The participants of this study were level 4 Honors French students. They were mainly juniors in High School and have French first period every week, with 40 minute classes Monday Wednesday and Friday and two 55 minute classes on Tuesdays and Thursdays. The class was 80% White and 20% various minorities including Turkish, Indian, Filipino, Chinese and Middle Eastern. None of the students in this class were economically disadvantaged. 40% of the students had a GIEP (Gifted Individualized Educational Plan) and 10% had an IEP.
The purpose of the action research study was to discover if the consistent use of technology in a blended classroom would affect accuracy with verb conjugation when speaking and writing, as well as in a typical standard test. The implementation as well as observations began in December 2017. The technology chosen consisted of three online sites: Conjuguemos, Duolingo and Quizlet. Students were to access these with their smart devices through the free apps. They joined the classes created by their teacher so that their progress could be monitored. Devices were available in the classroom for students whose devices were dead or not functioning. These three sites were used during the entire 8 week action research study.
The last step to the procedure was to have the students complete a survey to gauge their level of confidence and perceived level of competence with verb conjugation, as well as their perceptions of the sites they used over the 8 weeks. It was crucially important that the same methods and the same assessments be used during the entire 8 weeks, making the measurements reliable and valid.
Data and Analysis
This is an exploratory mixed-method study combining mainly quantitative research data with a qualitative survey.
During the first two weeks the data collected consisted of scores on Conjuguemos, completion rate of the weekly two activities on Quizlet as well as completion of the goal on Duolingo. Assessments were given every two weeks consisting of a journal writing and a spoken recording. These were graded for verb usage accuracy only. They were tested on week 2, week 4, week 6 and finally week 8. Those scores were collected as well with computer software. Finally they were given the repeated measures t test that they took before the procedure began. Results were collected and compared with the initial results in a graphics chart. The qualitative data was analysed using descriptive statistics to establish both measures of central tendency and measures of relationship between the results on the sites and the results on the assessments. The data was charted in graphics to reveal any variations and changes over the 8 weeks. Survey answers were analysed and coded to identify consistencies between any perceived benefit of the sites as well as confidence in their ability and increases in verb accuracy.