts: Part 1 Vocabulary, Part 2 Comprehension, and Part 3
Written Production. A perfect score was 29: Part 1 was worth 10 points, Part 2 was
worth 10 points, and Part 3 was worth 9 points (because 1 command verb was utilized
twice in the other parts but with different vocabulary).
For Part 1, no errors were allowed except for the following: Hop and Jump. If the
student selected Hop instead of Jump, then the student was given .5 points and visa
versa. This exception was allowed because native speakers will utilize hop and jump
interchangeably. No other exception was allowed.
For Part 2 and Part 3, a score of .5 point was given if they (See Appendix L):
missed the accent mark
used the formal command instead of the informal command
made minor spelling mistakes such as using an s instead of z, again since
this is an error that many native speakers make
included a space when it was not needed
More errors were allowed in Part 2 and 3. This is simply because Part 1 did not give the
students options to have errors on each word or phrase. It only gave them the option to
select between all the other vocabulary words.
The scores were given in a column next to the answer provided and then a total
score for Part 1 was calculated by the Excel spreadsheet SUM calculation. The same
occurred for Part 2 and Part 3. Another column then added up the score automatically for
Part 1, 2, and 3 with the SUM calculation in Excel. The researcher then used the copy
tool and pasted the results into the tables here in the study in order to prevent error.
Group tables were then created from the tables in Excel and all calculations were from
the SUM or AVG (average) calculations in Excel.
39
The researcher reviewed the YouTube channel where all the lesson videos and
short video clips for the games were published as unlisted videos (specific to this study)
and pulled the number of views and number of minutes viewed. Facebook has reporting
tools under insight where the researcher pulled the number of post likes, post shares, and
Facebook Fans. The researcher reviewed each post to see if anyone commented to the
page or replied to a post.
40
CHAPTER IV
RESULTS
The following section provides information on how the data was created, what
methods were utilized to retrieve the data, what was found in the data, and the reliability
and validity15 of the data retrieved.
Background
The goal of this research project was to determine if students could identify and
reproduce Spanish commands learned through the digital means of video lessons and
short video games (research questions 1 and 2) and to monitor the usage of the optional
social media component (research question 3). The online course for the instructed group
in the current study was comprised of video lessons on each informal Spanish command
found in the pretest and posttest and the virtual games, which were practice activities that
provided participants with feedback. The study was advertised for 2 weeks where
students could join the study by completing a pretest. The pretest was closed at the end of
the 2nd week. The online course was then open for 2 weeks. At the close of the course,
participants were given the posttest, which repeated the questions from the pretest.
41
receiving instruction through video lessons and feedback through the use of an
online game? (Please see the Pretest and Posttest sections).
Do participants that use a game as a practice activity and watch video lessons
score better on a vocabulary, comprehension, and written test than students who
read comic strips in Spanish only (the control group)? (Please see the Pretest,
Posttest, and Game Level 3 sections.)
What do available metrics say about the usage of optional social media
component? In what ways do the students interact with the social media tools
available? What do they self-report feeling about the use of the social media tools
utilized? (Please see the Facebook and YouTube sections.)
Pretest
The control group 2014 scored an average of 17.65 out of a total of 29 possible
points on the pretest (Appendix I) while the instructed group scored an average of 14.461.
For 2015, the control group scored an average of 21.1 while the instructed group scored
12.281. The overall average of the pretest scores in both groups for both semesters was
15.489.
For Part 1 Vocabulary, the control group 2014 scored an average of 7.2 while
the instructed group 2014 scored an average of 4.153 out of 9. For 2015, the control
group scored 8.667 and the instructed group scored 5.768. The instructed group utilized
the I dont know option more frequently with a total of 11 times while the control
group only utilized it 2 times.
For Part 2 Comprehension, the highest possible score was 10. The control group
of 2014 scored 7.05 and the control group of 2015 scored 8.4 while the instructed group
2014 scored 6.230 and the instructed group 2015 scored 5.688.
42
Part 3 Written Production, the highest possible score was 9. The control group
of 2014 scored 3.4 and the control group of 2015 scored 6.7 while the instructed group
2014 scored 4.076 and the instructed group 2015 scored 2.875.
Pretest Results
See Table 6 for the comparison of the pretest results between both semesters.
Table 6: Pretest Semester Comparison
Group
Part 1
Vocabulary
Average
Score
(out of 10)
Part 2
Comprehension
Average Score
(out of 10)
Overall
Average
Score
(out of 29)
7.05
Part 3
Written
Production
Average
Score
(out of 9)
3.4
Control Group
Fall 2014
Instructed Group
Fall 2014
Control Group
Spring 2015
Instructed Group
Spring 2015
Overall Instructed
Group
Overall Control
Group
All student
average
7.2
4.153
6.23
4.076
14.461
8.4
6.7
24.1
4.344
5.688
2.875
12.281
4.249
5.959
3.476
13.37
8.1
7.725
5.05
20.86
5.466
6.466
3.784
15.489
17.65
Posttest
Two semesters compared posttest
See Table 7 for the comparison between the two semesters for the posttest17.
43
7.05
Part 3
Written
Production
Average
Score
(out of 9)
4.65
8.318
7.818
6.909
23.045
8.222
7.5
5.889
21.611
8.438
7.625
4.375
20.69
8.561
7.275
5.27
21.11
8.379
7.722
5.642
21.87
8.474
7.5
5.539
21.566
Group
Part 1
Vocabulary
Average Score
(out of 10)
Part 2
Comprehension
Average Score
(out of 10)
Control Group
Fall 2014
Instructed
Group 2014
Control Group
2015
Instructed
Group 2015
Overall
Control Group
Overall
Instructed
Group
All student
average
8.9
20.6
Compared to the pretest, the instructed group improved the most in terms of quiz
scores. The highest possible score for the pretest and posttest was 29. The control group
went from an average of 20.86 for the pretest to an average of 21.11 for the posttest out
of 29. The instructed group went from an average of 13.37 for the pretest to an average of
21.87 for the posttest out of 29. This shows that the instructed group learned from the
video lessons and games and improved their average score. Both groups in 2014 and the
instructed group from 2015 however showed improvement thereby showing that more
exposure to language does increase your knowledge even if the student is not instructed
how to use the language. The control group 2015 did show a decrease in the scores after
the exposure to the comic strips only.
44
See Table 8 for the comparison between the pretest and posttest results.
Table 8: Pretest and Posttest Comparison
Group
Control Group
Fall 2014
Instructed
Group Fall 2014
Control Group
Spring 2015
Instructed
Group Spring
2015
Overall Control
Group
Overall
Instructed
Group
Overall student
Pretest
Average
Score
(out of
29)
17.65
Posttest
Average
Score
(out of 29)
Highest
Possible
Score
Points
Improvement
improved in %
from
pretest
20.6
29
2.95
16.71%
14.46
23.05
29
8.59
59.41%
24.1
21.61
29
-2.49
-10.33%
12.28
20.69
29
16.72
68.49%
20.86
21.11
29
.25
1.20%
13.37
21.87
29
8.50
63.58%
15.489
21.566
29
6.074
39.23%
Game Level 3
The game was only provided to the instructed groups. Not all students completed
the Game level 3 (Appendix D). In the Fall 2014, only 3 students completed it and they
all scored 100%. Game level 3 was worth 40 points. In the Spring of 2015, 6 students
scored 40 (100%), 2 scored 35 and 1 scored 20. See the table 9 below for details on the
comparison between the students who completed the Game Level 3 and those who did
not.
45
Points
improved
from
pretest
Improve
ment in
%
10.25
Posttest
Average
Score
(out of
29)
22.6
29
9.2
120.49%
13.74
21.857
29
8.117
59.08%
20.86
21.11
29
.25
1.20%
13.37
21.87
29
8.50
63.58%
15.489
21.566
29
6.074
39.23%
Group
Pretest
Average
Score
(out of 29)
46
Total # of
likes
1
16
26
16
18
20
16
Cruzando el cuerpo
command
Mueve los hombros
command
Salta command
Gira a la derecha
Gira a la izquierda
Baila en tu lugar
Mueve la cabeza
Quebrala
Informal Commands
47
(Table Continued)
Video
Pon las manos abajo
# of views
1
# of Mins. Watched
0
# of likes
0
Quiz 3 question 1
0*
Quiz 3 question 2
0*
Quiz 3 question 3
0*
Quiz 3 question 4
0*
Quiz 3 question 5
0*
Quiz 3 question 6
0*
Quiz 3 question 7
0*
Quiz 3 question 8
10
0*
48
Students accessed the video from within the Canvas modules or lessons (61%), by
opening the video in YouTube (23%), and by selecting the exact file page within Canvas
(2.6%) amongst other sources.
49
are located. Essentially this study found that the student presence was non-existent
although students reported having a presence.
More fans were online Sundays, Mondays, Wednesdays, and Fridays than other
days of the week. More fans were online between 11 AM and 3 PM local times, followed
by 6 AM to 10 AM local time. Below is a list of how many likes per month that the page
has had. Only 1 person posted to the page and they were not part of the study. See Table
11 for the number of likes per month, which are considered to be the Fans of the
Facebook page.
Table 11: Facebook Fan Likes per Month
Month
October 2014
November 2014
December 2014
January 2015
February 2015
March 2015
April 2015
May 2015
June 2015
July 2015
August 2015
September 2015
October 2015
# of Likes
62
74
83
85
177
244
674
1,147
1,269
1,308
1,313
1,308
1,308
Below are the number of likes and shares (since there are no comments) for the
Facebook posts. It can be clearly seen that no interaction took place after the first course
completed and after the last course completed. See Figure 1 for the number of likes an
shares of various posts per month for the Facebook page.
50
Below is a chart on the number of people that viewed a single post at a time. What
is clear is that there are more people viewing each post in the second study than in the
first study because none of the participants were removed from the page or asked to
dislike the page. The highest amount was a post in April with nearly 40 people having
viewed that single post. See Figure 2 for the number of views by post per month for the
Facebook page.
Figure 2: Facebook Views by Post per month
51
Many more people were reached through Facebook than in the study because as
the students liked and shared the posts, their friends viewed the posts and page as well.
The total number of people reached by month is in the chart below. The most active
month was April with over a hundred people being reached by the posts that month. See
Figure 3 for the total number of people reached by month for the Facebook page.
Figure 3: Facebook Total Reach by Month
The page and various tabs were viewed less than the posts themselves. In the
chart below, the blue is when anyone viewed the page, the yellow when anyone looked at
reports (likely the researcher), and the purple when anyone checked out the info tab about
the page. See Figure 4 for the number of page views for the Facebook page.
Figure 4: Facebook Page Views
52
The external referrers (where the likes of the page came from if it was not within
Facebook) were from the course in Canvas. One video published to the site reached 74
people and had 16 views.
Pretest comments
In Part 1 - Vocabulary, the participants expressed feeling just above neutral for
their certainty of their answers at 3.3. Only 1 student made a comment at the end of the
pretest: I knew the words for head, hand, feet, left and right but not much else!
Thoughts on gaming
When they were asked how they felt about learning a language via a game,
participants preference was slightly higher, at 3.7.
53
Posttest comments
For Part 1 Vocabulary of the posttest, the participants in both groups responded
feeling fairly confident in their responses with 4 out of 5 confidence in their responses for
this Part of the posttest. For the Part 2 and 3 of the posttest, students were not asked their
certainty of their answers. Below are some comments from the instructed group about
their confidence level.
I remember some body parts and directions but am not 100% positive, I'm
matching the English words with the Spanish words I know without knowing all the
Spanish words in the statements, I am confident in my answers. I have seen and learned
these terms in various places. Interestingly enough there is no mention of the video
lessons or the games, but the comment about having seen and learned the terms could
imply that the participant learned from the video lessons and games.
Some comments from the control group about their confidence level were: given
the information learned from the comic strips, I am confident that my answers are
correct and I can remember them from earlier. These are very interesting comments
from the control group since they only received the comic strips and they did not have
access to any of the video lessons or games with the instruction on the commands. The
students also did not have any instructions on commands prior to or during the study. One
comment made the most sense for the control group: though I came into this class with a
good deal of knowledge of the Spanish language I have found that not only did I not
know everything, but I also found that I have a weakness as it relates to verb
conjugation.
54
55
was difficult to fully observe the correct dance steps and associate a command with the
step, thus longer videos could increase interest in dance. The last comment was I am
not a dancer normally, but the Spanish dance culture is very interesting to me. I would
like to expand my knowledge on Spanish dance culture. The student clearly identifies
Latin dance as learning culture and part of the language learning experience.
a good way to reinforce whats learned and help students remember. From a student in
the control group: Using a game that is functional and logical would help me to learn
and retain Spanish. From my experience in this course thus far, it is possible to learn a
language through games and through the Internet. However, unless one immerses
themselves in a language it is very difficult to fully become fluent in non-native
language. I think that by using games to learn we have a great way to "trick" ourselves
into retaining and using what we observe. A game is a great way to help retain what you
have learned as well as make the learning part fun. I think that would be an interesting
way to learn! Games are a good way to learn.
Only 1 student stated that they would rather listen to lectures. There were
expressed concerns over the type of game and the technology involved: It would depend
on what type of game, No. I don't do as well on games especially on my laptop,
perhaps if it was the right game and did not require much previous gaming experience,
and I think a game is a good idea but it has to be almost flawless technically. Learning a
second language is frustrating enough without the system getting stuck.
think reading articles that are relevant would be helpful in learning a new language. 4
participants reported only having used Facebook, 4 reported using Facebook and
YouTube, 3 reported having used Facebook, Twitter, and YouTube, 2 reported having
used Facebook, Twitter, YouTube, and Pinterest, 3 reported having used Facebook,
Twitter, YouTube, Pinterest, and Google+, 1 reported having used Facebook, YouTube,
and Google+, 4 reported using Facebook, YouTube, and Pinterest, and 1 reported to only
have used Google+.
In the Spring 2015 semester a few participants in the control group mentioned that
they saw no benefit to using social media in a class and felt it had no part in the
classroom. Their counterparts in the instructed group had slightly more positive feelings
towards social media but made fewer comments. Overall students had an interest in social
media.
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Of those that participated, 10 reported to feel that social media helped created a
community with their peers, 15 said maybe it did, and 6 said that it did not. 12
participants felt that they learned Spanish commands via the social media although no
lessons included Spanish commands on social media. 8 reported not having learned any
Spanish commands through social media and 14 werent sure if they did or not. 14
participants reported that social media helped them participate, 7 said maybe, and 13 said
it did not.
2 participants from the instructed group commented favorable on the videos
These moves were simple for me to comprehend (probably because of the videos - I'm a
visual learner) so I'm almost 100% sure they are correct and I learned a lot of the dance
vocabulary and demonstrations by the professor and some of the verbs have slight
cognates to English.
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CHAPTER V
DISCUSSION
The following section consists of a comparison between the data results and the
literature review, the limitations of the data retrieved, and a data collection summary.
Below are the research questions with results from the data collection connected to the
results and literature review.
Research Question 1
Do first semester second language learners (L2s) of Spanish whose first language
is English learn informal commands in Spanish in a virtual cultural setting, after
receiving instruction through video lessons and feedback through the use of an online
game? It was found that first semester second language learners (L2s) of Spanish whose
first language is English did learn informal commands in Spanish in a virtual cultural
setting, after receiving instruction through video lessons and feedback through the use of
an online game. Overall the instructed group showed improvement in the posttest from
the pretest.
There is a difference in the scoring in the instructed group of Fall 2014 and Spring
of 2015. This is likely due to the fact that the Fall 2014 semester students received the
study materials later in the semester, after they completed the first 5 chapters of the book,
whereas the Spring 2015 semester students received the materials earlier on in the
semester and had only completed the first 2 chapters before starting the study. Therefore
it was found that students who received the video lessons earlier on in their studies
improved more than those that received the lessons later on. This shows that language
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exposure perhaps and mainly to verb conjugation, may have helped prepare some of the
students more in the Fall 2014 semester.
Explicit instruction was utilized in this study to clearly explain informal Spanish
commands and how to conjugate them. This type of instruction produced effective
improvements in scoring with the instructed group improvement from the pretest to
posttest being just over 68%. Students in the control group that did not receive explicit
instruction did show slight improvement and may have benefited from language
exposure, but any such benefit was minimal considering their improvement score was
less than 2%.
This study showed that learning culture enabled students to perform in the
language through the retention of vocabulary, comprehension, and written production in a
dance setting. Learning culture to perform in the language was similar to the definition of
cultural knowledge by Dubreil. To further the study, students could be tested on their
knowledge of the artists or music genres. Very similar to Asher, Kusudo, and De La
Torre, this study found that the students did learn through Total Physical Response (TPR)
(30). Contrary to their study though, TRP was virtual and students could mimic in the
privacy of their own homes.
This study did find that the students can learn culture at lower division courses,
similar to what Blattner and Fiori (Blattner and Fiori 2009, 7) found. While their study
found that students could learn social media and electronic lingo, the current study found
that students did not participate enough to compare to their study in this area (7-8). While
Spanish lingo18 was presented in this study, the pretest did not test on knowledge of
culture topics or lingo learned in social media. Contrary to previous studies (Shuter 219-
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237; Blattner and Fiori 2009 7-8), students did not produce writings to compare in this
study.
This study found that students do want video lessons and learned from them,
similar to Snyder and Burkes findings (Nov. 2008). Similar to Egbert, Herman, and
Chang, this study showed student improvement (1-10). Students showed interest in
viewing video lessons and requested more videos. Students who watched the video
lessons (the instructed group) scored higher than those that did not (the control group).
Research Question 2
Do participants that use a game as a practice activity and watch video lessons
score better on a vocabulary, comprehension, and written test than students who read
comic strips in Spanish only (the control group)? Participants that used a game as a
practice activity and watched lesson videos scored better than students who did not (the
control group). The video lessons seemed to have low views overall considering the
number of students in the groups. This could be due to a lack of description of the video
lesson before viewing the lesson.
Similar to Franciosi (1), this study found that there was interest in learning
through games and that students can learn through virtual games. While I taught in an
online Spanish course, I found the textbook provided an animated game that was too
complex for students to follow and thus why I ruled complex gaming out for language
learners. Learning a language is already complex, but learning how to move a character
around and learning gaming as a whole was too much for many students. It would be
ideal to create a more elaborate game after running a basic game first, similar to what I
did, and then compare the results of the scores based on the type of game created. I found
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that the students had more positive responses to the games in this study than the complex
video game connected to the textbook, although I did not ask students about the complex
video game simply because I had to eliminate the use of it when the majority of the
students couldnt complete the first level which was simply walking around the city and
meeting people.
This study did not utilize an elaborate game format described by Hunicke,
LeBlanc, Zubek, Juul, and Bogost, but instead utilized a simplified game for this initial
study. I would suggest that Digital Game Based Learning in language learning can be less
elaborate and focus on enabling the student to have a practice area that is basic yet
functional in a fun setting. I propose a more new definition of learning games for
language learning than what the Juul presented. I propose the following:
1.
2.
3.
4.
5.
6.
while also learning complex subject matter such as a second language. The game needs to
be easy to use. While a complex game can be fun, learning how to play in addition to
learning subject matter may dispel any fun in the process in addition to learning.
The pretest and posttest format of this study enabled the researcher to find that the
scores did improve after the explicit instruction and feedback were given to the students.
Udahyays technique of testing through virtual means enabled students to be tested before
and after the study and for their results to be compared similar to Loews study. Students
who completed the Game Level 3 improved more than those who did not complete the
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Game Level 3. Those that completed the Game Level 3 improved their score by 120.49%
whereas those did not have access to the game improved by 59.08%. The control group
did not have access to any of the games and only improved by 1.2%. It was not possible
to see how many participants completed Game Levels 1 or 2.
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Students did not participate in an open public Facebook page to learn Spanish.
The researcher would definitely use a closed or secret group in future studies although
there isnt a reporting tool in Facebook for groups. While there are many opportunities to
network, students need to learn how to network, how networking can help their careers,
and who or what should they be connecting with. The students had many questions on
how to participate in social media and where it was. It would have been better to have
more video and PDF instructions on how to interact and perhaps provide that about 1-2
weeks before the study started.
While social media tools enable community building to take place, they do not
ensure that it will. Students can be encouraged to interact, but it is up to the students to
decide if they will feel a community has been created for them. More importantly,
students can choose to continue a community after the study completes. Students reported
interacting in social media, yet didnt post comments or replies. Contrary to previous
research from Donlan (578-584) where students self-reported participating in social
media, students in this study didnt participate much in social media. However, similar to
Donlan, the students were did not share resources that they potentially found.
While several students reported using Facebook to discuss university work,
particularly in the context of group assignments, there was some resistance to
notions of collaboration and collectivism in terms of sharing resources, with
students feeling protective over the resources they had identified (Donlan 585).
Donlan further suggests that students need re-education on how to use Facebook to create
community learning (585). This study supports that finding.
Since networking is a key feature of social media and language learners need a
strong community, it seemed like a perfect blend for this course. Although Facebook was
originally created for students to network with one another, it is now being used for
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educational purposes and even for employers to check applicants before hiring
them. Social presence is important nowadays. Students need assistance with developing
their social presence to prepare for their careers and social media will help students
advance their careers, in addition to helping them with academic improvement.
One previous study focused on social presence and how the students networked.
The students ... discussed finding value in viewing other learners profiles, but they also
expressed concerns with regards to appropriately representing themselves online and
correctly understanding other students actions (Veletsianos and Navarrete). In that
study, students were asked to post a picture and talk about themselves to introduce
themselves to one another in the social media, thereby initiating their social presence.
The students found the activity useful, yet felt reserved about how to communicate.
Knowing how to interact online with other students is critical to the learning experience.
Students can offend one another or misunderstand one another if they do not learn how to
communicate online.
Creating ones social presence can be daunting for students who are new to online
learning. While initial studies assumed students would want to have higher levels of
privacy to protect their social interaction, the previous studies in this area have found that
students cared less about their privacy and preferred to have a more open interaction
which didnt necessarily mean that students networked more. In fact, students were more
likely to have lower privacy settings and not friend their peers in previous studies.
Students control their networking and their level of interaction with other
students. Several studies have shown that students do not use as many privacy settings as
instructors assumed students would want. Students can choose to friend whomever they
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wish or choose not to friend their peers in the study. Facebook allows students to interact
with one another without necessarily friending them; they can get to know someone
first. In Mitchells study, they found that students select friends based on whom they
know, not whom they dont (Mitchell, 474). Facebook also allows students to expand
their network through their current interests and program studies Facebook pages when
they are ready.
As Knobel et. al. (1998) state: It is important to recognize that learning networks
are much more than mere infrastructures: they are also relationships. What makes
for a computer-learning network is both the existence of hardware and software
wired together, and the coming together of people in learning relationships
mediated by the network as infrastructure (Blattner and Fiori 2009, 2).
In the current study, it was found that students do care about privacy. While
previous studies talk about how students have the ability to continue to interact with one
another, few have been successful in creating a long lasting connection. Perhaps this is
because other studies used Facebook for a single course and the studies were focused on
individual improvement, not just what the community can create together. One of the
previous studies mentions that further research in Facebook should include how to use
the tools, this includes helping students learn how to use the community based learning
style of social media. "Rigorous and systematic research into online learning is needed to
enlighten educators as to how to best integrate and utilize tools and applications from
Facebook in language curriculum (Blattner and Fiori 2009, 8)."
None of the students mentioned the content on the Facebook page. Some of the
articles although in English were very in depth and could have been supported with
additional lessons or content to better understand them and their relevance. Articles may
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be best shared in courses only with an exception to possibly graduate school level
students.
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interacting with Spanish students in social media, video games on various topics, use of
comic strips, blogging, and other digital materials. The free version of Canvas does not
have a robust reporting tool and the groups within the paid version of Canvas have no
reporting capability.
Facebook presented an unexpected challenge that has lead the researcher to
believe it is best not to use it for the sole educational purpose of one course and likely not
as a page but as a closed or secret group. Classes would be best in a secret group because
some members may not want other Facebook users to know they are in the group. A
future study could involve private versus public space and the separation between life and
education.
Something that the researcher had not considered was the possible desire to
separate personal life from educational life especially during divorces, separations, and
death. A future study could be done on private versus personal space in education
technologies. Facebook pulls pictures, videos, and posts for members to recall memories
and reshare them. While Facebook does enable users to ignore such posts in their
newsfeed and notifications page, the very location that the class public page or private
groups notifications would be as well, if someone is going through a divorce or
separation, potential friends and family of theirs may post, comment, and share pictures
that can be overwhelming for students emotionally who desire a place such as work or
school to get away from personal life. Facebook has quickly become where you post
successful family pictures, which is not a conducive area for learning while going
through divorce, separation, or possible death of a loved one. While many other social
media tools allow for a person to maintain privacy in some fashion, Facebook does not.
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Seeing the need for more privacy and separation of personal emotional issues from
education, the researcher would avoid Facebook in the future for any educational project,
but would use YouTube and perhaps other social media tools such as Edmodo that does
not force students to interact with their friends and family daily.
As with any social media tool, users develop their own communication patterns
and lingo. Blattner & Fiori found that Spanish language students successfully learned
how to use electronic lingo in Spanish.
...we anticipated that the students would comment on language in relation to the
electronic context (development of multiliteracy skills) and hoped that they would
comment on the ways in which language was used in authentic contexts by group
participants (the sociopragmatic elements). Ultimately, the study attempts to share
a context in which language learning and technology can be most effectively
interwoven making multiliteracy and sociopragmatic skills development an
important focus of the (second language learner) L2 curriculum (Blattner and
Fiori, 2011, 28).
Students started using the new Spanish lingo within their study. This study did not test on
lingo learned in the social media tools. Due to the lack of student interaction with one
another, it is unlikely that new lingo would have been learned.
Technology affects language and can alter the way that people express
themselves, such as when users shorten their speech in texting and when using Twitter
abbreviations. An example discussion post in a course might look like this: @Sarah, I
agree with your post because it addresses the main topic of #Commands and... Shuters
study on intercultural communication found that new technology and media, such as the
latest social media tools, affect communication on a global scale (219-237). Twitter
abbreviations are now being seen in other social media tools and this type of
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where they could network with their peers, instructors, tutors, and professional contacts
and was unsuccessful likely due to privacy concerns.
Here is a list of social media post ideas for a Facebook page: upcoming courses,
guest speaker announcements, tutor information, positive comments from graduates of
the program, local Spanish speaking and culture events in town, and other such nongraded information. Suggestions for closed groups would be job opportunities for
graduates from the program, pen pals, native speakers, one conversation practice for the
week, and other such non-graded activity. Courses could possibly use secret groups,
however, I would not suggest secret groups since courses are often daily activities and
there are legitimate reasons to not be active in Facebook daily.
Many of the language studies that I read involved reviewing student participation
to see improvement in the language. "Lastly, future studies on culture and new media
should focus more on generating intercultural theories on the social uses of new media
(Shuter 232)." Social media has its own culture already. Future studies would include
learning the Spanish cultural norms in social media.
Another possible future study is the use of blogging at the entry level Spanish
course. It would be an interesting study to see if entry-level Spanish students could create
material to add to a portfolio and if a portfolio program would retain more students and
also provide more potential job opportunities. Blogging topics would be basic and slowly
expand with time and skill.
In an Australian study, students used Bebo (similar to Facebook, but with a focus
on blogging). They had to blog 3 times a week and receive feedback from peers and their
instructor. That Australian study found that students wrote more when they used the
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Summary
The current study found that L2s were able to learn through video lessons and
Digital Game Based Learning (DGBL) activities. Students showed higher improvement
in their scores when the study was given earlier in the semester than later in the semester.
This is likely due to them already having a better understanding of Spanish. The
Facebook page was too public for educational purposes. There are future options for
social media in education but they should be pursued with caution.
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CHAPTER VI
CONCLUSION
Previous research has not been done on testing improvement in vocabulary,
comprehension, and written production over time on Spanish commands in an online
study format. This study helped fill the current gap in research to find if students can use
what they already find familiar in social media, gaming, and virtual video to help them
learn Spanish commands.
Research Question 1: Do first semester second language learners (L2s) of Spanish
whose first language is English learn informal commands in Spanish in a virtual cultural
setting, after receiving instruction through video lessons and feedback through the use of
an online game? Overall this study showed that students learned through digital media
such as game based learning, video lessons, and social media. The instructed students
scored higher on the posttest than their counterparts in the control group. Some student
comments reflected the desire to learn virtually through videos and games. One student
emailed the researcher on the side and said that the video lessons and games were better
than the rest of his online course and he wanted to see more instruction like that. Students
were able to learn culture and they were able to learn commands through virtual Total
Physical Response.
Both the control group and the instructed group showed improvement in posttest
scores. The instructed group that was explicitly instructed on informal Spanish
commands showed an improvement of 64.58% compared to the overall control group,
which showed an improvement of 1.20%. Exposure to language can potentially enable
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students to learn, even when they are not explicitly instructed on the grammar lesson,
although there is much greater improvement through explicit instruction.
Research Question 2: Do participants that use a game as a practice activity and
watch video lessons score better on a vocabulary, comprehension, and written test than
students who read comic strips in Spanish only (the control group)? Students who
followed the video lessons, games, and social media scored higher on the posttest than
those who received only comic strips to read. Students reacted positively to the digital
resources and even mentioned that they were the highlight to the online course they were
taking. The researcher released the digital resources to all students after the study and the
control group students provided positive feedback as well to the video lessons that the
instructed group had. More students completed the basic games created for this study
than the virtual game created to go with the online textbook6.
Research Question 3: What do available metrics say about the usage of optional
social media component? In what ways do the students interact with the social media
tools available? What do they self-report feeling about the use of the social media tools
utilized? The metrics showed that the students did access the social media components.
Student interaction showed that students shared and liked posts in Facebook and viewed
and liked videos in YouTube. Students self-reported that they participated and that they
learned through social media. The pretest and posttest did not test on any knowledge
learned through social media and it is not possible to fully see all the possible
interferences through this study. Since the social media component was optional, students
were not accountable for their participation in social media and could contribute heavily
to lack of comments or replies in either social media tool. While the participants reported
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interacting in social media, it is clear in this study that the participants need more
direction on the use of social media in education and perhaps need a more private space
or tool. The information given to students through Facebook was somewhat scaffolded in
that vocabulary was given through images, videos were provided on various culture
topics, and articles were provided. Content that performed best was videos and images,
which is common for social media.
This study only touched the beginning of what could be studied in video lessons,
Digital Game Based Learning, and social media. Future studies could go more in depth
on each subject and it would be suggested to narrow down the study to isolate variables.
Certainly in the current technical era, many more technologies can be utilized in online
courses or hybrid or supplement on campus courses, but should be used with caution.
Students show an interest in learning through social media, Digital Game Based
Learning, and video lessons, but need guidance, structure, and encouragement to interact
with one another.
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ENDNOTES
1. The topic is relevant to the researcher because I was a Master student in the
eLearning department at the School of Education, thus why I was and still am so
heavily involved with eLearning and virtual tools. My studies provided me with
exposure to various eLearning tools and enabled me to see tools in action before
utilizing them in classrooms with students. My undergraduate was in International
Studies, thus explaining somewhat my interest in Intercultural competency (a key
part of my research in 2010), but more emphasizing the need to virtually connect
with international peers. I am a student in the Spanish Master program, thus why I
am focused on Spanish. During my study I was an online teacher for a U.S.
Midwestern community college, thus why I am interested in teaching Spanish.
I have a passion for eLearning, teaching, intercultural competence, and
connecting students with their international peers. In my final semester of my
Masters in Information and Learning Technologies (ILT), I took a research
course that guided me through my ILT research in Spring 2011. Although the
researcher is still fairly new to research, this research is the thesis for the Spanish
Masters and the faculty board that will be the scholarly support to assist through
all the necessary stages of research.
The researcher has a passion for online learning and Spanish, which spurs on the
desire to use social media for discussion and for advertisement of a game based
learning environment to teach Spanish commands through a virtual dance setting.
The researchers background is in online learning, which encourages new
methods of teaching and interacting with students. Connecting students through
virtual means is another interest of the researcher.
2. Feedback describes what the learner did and did not do in relation to her goals.
It is actionable information, and it empowers the student to make intelligent
adjustments when she applies it to her next attempt to perform (Wiggins).
3. For more information on Canvas, see the Canvas website:
www.canvas.instructure.com.
4. Communities of practice are formed by people who engage in a process of
collective learning in a shared domain of human endeavor: a tribe learning to
survive, a band of artists seeking new forms of expression, a group of engineers
working on similar problems, a clique of pupils defining their identity in the
school, a network of surgeons exploring novel techniques, a gathering of firsttime managers helping each other cope. In a nutshell: Communities of practice are
groups of people who share a concern or a passion for something they do and
learn how to do it better as they interact regularly (Wegner and Wegner-Trayner
1).
5. Although commands exist in English, the native language of the participants in
this study, there are two differences between imperative forms in English and in
Spanish. For example, jump in English implies that the person who is with the
speaker should jump, although it is not stated who should jump in the verb. That
is, who should do the action is not marked in an informal or formal way in
English, although the second person you is understood. English speakers can use
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the same command sentence for any person, president, student, elderly, children,
manager, etc. In Spanish, there is a formal command that is used when addressing
those in authority, with an older age, with higher education, and sometimes even
within a marriage to show respect for age, position, or educational level. Informal
commands are used with peers, younger people, children, etc. For example, the
command jump in Spanish is salta or salte depending on who you are talking to;
salta for informal uses and salte for formal uses.
6. McGraw Hill created a virtual game that was released the same semester the
researcher released her study. She was unaware of the game that was going to be
released until a month before the course went live. For this reason, the researcher
did not add a comparison of the games into the study.
In the first semester of the study, the researcher assigned the game from McGraw
Hill as part of the course, but found that very few students were able to even
access the game and complete level 1. Due to the complexity of the game, the
researcher had to eliminate the game from the course work. In the second
semester of the study, the researcher left the game as optional and not one student
completed level 1.
7. According to Ian Bogost, procedural rhetoric is a key element in game based
learning that he compares to contemporary methods of learning. He explains that
in a standard learning module, ideas are explicitly expressed, whereas with games,
ideas are taught through actions and procedures. He furthers this idea by
explaining that procedures are not just visuals on a screen, they include the rules,
models, and programming in the game. Instruction is thus part of programming, a
new field for programmers and instructors in which teaching is procedural
rhetoric.
Procedural rhetoric is a general name for the practice of authoring arguments
through processes. (P)rocedural rhetoric entails persuasionto change opinion
or action. (P)rocedural rhetoric entails expressionto convey ideas
effectively. its arguments are made not through the construction of words or
images, but through the authorship of rules of behavior, the construction of
dynamic models. In computation, those rules are authored in code, through the
practice of programming (Bogost 125).
Therefore, game based learning involves more than visual, audio, and oral
methods. Gaming involves processes. Essentially, it includes many methods of
learning all in one and in a fun way.
Procedural rhetoric affords a new and promising way to make claims about how
things work. (V)ideo games can make claims about the world. But when they
do so, they do it not with oral speech, nor in writing, nor even with images.
Rather, video games make argument with processes. Procedural rhetoric is the
practice of effective persuasion and expression using processes (Bogost 125).
Procedural rhetoric also forces the programmer to either work very closely with
the subject matter or to actually be an expert in both programming and teaching in
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order to create instruction through processes like rules and systems (such as the
background, scene/setting, characters, and character interaction/storyline).
8. While online courses are completed entirely online, hybrid classes are typically
60% or more online, such as Platt College in Colorado where a hybrid course is
defined as: A blended (hybrid) course is designed to integrate face-to-face (60%)
and online activities (40%) so that they reinforce, complement, and elaborate one
another (Platt College). UC Denver had a similar definition, but now defines
hybrid courses as only 50% online and 50% on campus: Hybrid courses blend
both traditional classroom instruction with the flexibility of online learning. So
typically, half of your course is on campus and the other half is online (CU
Online). Thus it depends on the universitys hybrid course format regulations.
Many hybrid courses offer articles and other reading assignments online and
require students to discuss topics or turn in assignments online, but watching
lectures online is still fairly new to even hybrid courses.
9. Student names were omitted in this paper to preserve anonymity.
10. For more information on Facebook, see the Facebook website:
www.facebook.com.
11. Another study, by Oztok and Brett (2011), explained that a definition of social
presence has yet to be determined. They found that social presence is determined
by the individual and in this case, the student themselves as they self-report it. It
is the individual who makes an online environment a productive space in which
collaboration and social learning practices occur. Therefore, the contemporary
social presence research focuses on individuals within online learning
communities (Oztok and Brett, 2011). In order to have students self-report on
their social presence, they should also report on their culture and social norms
outside of an online learning environment to help establish what their social
presence truly is online.
Grounded in social practice, the conceptualization of social presence should
include how social and cultural dynamics manifest themselves in individuals
practices and affect perceptions of presence. Such perspectives may provide more
holistic ways to understand individuals in a mediated environment and better
support collaborative learning practices in online educational contexts (Oztok and
Brett, 2011).
12. Instructional Design as a process: Instructional Design is the systematic
development of instructional specifications using learning and instructional theory
to ensure the quality of instruction. It is the entire process of analysis of learning
needs and goals and the development of a delivery system to meet those needs. It
includes development of instructional materials and activities; and tryout and
evaluation of all instruction and learner activities.
Instructional Design as a Discipline: Instructional Design is that branch of
knowledge concerned with research and theory about instructional strategies and
the process for developing and implementing those strategies (The University of
Michigan).
13. Ethics Procedure - All participation in social media tools was optional. All data
received from the student pretest and posttest, student participation, and surveys
remained anonymous. Participation in the surveys was voluntary and a statement
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of consent (in English) of the use of the data from the survey was provided to the
students before they complete the survey. The surveys enabled the students with
the opportunity to share their opinion on their experience in the social media.
Students were asked to complete a consent form granting permission or denying
permission to use the data collected from the student participation and student
grades while keeping anonymity of the students.
No names of the student participants were shared at any point, although the
researcher knows the students names. The name of the university was
confidential.
14. Research is about generating new knowledge. Action research creates new
knowledge based on enquiries conducted within specific and often practical
contexts (Koshy 3).
15. Checks for Rigor - Not only the perspectives of all the students were heard in the
data collection, but also those with negative opinions of gaming, learning through
culture, and through social media. The student opinions were treated equally in
this data findings report and represent the diverse case analysis as described by
Stringer (Stringer). In order to use triangulation, the researcher compared the
survey responses from this study to that of the exchange study the researcher
performed back in 2012 and in 2009. Additionally, the researched compared her
findings to other studies through the literature review (Stringer).
Unfortunately the researcher ran out of time to create a blog to observe the
interaction in social media. The researcher did make a list of things the researcher
wanted to add to social media to create more interactions as well as a list of
announcement and support videos for future social media interactions. The
creation of the Limitations and directions for future research section show a
persistent observation of the discussion (Stringer). Through the Limitations and
directions for future research section, the researcher has created data that is
transferable for future studies and interactions with other peers (Stringer).
Throughout the research project, the instructor interacting with the students had
access to the data at all times, along with the literature review information. All of
the data collected resides in Google Documents with easy access for the
researcher and thesis. The surveys are in Google Documents, as is the draft of this
research document. This easy access to the data provides for confirmablility in
that the instructor can comment on the data that is found and easily obtain
information about the research project at any time (Stringer).
16. In addition to the video lessons and games, for the Spring 2015 control and
instructed group there was an extra section on various documents used to support
grammar teaching in the Spanish department. One of the documents included a
practice activity and the researcher converted that to an online quiz called
Conectores en Espaol worth 8 points. The online course was scored based on the
instructed groups score on game level 3 and the Conectores en Espaol quiz while
the control group score was based on the Conectores en Espaol quiz only.
Online course - The online course grades for the instructed group 2014 were: 1
student scored 100%, 2 scored 90% or higher, and 2 scored 60% or higher. In the
instructed group 2015, overall 3 students scored 90 or better in the course while 2
82
scored above 80%, and 1 at 50%. In the control group 2015, one student scored
100%, 2 80% or above, and 2 70% or above.
For the online quiz called Conectores en Espaol worth 8 points in the control
group of 2015, one student scored 8, 1 scored 6.75, 1 scored 6.55, 1 scored 6.25,
and 1 scored 6.1. In the instructed group, 1 student scored 6.9, 1 scored 6.75, 2
scored 6.61, and 1 scored 5.51.
On October 28th, there were 8 participants and 58 page views. On March 2nd,
there were 10 participants and 117 page views. On March 14th, there were 3
participants and 83 page views. On March 10th, there were 91 page views alone.
On March 30th, there were 2 participants and 161 page views.
17. Three participants took the posttest (Appendix J) twice, once in November and a
second time in December. Two of the participants were from the control group
and 1 was from the instructed group. All 3 participants changed answers and
showed improvements in their scores. The 3 participants that joined through
Facebook outside of the campus online courses did not complete the posttest.
18. Facebook can also reveal other dialects to the students through peer interaction. In
the same study from Blattner and Fiori, students were exposed to various dialects
online. Students were able to appreciate the differences and identify them. This
exposure to different dialects enables students to have a touch of culture through
communication.
Vocabulary selection in the Spanish language as in many other languages is
frequently linked to countries or regions. This sociopragmatic aspect of any
foreign language is often briefly discussed in certain textbooks, but rarely
developed. Consequently, lexical variation became an interesting new
phenomenon to observe for the students who participated in this study. They
noted several words, expressions and forms of address that they were able to
associate with a particular group of Hispanophones... (Blatnner & Fiori, 2011).
19. Most studies were tied to at least one or more courses; however, Woodley and
Merediths study was the only study to involve an entire department. Because
previous research involved just one course, general announcements about the
department and future course marketing were not studied. Woodley and
Merediths study stands apart from the reviewed articles by incorporating general
announcements about the department and future courses and thereby were able to
tie increase in student retention to their study. While this current study did
incorporate advertising future courses, the researcher did not compare student
retention to other course sections at the university (1-5).
20. The intended audience was: (1) faculty committee for the Spanish thesis; (2) other
faculty members interested in using social media, Digital Game Based Learning,
and video lessons in language courses; (3) a colleague in Central Mexico with
whom the researcher plans to co-author research articles regarding the research
performed on the topic of virtually connecting peers and community based
learning; and (4) board of faculty for entrance into doctoral program in Boulder
where the researcher hopes to continue research on virtually connecting students
from the U.S. and students from Mexico by creating virtual language games and
video lessons.
83
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86
87
88
APPENDICES
Appendix A PreTest
Figure 5: Pretest
Learn Spanish through social media and virtual resources Study- Basic Info
Thank you for participating in the study. This first page contains questions about your and will be
used to evaluate the results of the questions for the study. Please complete the following questions.
What is your name? *
89
English
Spanish
Asian language
Indigenous language
Other
Not excited
Very excited
90
Not excited
Very excited
Not excited
Very excited
YouTube
Google +
None
o
Other
Instructions
Please respond with your first answer and refrain from going back to earlier questions. Resist the
urge to look up the answers in a dictionary. Please complete these questions on your own.
Part 1 - Vocabulary
Match the English equivalent to the command.
Match the following informal commands with their English equivalent *
Slide
your
feet
Turn
to
the
right
Turn
to
the
left
Jump
Hop
Spin
Hold
hands
Move
your
head
Move
your
shoulders
Let
go
I
don't
know
91
Slide
your
feet
Turn
to
the
right
Turn
to
the
left
Jump
Hop
Spin
Hold
hands
Move
your
head
Move
your
shoulders
Let
go
I
don't
know
Gira a la
derecha
Desliza
los pies
Salta
Brinca
Gira a la
izquierda
Dale
vuelta
Sultate
Mueve
la cabeza
Mueve
los
hombros
Agrrate
las
manos
How certain are you about your above answers? *
1
Not certain
Very certain
Instructions
92
Please respond with your first answer and refrain from going back to earlier questions. Resist the urge to
look up the answers in a dictionary. Please complete these questions on your own.
Part 2 - Comprehension
Complete the following sentences by selecting an option from the drop-down menu. Use the appropriate
form of the verb in parenthesis. USE THE INFORMAL (t) COMMAND FORM OF THE VERB.
La forma del mandato del verbo "deslizar". <<Por ejemplo, _______ (slide) los pies.>> *
La forma del mandato del verbo "girar". <<Por ejemplo, _______ (turn) a la derecha.>> *
La forma del mandato del verbo "Mover". <<Por ejemplo, _______ (move) la cabeza.>> *
La forma del mandato del verbo "saltar". <<Por ejemplo, _______ (jump) sin parar.>> *
La forma del mandato del verbo "soltarse". <<Por ejemplo, _______ (let go) las manos.>> *
La forma del mandato del verbo "dar vuelta". <<Por ejemplo, _______ (spin) ahora.>> *
La forma del mandato del verbo "brincar". <<Por ejemplo, _______ (hop) sobre la lnea.>> *
La forma del mandato del verbo "girar". <<Por ejemplo, _______ (turn) a la izquierda.>> *
La forma del mandato del verbo "Mover". <<Por ejemplo, _______ (move) los hombros.>> *
La forma del mandato del verbo "agarrarse". <<Por ejemplo, _______ (hold) las manos.>> *
93
Instructions
Please respond with your first answer and refrain from going back to earlier questions. Resist the urge to
look up the answers in a dictionary. Please complete these questions on your own.
94
Celia Cruz
Figure 7: Comic Strip - Celia Cruz
95
Gloria Estefan
Figure 8: Comic Strip - Gloria Estefan
Julieta Venegas
Figure 9: Comic Strip - Julieta Venegas
96
Carlos de Nicaragua
Figure 10: Comic Strip - Carlos de Nicaragua
Description
Informal Commands
97
Mueve la cabeza
Quebrala
Un paso hacia atras
Desliza los pies
Pon las manos abajo
Pon las manos arriba
Quiz 3 question 1
Quiz 3 question 2
Quiz 3 question 3
98
Quiz 3 question 4
This video was used for the game level 3 which was a
quiz. This video was for question 4.
Video Name
Description
(Table continued)
(Table continued)
Quiz 3 question 5
This video was used for the game level 3 which was a
quiz. This video was for question 5.
Quiz 3 question 6
This video was used for the game level 3 which was a
quiz. This video was for question 6.
Quiz 3 question 7
This video was used for the game level 3 which was a
quiz. This video was for question 7.
Quiz 3 question 8
This video was used for the game level 3 which was a
quiz. This video was for question 8.
Master Thesis Project
This video is under 45 minutes and includes the
video (released to
informal commands video and all the Master Thesis
control group after
Video Lessons 1-5. This was given to the students
study completed)
from the Control Group after the study completed and
they completed the posttest.
To view videos, please contact author directly.
Appendix D Game
Game Level 1 - Vocabulary
Figure 11: Game Level 1 - Vocabulary
99
100
101
102
Appendix F Posttest
Figure 15: Posttest
Part 1 - Vocabulary
Match the English equivalent to the command.
Match the following informal commands with their English equivalent *
103
Slide
your
feet
Turn
to
the
right
Turn
to
the
left
Jump
Hop
Spin
Hold
hands
Move
your
head
Move
your
shoulders
Let
go
I
don't
know
Gira a la
derecha
Desliza
los pies
Salta
Brinca
Gira a la
izquierda
Dale
vuelta
Sultate
Mueve
la cabeza
Mueve
los
hombros
Agrrate
las
manos
How certain are you about your above answers? *
1
Not certain
Very certain
104
Instructions
Please respond with your first answer and refrain from going back to earlier questions. Resist the urge to
look up the answers in a dictionary. Please complete these questions on your own.
Part 2 - Comprehension
Complete the following sentences by selecting an option from the drop-down menu. Use the
appropriate form of the verb in parenthesis. USE THE INFORMAL (t) COMMAND FORM OF
THE VERB.
La forma del mandato del verbo "deslizar". <<Por ejemplo, _______ (slide) los pies.>> *
La forma del mandato del verbo "girar". <<Por ejemplo, _______ (turn) a la derecha.>> *
La forma del mandato del verbo "Mover". <<Por ejemplo, _______ (move) la cabeza.>> *
La forma del mandato del verbo "saltar". <<Por ejemplo, _______ (jump) sin parar.>> *
La forma del mandato del verbo "soltarse". <<Por ejemplo, _______ (let go) las manos.>> *
La forma del mandato del verbo "dar vuelta". <<Por ejemplo, _______ (spin) ahora.>> *
La forma del mandato del verbo "brincar". <<Por ejemplo, _______ (hop) sobre la
lnea.>> *
La forma del mandato del verbo "girar". <<Por ejemplo, _______ (turn) a la izquierda.>> *
105
La forma del mandato del verbo "Mover". <<Por ejemplo, _______ (move) los
hombros.>> *
La forma del mandato del verbo "agarrarse". <<Por ejemplo, _______ (hold) las manos.>> *
Bottom of Form
Study: Learn Spanish through social media and virtual resources
* Required
Top of Form
Instructions
Please respond with your first answer and refrain from going back to earlier questions. Resist the
urge to look up the answers in a dictionary. Please complete these questions on your own.
106
Bottom of Form
Study: Learn Spanish through social media and virtual resources
* Required
Top of Form
Learn Spanish through social media and virtual resources Study
Thank you for participating in the study. This first page contains questions about your and will be used to
evaluate the results of the questions for the study. Please complete the following questions.
How about feel about learning about dance? *
1
Not excited
Very excited
107
Not excited
Very excited
Would you like to expand on your experience with game based learning?
Not excited
Very excited
Would you like to expand on your experience learning through Social Media?
YouTube
108
Google +
None
Other
o
Did you view the social media component? *
If you answered yes to either of the above 2 questions, did you feel it helped with create a
community of your peers?
Did the social media component help you learn Spanish commands?
Appendix G Website
Figure 16: Website
109
Part 2
Comprehension
Score
(out of
10)
Part 3
Written
Production
Score
(out of 9)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
7.5
4
5
7.5
6.5
5.5
6.5
10
6.5
4
9.5
6.5
4.5
6.5
7.5
4
2.5
0
2
6
3
2
8.5
5
5
7
2
0
1
6
7
6
6
6
5
10
8
10
2
0
4
10
0
0
6
Over
all
Scor
e
(out
of
29)
18.5
12.5
11
15.5
17.5
18.5
16.5
28.5
13.5
9
20.5
18.5
4.5
7.5
19.5
Semester
Group
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Control Group
Instructed Group
Control Group
Instructed Group
Instructed Group
Control Group
Control Group
Control Group
Instructed Group
Instructed Group
Instructed Group
Control Group
Instructed Group
Control Group
Instructed Group
110
(Table
continued) Part 1
Participant VocabID
ulary
Score
16
8
17
5
18
9
19
8
20
2
21
2
22
10
Part 2
Comprehension
Score
8.5
6
5
8.5
6.5
6.5
9
Part 3
Written
Production
Score
5.5
5
5.5
3
4
4
6
Over
all
Scor
e
22
16
19.5
19.5
12.5
12.5
25
Semester
Group
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Control Group
Control Group
Instructed Group
Control Group
Instructed Group
Instructed Group
Instructed Group
23
Fall 2014
Instructed Group
24
8.5
21.5
Spring 2015
Instructed Group
25
7.5
19.5
Spring 2015
Instructed Group
26
6.5
7.5
Spring 2015
Instructed Group
27
Spring 2015
Instructed Group
28
17
Spring 2015
Instructed Group
29
14
Spring 2015
Instructed Group
30
6.5
17.5
Spring 2015
Instructed Group
31
3.5
7.5
Spring 2015
Instructed Group
32
4.5
5.5
18
Spring 2015
Instructed Group
33
14
Spring 2015
Instructed Group
34
7.5
3.5
19
Spring 2015
Instructed Group
35
Spring 2015
Instructed Group
36
Spring 2015
Instructed Group
37
6.5
12.5
Spring 2015
Instructed Group
38
7.5
8.5
Spring 2015
Instructed Group
39
3.5
3.5
Spring 2015
Instructed Group
100
103
104
106
112
7
10
8
10
10
8
8
8.5
10
7.5
7
4
9
5
8.5
22
22
25.5
25
26
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Control Group
Control Group
Control Group
Control Group
Control Group
111
Part 3
Written
Production
Score
(out of 9)
7
9.5
26.5
10
19
9.5
23.5
10
10
29
6.5
19.5
8.5
4.5
3.5
16.5
10
8.5
26.5
5.5
15.5
6.5
3.5
16
9.5
8.5
24
10
7.5
26.5
10
10
29
1.5
7.5
10
7.5
25.5
1.5
19.5
10
9.5
8.5
28
Participant Group
ID
Part 1
Vocabulary
Score
(out of 10)
Part 2
Comprehension
Score
(out of 10)
7.5
2
3
4
5
6
7
8
9
10
11
12
13
14
15
17
18
Control Group
2014
Instructed Group
2014
Control Group
2014
Instructed Group
2014
Instructed Group
2014
Control Group
2014
Control Group
2014
Control Group
2014
Instructed Group
2014
Instructed Group
2014
Instructed Group
2014
Control Group
2014
Instructed Group
2014
Control Group
2014
Instructed Group
2014
Control Group
2014
Instructed Group
2014
22.5
112
(Table
continued) Group
Participant
ID
Part 1
Part 2
Vocabulary Comprehension
Score
Score
19
10
20
22
100
101
102
103
104
105
108
109
111
113
114
115
116
117
118
120
49
Control Group
2014
Instructed Group
2014
Instructed Group
2014
Control Group
2015
Control Group
2015
Instructed Group
2015
Control Group
2015
Control Group
2015
Instructed Group
2015
Instructed Group
2015
Control Group
2015
Instructed Group
2015
Instructed Group
2015
Control Group
2015
Instructed Group
2015
Instructed Group
2015
Control Group
2015
Control Group
2015
Instructed Group
2015
Control Group
2015
Overall
Score
7.5
Part 3
Written
Production
Score
5.5
10
20
5.5
16.5
8.5
18.5
19
10
10
29
8.5
5.5
23
7.5
22.5
10
18
10
10
28
5.5
22.5
10
7.5
24.5
.5
12.5
5.5
3.5
18
7.5
13.5
10
10
26
10
28
10
10
29
14
14
23
113
# of Facebook Fans
Egypt
611
U.S.A
160
India
85
Spain
65
Italy
62
Turkey
53
Mexico
47
United Kingdom
46
Iran
34
Canada
11
Syria
11
Algeria
10
Australia
Poland
Philippines
Vietnam
Pakistan
Morocco
France
Venezuela
114
Country
# of Facebook Fans
(Table continued)
(Table continued)
Germany
Tunisia
Brazil
Sweden
Amenia
China
Azerbaijan
Bulgaria
Bahrain
Nigeria
Jordan
Afghanistan
Colombia
Ukraine
Norway
Greece
Ireland
Taiwan
Uzbekistan
Belarus
Macedonia
115
Country
# of Facebook Fans
(Table continued)
(Table continued)
Japan
Malaysia
Kuwait
Croatia
Score
given:
Turn to the
right
[Dale
vuelta]
Score
given:
Slide your
1 feet
Score
given:
I don't
know
[Desliza
los pies]
Score
[Sultate] given:
0 Let go
Score
[Salta] given:
I don't
1 know
[Mueve
la
cabeza]
Score
[Brinca] given:
0 Jump
Score
given:
Move
1 your head
Score
given:
Turn to the
0.5 left
[Gira a la
izquierda]
[Agrrate Score
las manos] given:
1 Hold hands
La forma
La forma del
del
mandato del
mandato
verbo
del verbo
"girar".
"Mover".
<<Por
<<Por
ejemplo,
ejemplo,
_______
_______
Score (turn) a la
Score (move) la
given: derecha.>> given: cabeza.>>
0.5 Gire
0.5 Move
La forma
La forma
del
del
mandato
mandato
del verbo
del verbo
"saltar".
"soltarse".
<<Por
<<Por
ejemplo,
ejemplo,
_______
_______
Score (jump) sin Score (let go) las Score
given: parar.>> given: manos.>> given:
0 Salta
1 Sueltete
116
La
forma
del
mandat
o del
verbo
"dar
vuelta".
<<Por
ejemplo,
______
_ (spin)
ahora.>
>
La
forma
del
mandato
del
verbo
"brincar"
. <<Por
ejemplo,
Scor _______
e
(hop)
given sobre la
:
lnea.>>
Dale
vuelta
La forma
del
mandato
del verbo
"girar".
<<Por
ejemplo,
Scor _______
e
(turn) a la
given izquierda.>
:
>
1 Brinca
La forma
del
mandato
del verbo
"Mover".
<<Por
ejemplo,
Scor _______
e
(move) los
given hombros.>
:
>
1 Gire
La forma
del
mandato
del verbo
"agarrarse"
. <<Por
Scor ejemplo,
e
_______
given (hold) las
:
manos.>>
0.5 Move
Scor
e
given
:
0 Agarranse
scor
e for
part
2
0.5
(Brincar)
__________
___ sobre la
lnea.
Scor
e
give
n:
Scor
e
(Dar vuelta)
give __________
n:
___ ahora.
Scor
e
(Deslizar)
give __________
n:
___ los pies.
dar a la
0 vuelta
Scor
(Saltar)
e
(Mover)
___________ given ___________
__ sin parar.
:
__ la cabeza.
saltas
0 mueves
0 deslizas
Scor
e
given
:
Scor
e
give
n:
0 mueves
(Girar)
___________
__ a la
izquierda.
0 giras
(Mover)
__________
___ los
hombros.
Scor
e
give
n:
0 brincas
Scor
e
(Agarrarse)
given ___________
:
__ las manos.
0 te agarras
Scor
e
given
:
score
for part
3overa
ll score
117
118