Coralis Mollitor 

Measurement and Strategy

May 4, 2025

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The Study of AI Technology in an EB Classroom: An Action Research Plan

               The purpose for this study lies in my own background. I have experienced the obstacles of being an emergent bilingual student. When I was young I moved to Puerto Rico without knowing any Spanish. I had to learn through daily conversations and academic support from my mom. Since becoming a teacher, I have serviced emergent bilinguals primarily. I have had students that are fluent in both native and second language, while having students, like myself, new to the country with no English. The stress of moving, preserving one’s culture while adopting a new one, losing social connections, and expecting to learn in the same environment as monolinguals develops grit. However, grit is not enough; grit is surviving. Emergent bilinguals, EBs, deserve to thrive and belong in education with every aspect of their individuality. Therefore, my study is not just meant to bridge languages, but provide a learning environment that encourages EBs to learn in an enriched environment. 

 

Fundamental Research Question

       This research plan will answer the question: In what ways does artificial intelligence impact the second language acquisition in an early-exit sixth grade bilingual classroom? Emergent bilinguals are placed in an environment that is not adapted to their needs. In the current state of education, bilingual classrooms are designed to focus on the acquisition of English language through academic lessons with few supports; such as bilingual dictionaries. This is even more evident in early-exit programs that push for students to learn English within two years without native language instruction in an accelerated program (TEA, 2024a). This form of teaching does not reach EBs, or emergent bilingual students. In fact, when EBs are provided with language support early in their academic life it still takes 4 to 7 years to reach the academic level of a monolingual and it takes 2 to 4 years for them to social communicate orally like their peers (Hakuta et. al., 2000). Their learning and brain processes have been in their native language; when we discard the importance of supplementing foundational skills through the language of understanding, we cause a lag in learning. 

      The study conducted in this research plan will focus on the acquisition of a second language without interfering with the mainstreaming of native language. Technology tools, in this case AI, will provide the support EBs need to be innovative, learn, and express themselves. The support will allow EBs to produce work in both languages through targeted language activities that correlate to the overall learning. When taking away a source, it is the educators duty to provide a replacement or supplement. If the goal is for EBs to become proficient in the second language in little time, then the creation of an environment that supports their learning is required. 

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Summary of the Literature Review

        Through my research, I have determined that AI has the potential to help EBs acquire their second language without compromising their native tongue. In the domain of speaking and listening, EBs can use chatbots to practice common conversations they will experience in life. They can type with programs like Gemini and Co:Pilot or speak with programs like ChatGPT and HelloTalk. The benefit of these programs is the feedback they provide. The feedback leads to self-regulation and ownership of EBs learning. They learn how to answer questions, respond to misconceptions, and continue an animated conversation.The overall perception of participants using AI to communicate is positive (Üstünbaş, 2024). 

Although the research on AI is limited, because of the lack of studies, its impact on EBs writing is clear. AI provides immediate and personalized feedback: it suggests grammar changes, synonyms, and clarification of ideas. Students use the AI feedback before submitting their final draft to make corrections before final grade. In the end, AI is new to the education stage and has limitations. Its impact is evident in the social-emotional care of students and short-term academics, immediate work, however there is a need to see its relevance in long term learning. 

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Study Information

        In this study, I will investigate the use of AI to support language acquisition in an early-exit sixth grade bilingual classroom. The participants are subject to change because of the redistribution of faculty in the district this year. Regardless, I will start by scheduling time for coaching, modeling, researching, implementation, adjustment, and reflection. Further information on the breakdown of the aforementioned is provided in the Data Collection and Analysis section. The first portion of the study will roll out with the correct use of AI for academic purposes. I will cover ethical guidelines and digital citizenship. The second phase wo;; be the use of accommodations based on the students previous TELPAS scores. Afterwards, students will use AI to provide feedback on their short-constructed responses, STAAR paragraph responses. Students will turn in their draft without using AI and a final draft with AI feedback attached. This process will scaffold the use of AI for the extended constructed response: essays. While using the rubric provided by TEA and the scores from the program Summit K-12. I will record student growth in the area of writing. Students will converse with ChatGPT for listening and speaking practice; then they will recreate the conversation with their peers in stations. Students will reflect on how AI improved or hindered their collaboration with classmates. Using the survey data and the Summit K-12 data, I will determine the impact of AI in language acquisition.  

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 Research Design

        This research will use mixed method data collection. It will use qualitative data to evaluate the participants' interaction with AI as a tool. The qualitative responses will focus on the aspect of participants choice, ownership, voice and authenticity when using AI programs for learning. It is important to determine if AI takes away from students' passion for learning and interest, or does it work hand in hand with the creation of work. I want to make sure that AI is not the creator of work but a facilitator in the creation process. The qualitative data will cover the students' feelings toward the relevance of AI in their learning. The survey will be provided at the end of every project. In the study conducted in my classroom, the survey will be presented at the end of the unit alongside the summative project. Students have eight projects and opportunities to answer the survey. 

        The quantitative data will focus on the acquisition of the second language through the use of the assessment program Summit K-12. The program assesses the four domains of language proficiency and is aligned with the state assessment TELPAS (TEA, 2024b). Students categorized as beginners and intermediates will have two and three weeks, respectively, interview sessions for teachers to provide extra support and clarification in the areas of need. The extended constructed response assigned by the district will factor in the data acquisition for the writing proficiency domain towards the end of the units. 

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Data Collection and Analysis

         The quantitative data collection process will start with the scores from the precious year’s TELPAS and the beginning placement test of Summit K-12. Students will then be grouped based on their scores: beginner, intermediate, advanced, advanced high, or exited. The lessons from Summit K-12 will be differentiated based on their placement level. For language acquisition with AI, students will use AI for accommodations to improve their reading and writing. They will use chatbots for writing and conversation feedback. They will use programs like ChatGPT and HelloTalk to practice their listening and speaking.  Weekly students will use Summit K-12 and practice the themes for each language proficiency domain; this will be their weekly summative scoring. After every unit, students’ essays will be graded with the TEA rubric for comparison data. 

        The qualitative data will occur at the end of each project which coincides with the end of the unit. I will use a Google Form to record student data and develop their perspective towards AI. The first questionnaire will assess the students previous interactions with AI. The following surveys will relate to the practicality of AI in their project. Some of the questions will be: What AI tool did you use? How did you AI? Did you apply any of the feedback? Was the project easier with AI? Did it make your work better? The last questionnaire will be a reflective piece for students to determine the impact based on their feelings and the data talks about academic and language growth. 

1. Preparation Phase:

   1. Over the summer (Month of July)

      1. Specialists from technology and language acquisition will agree on the mapping and scheduling of the AI curricula for teachers. They will consider the chunking of the material, pacing of the curricula, the criteria for coaching and modeling, and allowance of independent research time for teachers. 

      2. Technology specialists will create a professional development over AI for teachers. They will include a minimum of five professional developments required for teachers to attain. 

         1. One lesson will be the overarching theme of What is AI?

         2. The following lessons will cover the use of AI to promote the development of each language proficiency domain: listening, speaking, reading, and writing. 

      3. Language acquisition specialists will determine their cohorts. They will schedule their coaching and modeling sessions with teachers. They will review the data gathering tools. 

   2. The first weeks of professional development assigned in the school year will be given to allow teachers to familiarize themselves with AI technology and learn how to implement it in the classroom. (Month of August)

      1. Professional development will be led by the technology department. 

      2. Teachers will meet their assigned coach. 

         1. Coaches from the language acquisition department will meet with teachers and commence the coaching phase. 

      3. Before students arrive on campus, teachers will have a lesson prepared over:

         1. What is digital citizenship?

         2. What is AI?

         3. Ethical Guidelines for students

2. Implementation Phase: 

   1. Professional Learning Communities (Last PLC of each month; starting in August)

      1. Once a month PLC will cover the glows and grows of using AI in the classroom. 

      2. Teachers will model their AI incorporation in a lesson. 

      3. Teachers will reflect on their AI curricula and implementation. 

      4. Data collected will be reviewed and lessons will be adjusted through coaching. 

   2. Teachers will roll out AI in the classroom

      1. The first tool will be the use of AI as an accommodation. Teachers will cover programs such as CoWriter, chatbots, and Snap&Read. (Commence in August)

      2. The second tool will be the use of AI to provide feedback on short constructed responses using the TEA rubric. During these feedbacks, students will turn-in their draft without AI input, a separate page of AI feedback, and the final draft will have the corrections. (Commence in early September). Feedback being review order:

         1. Grammar and Spelling errors

         2. Vocabulary: Synonyms

         3. Sentence structure

      3. The previous tool will be implemented in the extended constructed responses. During these feedbacks, students will turn-in their draft without AI input, a separate page of AI feedback, and the final draft will have the corrections. (Commence in late September). Feedback being review order:

         1. Grammar and Spelling errors

         2. Vocabulary: Synonyms

         3. Sentence structure

         4. Structural support

         5. Coherence and fluency

      4. The final stage of AI implementation will be the use of AI for conversational purposes.  (Commence in October once a week)

         1. Begin with chatting through text with AI chatbots of choice.

         2. Followed by the use of ChatGPT or HelloTalk to practice verbal enunciation. 

3. Data Accumulation

   1. Extended constructed responses week before the end of the unit; graded with TEA rubric. 

   2. Summit K-12. Practice provided every Friday during intervention time. Data will be reviewed during the last PLC of the month. Adjustments will be made at this time

   3. Qualitative surveys will be given at the end of each project. 

   4. Exit-tickets for extra support will be given biweekly; teacher discretion based on Summit K-12 results. This is only for students categorized as beginners and intermediate. 

 

Sharing and Communicating Results

      The people selected for this plan are leaders in the district. The language acquisition department is responsible for the growth of EBs. They will lead and facilitate teachers. The technology department will select those who are proficient in AI technology and enthusiastic with its potential.  As for the teachers, they will be on a volunteer basis. For the first run of this research plan, I will conduct the preliminary studies within my classroom. I will communicate with parents and students, the impact AI can have and the length of protection and privacy I will provide.  

       Language acquisition specialists will create an ePortfolio covering the process of the action research plan. In the portfolio, they will post about the data results. They will include lessons and videos of the coaching, modeling, and implementation process. Teachers’ voices will be heard through biweekly reflections in blog posts. Language specialists will have a weekly podcast analyzing the impact of AI in the classroom. This portfolio will be attached to the district's webpage and shared with teachers, parents, and shareholders. 

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Final Reflection

      I already use AI in the classroom in an amateur method. Therefore I am excited to see how the implementation in a studious tone will yield results. Throughout the process, I will be blogging my experience and lessons for my audience, but mostly for myself. I want to ensure that those who replicate and improve my studies have a strong foundation to step on. I believe the transparency with the study will be impactful. I am using AI in a limited form during this study, thus I want to get good footing for when I venture into more ideological aspects of AI and pushing the boundaries of its potential. When this study concludes, and hopefully proves the significance AI can have on education, I will study how augmented and virtual realities in conjunction with AI can improve education. I want to make sure that during this process AI does not over step the humanity part of education. I will always keep in the forefront the importance of one’s self and the power of sharing with others. This research plan is just the first of many to come. How will AI, and other digital tools, facilitate learning is a journey I have embarked on.