Action research question development and categorization in educational settings

Action Research Proposal
The number of school-age English Language Learners in the state of Alberta is increasing at a fast pace. As these students begin studying, they experience a great deal of challenges, which can impact the acquisition and learning of the English language (New York University, 2018). In particular, one of the key challenges faced by these students is pronunciation. What is more, unlike mathematics, English language does not have a material set of rules or guideline as to what sound every letter of the alphabet signifies. For instance, the letter e can be pronounced as e, eh. In addition, the tenses of verbs can also hamper learning. Cultural differences also play a key role in acquisition of the English language (Wold, 2006). There have been deliberations regarding the most efficacious approaches of second language instruction. Picture seeing texts and hearing sounds that do not correspond with those that are read and heard internally. Picture being perplexed and frustrated incessantly while trying to perform basic tasks within the classroom. Notably, these are some of the challenges that English language learners experience everyday within the classroom. They have limited proficiency in English and face challenges in reading, writing, speaking, or comprehending the English language (Bell and Bogan, 2013).
This proposal gives the suggestion that the use of comics is beneficial for English Language Learners. It can be argued that comics are a remarkable instrument for engaging reluctant students and not only help in appealing students in learning the English language but also in understanding literary themes (Rokhayan and Utari, 2014). Comics signify a dissimilar and exciting aspect in learning the language devoid of forfeiting plot, vocabulary, as well as other significant element of reading comprehension (Issa, 2018). Taking this into consideration, comics can also be beneficial in English language learners’ acquisition of literacy. Addressing the research question will help in achieving the research purpose. Imperatively, this will aid in ascertaining the efficacy of using comics in teaching English to English language learners. It will be possible to make a determination whether comics are an efficacious, efficient and appealing learning model that can help in student engagement in being active in learning the language. In overall, the purpose is to enhance the capability of the students in comprehending dialogue, enhance their motivation and self-confidence in learning English and developing learning strategy and efficacious, efficient and fun learning model.
The proposed study will address the issues of diversity and equity. English language learners in their entirety continue to be financially and educationally underprivileged in comparison to English speaking students. It is imperative for these students to attain both social and academic language. Equity can be attained by closing the gap in attainment between native speaking students and English language learners. Comics are instruments that may facilitate this endeavor. Therefore, the English language learners will be able to have the same opportunity of learning and advancing in their education as the native speaking students.


References
Bell, D., & Bogan, B. L. (2013). English Language Learners: Problems and Solutions Found in the Research of General Practitioners of Early Childhood. The Journal of Balanced Literacy Research and Instruction, 1(2), 5.
Issa, S. (2018). Comics in the English classroom: a guide to teaching comics across English studies. Journal of Graphic Novels and Comics, 9(4), 310-328.
New York University. (2018). 1 in 4 Students is an English Language Learner: Are We Leaving Them Behind? Retrieved from: https://counseling.steinhardt.nyu.edu/blog/english-language-learners/
Rokhayani, A., & Utari, A. R. P. (2014). The Use of Comic Strips As An English Teaching Media For Junior High School Students. Language Circle: Journal of Language and Literature, 8(2).
Wold, J. B. (2006). Difficulties in Learning English As a Second Or Foreign Language. Retrieved from: https://epublications.regis.edu/theses/333/