1 Boosting STAMP Test Scores in High School Spanish CE Classes: The Impact of Reading Aloud Assignments on Canvas by Beatriz Rosentangle A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah 12/17/2024 Approved _______________________________ Katarina Pantic, Ph.D. _______________________________ Debbie Vaughn Ph.D. David Byrd _______________________________ David Byrd (Jan 7, 2025 10:26 MST) David Byrd, Ph.D ------------------------------------------------- 2 Acknowledgment I would like to express my sincere gratitude to my students, especially the 11 participants, for their dedication and willingness to engage in this study. Their enthusiasm and commitment to improving their language skills were essential to the success of this research. I want to give special acknowledgment to Dr. Pantic for her generous investment of time and unwavering support. I truly could not have completed this project without her guidance. She was a constant source of encouragement, particularly when I decided to change my topic and start over. Her patience, support, and insights were invaluable throughout the difficulties I encountered on this journey. I would also like to recognize Dr. Moulding for taking the time to help me clarify my thoughts, as well as Dr. Byrd for his patience and thoughtful guidance. My sincere appreciation goes to Dr. Vaughn for agreeing to serve on my committee and for her valuable input. I am profoundly grateful to my husband, whose emotional and financial support made this journey possible. I also deeply appreciate his help in taking our 11-year-old daughter to her hockey games and tournaments, while I focused on my research. Lastly, I would like to acknowledge my wonderful daughter for her understanding and encouragement. Their patience and support have been a constant source of strength throughout this project. I thank God for the wisdom and perseverance He has granted me, helping me overcome challenges and complete this work. 3 Table of Contents Abstract .................................................................................................................................. 4 Literature Review .................................................................................................................... 7 The Role of Canvas LMS in Enhancing Hybrid Learning and Student Engagement .............................. 7 Concurrent Enrollment (CE) Program: OperaEon and Benefits for Students ...................................... 8 Avant Assessment ............................................................................................................................ 9 The STAMP Test and Biliteracy Seal................................................................................................. 10 Reading Aloud (RA) Defined ........................................................................................................... 12 Reading Aloud Studies in EducaEon ............................................................................................... 12 Language-Specific Studies on Reading Aloud .................................................................................. 13 Foreign Language Studies on Reading Aloud................................................................................... 14 Challenges and Insights on Reading Aloud ...................................................................................... 15 Types of Reading Aloud .................................................................................................................. 15 Reading aloud and self-recording ................................................................................................... 16 Purpose ................................................................................................................................ 16 Method ................................................................................................................................. 17 IntervenEon Design ........................................................................................................................ 17 Study Design .................................................................................................................................. 21 ParEcipants .................................................................................................................................... 22 Data CollecEon............................................................................................................................... 22 Data Analysis ................................................................................................................................. 23 Results .................................................................................................................................. 23 Discussion ............................................................................................................................. 28 LimitaEons ..................................................................................................................................... 31 RecommendaEons for Future Research .......................................................................................... 32 Conclusion ............................................................................................................................ 34 References ............................................................................................................................ 35 4 Abstract This quantitative study investigates the effect of reading-aloud assignments in Spanish Concurrent Enrollment (CE) courses on students' language proficiency. The research involved 11 high school students (8 juniors and 3 seniors) in Spanish 3 and 4 CE courses during the 20232024 school years. Over a period of one year, students completed around 60 reading-aloud assignments through Canvas LMS, where they read texts related to class topics and submitted voice recordings for feedback. Proficiency was assessed using the Standards-based Measurement of Proficiency (STAMP) test in Spring 2023 and Spring 2024. Results showed statistically significant improvements in reading, writing, speaking, and listening skills, as well as overall, with p-values less than 0.05 indicating statistically significant gains. These findings suggest that reading-aloud assignments can enhance language acquisition and boost standardized test scores in CE Spanish courses. While there is a gap in the literature on concurrent enrollment language programs, this study highlights the potential benefits of using technology and innovative teaching strategies to support language development in high school students. Keywords: Concurrent Enrollment, Spanish language proficiency, reading-aloud assignments, self-recording, language acquisition, high school education, Canvas LMS, Seal of Biliteracy, STAMP test, language development, hybrid learning. 5 The Nature of the Problem The effectiveness of reading aloud in enhancing language acquisition, vocabulary acquisition, and overall reading skills has been well-documented (Brown, 2020; de Cortes, 2023; Ledger & Merga, 2018; Panker, 1999; Saenz, 2000; Syafitri et al., 2019). Reading aloud to children improves vocabulary, introduces varied sentence structures and writing styles, enhances reading and writing skills, and enriches general knowledge (Evans, 1986). It serves as a powerful tool in language acquisition, fostering the development of vocabulary, pronunciation, and fluency (de Cortés, 2023). This practice significantly benefits learners in both educational environments and at home, enhancing their reading abilities and listening skills (Ledger & Merga, 2018). When children read aloud, they improve comprehension and gain a deeper understanding of new words within the narrative context (Panker, 1999). Additionally, reading aloud effectively addresses students' common challenge of retaining information while reading silently (Saenz, 2000). By vocalizing the text, students elevate their comprehension levels, transcending mere word recognition to grasp the material they read (Brown, 2020). Moreover, some studies affirm that reading aloud enhances students' reading skills and interactively improves their listening and speaking abilities (Syafitri et al., 2019). This integration of reading aloud into language learning practices underscores its multifaceted benefits and highlights its importance in fostering holistic language development. However, studies indicate that many students dedicate minimal time to reading, and some students prefer watching movies or television (Evans, 1986), due to which assigning students to read aloud at home may present itself as a challenge, as there is a possibility that they may not comply. Another study shows that most students prefer social media to reading books (Obaidullah & Rahman, 2018), despite using the internet daily. Instead of reading, students from 6 this study spent their spare time on social media platforms, talking on their phones, or playing games. Additionally, participants expressed a strong preference for the use of technological devices, highlighting a shift away from traditional reading habits, such as Reading Aloud (RA). To merge students’ preferences for technology while encouraging RA activities, teachers could leverage technologies like Canvas, an online learning management system that facilitates teacher-student interactions and assignment submissions (Correia, 2018). Canvas allows teachers to create assignments that require students to read aloud and record their voices, providing tangible proof of their engagement with RA activities. Students can then submit these assignments on Canvas, enabling teachers to monitor and assess their progress effectively. This study examines the positive impact of incorporating read-aloud assignments within Canvas, an online learning platform (Grossi et al., 2018), on high school students’ foreign language proficiency, specifically in Spanish CE 1020 and Spanish CE 2010 courses. CE stands for concurrent enrollment or dual enrollment classes, which are college-level courses taken in high school (Baker, 1987). The research explores how reading text aloud contributes to students’ overall proficiency levels and evaluates the effectiveness of read-aloud activities in helping students achieve proficiency in the Standards-based Measurement of Proficiency (STAMP) test. The STAMP test assesses reading, writing, listening, and speaking skills, with immediate grading for reading and listening, and delayed grading by specialists for speaking and writing (Santos, 2019). Achieving a score of five out of nine on the STAMP test can enable students to earn the Seal of Biliteracy, a diploma recognizing proficiency in English and another language. This recognition serves as a significant achievement for students. 7 Literature Review The Role of Canvas LMS in Enhancing Hybrid Learning and Student Engagement Canvas is a digital learning platform developed by an educational technology company based in Salt Lake City, Utah. Established by Josh Coates, Canvas was launched in 2012 (Grossi et al., 2018). As a Learning Management System (LMS), Canvas helps organize and deliver educational materials online (Grossi et al., 2018). Santina et al. (2021) found that educators can enhance the online teaching and learning experience by leveraging Canvas's capabilities to make learning more dynamic, captivating, and efficient. Additionally, Canvas supports a hybrid learning module (see Figure 1), which integrates digital and face-to-face components using a topic-based framework. This approach offers both real-time and self-paced learning options, providing adaptability and improved accessibility (AlAtaby, 2021). The teacher can always start with a welcome unit, and reveal all the information and assignments for the semester. Extra information can be included during the term, or a semester depending on the module and its requirements. A formative background check quiz may also be integrated to allow students to evaluate their preparedness for the module. 8 Figure 1 Type of hybrid module in Canvas, according to Al-Ataby (2021). Al-Ataby (2021) highlighted in his conclusion the growing effectiveness and popularity of hybrid learning, particularly during the COVID-19 pandemic. The study demonstrated the successful integration of face-to-face and online components within Canvas LMS to enhance student engagement and improve learning outcomes. Positive student feedback supported the notion that this approach enhanced learning experiences. According to Santiana et al. (2021), students viewed LMS Canvas as user-friendly and beneficial for online education, noting its simplicity, ability to foster interactive communication, and positive reception among students. Concurrent Enrollment (CE) Program: Operation and Benefits for Students High school students in advanced classes score higher on the American College Test (ACT) and feel more satisfied with their education (Baker, 1988). In Utah, Snow College was one of several colleges that offered concurrent enrollment courses to let students earn college 9 credits early and tackle more challenging coursework (Baker, 1988). This program, also known as dual enrollment, helps students transition to college with credits counting for both high school and college (Greenberg, 1989). The 2006 Perkins legislation supports these efforts to prepare students for college (Lewis & Overman, 2008). According to Barnett and Kim (2014), some high schools focus on general subjects like English and Sociology, when offering CE courses, while others offer career-related courses like Business and Medical Terminology. According to Bloom and Chambers (2009), dual-enrollment programs offer college-level courses like freshman composition, chemistry, biology, and world languages for high school credit. However, Karp et al. (2004) noted that dual enrollment programs vary widely across the United States in funding, academic standards, and administrative practices among different institutions. In sum, Greenberg (1989) stated that CE allows students to earn college credits early, saving time and money. It also builds confidence in handling college-level coursework and provides engaging classes. These advantages make concurrent enrollment appealing for students (and parents) who are looking to advance academically and financially before starting college (Greenberg, 1989). Avant Assessment In language education, Dr. Carl Falsgraf had a new idea for improving how we measured language skills through an online test Avant, (2024, March). and his team at the University of Oregon’s Center for Applied Second Language Studies (CASLS) created STAMP (Standardsbased Measurement of Proficiency) test, which became the world's first online language proficiency test. 10 As the project developed, David and Sheila Bong joined Carl in 2001 to help make this vision a reality, forming a company that is now known as Avant Assessment (Bong et al., 2024). Today, Avant provides different tests across the country and around the globe, one of which is the STAMP test. AVANT focuses on creating and offering more effective ways to assess real-world language skills (Bong et al., 2024). Avant Assessment now has services to support all aspects of language learning, including professional training for teachers of world language and dual-language programs (Bong et al., 2024). Notably, Avant’s mission remains the same: to improve how languages are taught and learned, as stated by Bong et al. (2024). The STAMP Test and Biliteracy Seal The STAMP test is an online language proficiency exam that assesses reading, writing, listening, and speaking skills in 15 different languages. Scores range from one to nine, aligning with the American Council on the Teaching of Foreign Languages (ACTFL) sublevels (Santos, 2019). Reading and listening scores for the STAMP test are available instantly; while speaking and writing are graded by trained raters within three to seven days. Santos (2019) mentioned that the STAMP test has been used for over 20 years. In the United States, all states that provide the Seal of Biliteracy have acknowledged that the Avant STAMP assessment is the authorized test for high school students pursuing this recognition. Since STAMP measures proficiency across four language skills: Reading, Writing, Listening, and Speaking, students who show proficiency in more than one language receive the State Seal of Biliteracy, which is subsequently included on their transcripts (Avant, 2024). Moreover, a Seal of Biliteracy is an honor given by schools, districts, states, or other organizations to recognize individuals who have achieved a specific level of proficiency in two 11 or more languages. This award is typically presented as a certificate and serves as a credential to showcase a person's language skills (Global Seal of Biliteracy, 2015). Table 1 is adapted from Santos (2019), and it shows STAMP test levels (one to nine) and their descriptors for language proficiency. Each level is categorized as Low, Mid, or High, and is further defined as Novice, Intermediate, or Advanced. This classification system assists in assessing students' abilities across reading, writing, listening, and speaking skills within the context of language learning and proficiency assessment (Santos, 2019). Table 1 STAMP test levels and their descriptors for language proficiency (Santos, 2019) Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Low Mid High Low Mid High Low Mid High Novice Intermediate Advanced In the state of Utah, the STAMP 4S* assessments measure proficiency in languages like Mandarin Chinese, French, Spanish, German, and others. To pass the test, students typically need to reach at least an Intermediate-Mid level (score of 5) in three of four of the components (Bowman, 2024). What is more, students must score at least 5 in both speaking and writing. Additionally, they need to achieve a score of 5 or higher in at least three out of the four components (reading, writing, speaking, and listening). However, if students fail to achieve a score of 5 in either speaking or writing, they will not earn the certificate, regardless of their performance in the other components (Bowman, 2024). The Seal of Biliteracy is a diploma awarded to students who demonstrate proficiency in English and another language (Subtirelu et 12 al., 2019). Additionally, students need to pass their state's English exam and prove their proficiency in another language through tests (Subtirelu et al., 2019). Teachers must prepare students to pass the STAMP test so that they can earn the Seal of Biliteracy. In order to do this, teacher also need to prepare themselves. The Avant Assessment website offers resources like the STAMP Reporting Guide, which includes tools such as level keys, date filters, and language summary charts. By using these tools, teacher can view both individual and group reports, providing valuable insight into their students’ proficiency levels. Additionally, the Avant Power Up Guide provides strategies to help students reach higher levels of proficiency, allowing teachers to design lesson plans that not only improve students’ language skills but also set them up for success (Avant, 2024). Reading Aloud (RA) Defined Reading Aloud (RA) can be defined as the practice where a teacher narrates a story or a book to students, also referred to as reading aloud or reading out loud (Evans, 1986). Reading Aloud involves vocalizing written text with tone, emphasis, and pacing variations to convey meaning and style (Müller, 2015). According to Sahara et al. (2018), Reading aloud engages visual, phonetic, and semantic processes, involving facial and vocal muscles to help express and understand words. Reading Aloud Studies in Education Unlocking students’ imagination and boosting their reading skills is a powerful outcome of reading aloud. Teaching reading aloud is crucial, because it enhances comprehension, aids in prediction and inference, and supports struggling readers, including those from disadvantaged backgrounds (Asraf & Halim, 2024). According to Garcia and Doronio (2024), reading aloud is 13 important for helping students become better readers. For instance, doing routines like reading the same text several times, reading on their own, and practicing with expression are helpful. Reading aloud fosters a mutual relationship between the teacher and students through shared stories and characters. This interaction encourages book discussions and enhances literacy familiarity, particularly for students with reading difficulties (Nabhani et al., 2008). Freire (1985, as cited in Müller, 2015) highlighted that reading aloud supports effective learning and improves comprehension, particularly in identifying main ideas, understanding detailed information, and expanding vocabulary. Additionally, research indicated that discussing word meaning during read-aloud sessions introduces children to new vocabulary they might not encounter in everyday conversation, significantly aiding vocabulary acquisition (Kindle, 2009). By incorporating these vocabulary discussions into read-aloud practices, educators can enhance both vocabulary and comprehension skills. Language-Specific Studies on Reading Aloud Gibson (2008) outlined several benefits of read-aloud for language learning including helping students connect sounds with letters, understand the rhythm and tone of English, identify mistakes through oral reading, and promote independent learning. Müller (2015) supported this view, suggesting that reading aloud should be seen as a tool for achieving specific educational objectives rather than an end goal. It can improve pronunciation, reading fluency, and confidence, contributing to broader goals like overall language proficiency. Spencer (2011) supported the notion that reading aloud enhances comprehension, vocabulary, fluency, and motivation. However, this practice is less common in middle school settings. To address this, Vande Kamp (2018) examined whether recording oneself while reading aloud could provide additional benefits. The study found that using Chromebooks for self- 14 recording improved students’ reading fluency and confidence. Brown (2020) also noted that selfrecording aids in fluency and understanding over time. Vande Kamp’s (2018) study revealed that reading aloud not only improved reading fluency but also increased students’ confidence and expressiveness. This practice enhanced listening, speaking, and writing skills while boosting reading comprehension (Macroll,1989). Foreign Language Studies on Reading Aloud Lyster et al. (2009) examined a bilingual read-aloud project in Quebec’s French immersion classroom, where English and French teachers alternated reading chapters from the same books over four months. This study was a two-year exploratory project focused on classroom dynamics and a bilingual read-aloud initiative. In the first year, observations in four schools evaluated student-teacher language interactions, revealing that students maintained separate languages with minimal collaboration between French and English teachers. Despite this, teachers expressed a need for better strategies to support diverse learners. In the second year, three pairs of English and French teachers implemented a bilingual read-aloud project, sharing the same storybooks over four months. The project’s goals were to raise awareness of students’ bilingual skills, promote student collaboration, and enhance teamwork among teachers, fostering a more integrated language-learning environment (Lyster et al.,2009). In conclusion, the study significantly boosted student motivation as they eagerly engaged with bilingual readaloud and expressed interest in continuing to read independently. According to Chol and Lewis (2018), reading aloud offers significant advantages across various disciplines, including language, psychology, and neuroscience. It is commonly used to enhance skills in children, foreign language learners, and individuals with reading or phonological difficulties. Experts in English language teaching also support its effectiveness. 15 reading aloud is a valuable technique for improving a wide range of language skills (Gabrielatos, 2002; Gibson, 2008). Challenges and Insights on Reading Aloud Despite these benefits, reading aloud faces challenges today due to increased television consumption and busy working parents having less time for reading aloud with their children (Pankey,1999). Additionally, students’ motivation to read can be influenced by personal factors, teacher-related issues, or the quality of reading materials (Ullah & Fatema, 2012). Another interesting fact is that reading aloud is a common practice among adults, challenging the usual view of reading as a silent activity (Duncan (2014). Participants reported reading aloud in various contexts such as spiritual, family, work, and education. Ducan emphasized the need to broaden our understanding of reading practices to include the diverse ways adults engage in reading aloud. Given these insights, this thesis will focus on designing assignments that involve reading text aloud and having students record their voices as they read, exploring how these assignments can help students improve their scores on the STAMP test. The following section will briefly define reading aloud and review different types of reading aloud. Types of Reading Aloud Reading aloud is a practice where children listen to text more complex than everyday conversation, helping them connect print with pleasure and fostering love for reading (Couzzo, 2024). This practice includes several key approaches: interactive read-aloud, shared reading, and engaging read-aloud. Interactive read-aloud (IRA) is particularly effective for teaching literacy skills. In this approach, teachers or parents guide children through thoughtful questions and discussions 16 before, during, and after reading (Wiseman,2010). This approach uses a gradual release of responsibility model, where teachers first demonstrate reading strategies and then support students as they practice these strategies (Wright, 2019). Shared reading involves the teacher initially reading a story aloud to the class. Following this, students participate in shared rereading, where they read the text together with the teacher (Fountas & Pinnell, 2022). This approach engages students and actively involves them in the reading process. Overall, these types of reading aloud underscore the importance of making reading aloud an interactive and engaging experience to support literacy development (Serafine, 2001). Reading aloud and self-recording Chong (2021) examined in his study on how reading aloud and self-recording can improve English speaking skills in English as a Foreign Language (EFL). Reading English or Spanish text aloud and recording themselves helped enhance students’ pronunciation, fluency, and confidence (Chong, 2021). By reviewing their recordings, learners were able to identify areas for improvement. As a result, the study found significant gains in speaking confidence and accuracy. Purpose The purpose of this study is to investigate how integrating reading aloud with selfrecording can enhance students’ scores on the Standards-based Measurement of Proficiency (STAMP) test. Reading aloud has been shown to significantly benefit literacy development by improving comprehension, vocabulary, and reading fluency (Asraf & Halim, 2024; Garcia & Doronio,2024). However, its effectiveness is often limited by challenges such as decreased 17 prevalence in middle school settings and competing factors like increased screen time and busy schedules (Pankey, 1999; Ullah & Fatema,2012). This study aims to address these challenges by exploring the combined impact of reading aloud and self-recording during reading-aloud sessions in Canvas influences students’ reading comprehension, listening, writing and speaking. By investigating these aspects, the study seeks to provide valuable insights into effective reading-aloud strategies and their potential to improve student’s performance on standardized tests like the STAMP. This study aims to explore how the practices of reading text aloud (and self-recording the voice during some sessions) influence students’ reading, listening, writing, and speaking language skills. By focusing on these aspects, the study seeks to provide insights into how these methods can be used to enhance students’ performance on standardized tests like the STAMP. To that end, I pose the following research question (RQ): RQ: How, if at all, did the integration of read-aloud assignments in Spanish CE courses contribute to students’ overall proficiency levels? Method Intervention Design In 2022, I worked as a high school Spanish teacher in the Intermountain West region of the United States. My original plan was to have students read La Pobre Ana, a book by Blaine Ray, in Spanish 3 class. Spanish 3 is taken by a mix of students from grades 10 to 12. However, I soon realized that I was quite naïve to think students would read the book and be prepared to discuss it the next class, as no one had done so. This experience made me recognize the need to take action as a teacher. 18 Pilot Design. In the Spring of 2023, I found a way to encourage students to read more. Using Canvas LMS, I created a “Record Your Voice as You Read Aloud” assignment, which involved reading one to three pages from the book for up to five minutes, while recording their voices, and submitting it on Canvas. After grading the first assignment of this type, I noticed that all the students were engaged. By the middle of the Spring of 2023, I piloted approximately 20 assignments of this type in my Spanish 3 class. In this pilot version of the assignments, I asked the students to read one to three pages from the La Pobre Ana book and record themselves while they did it. Before their reading, I, the teacher, a native Spanish speaker, modeled reading the pages and doing the Canvas activity in class. This took no longer than five minutes. After that, students would complete the assignment at home as homework and discuss the readings in class. I learned several things from this pilot version of the assignments. I learned that students were submitting all the assignments regularly. The assignments did count towards their final grade. I learned that some students would not know how to pronounce some words or understand the essence of the story when we discussed it in class, which meant that I had to redesign the activities to improve comprehension. At the end of this semester, the students took the STAMP test. As some of the students did not pass the test (but did pass the class), I designed the readingaloud activities for the Spanish 4 course they took the next year. Reading Aloud Activities in Spanish 4 Class. In the Fall of 2023 and Spring of 2024, the same students took the Spanish 4 class. During this year, the students completed approximately 60 reading-aloud activities. The activities were redesigned from the previous year based on the observations from the pilot design application. First, I used a variety of texts based on the topics suggested in the curriculum. The texts were created using ChatGPT with differentiation for Novice High, Intermediate Low, Intermediate Mid, Intermediate High, and 19 Advanced Low (see Figures 2 and 3 for an example of Advance text on Tecnología). The reading-aloud assignments were redesigned to include a list of vocabulary words appearing in the text with their translation to English. Each list was followed by a text. Once the students clicked on the “Submit Assignment” button in Canvas, they would have the option to record their voices. Figure 2 The top part of the assignment with the vocabulary provided 20 Figure 3 The bottom section of the assignment - text with the recording function for the students Figure 4 The submission - a media recording in Canvas LMS. 21 I assigned the text level to each student based on their STAMP report. If the students expressed that the text was too easy for them, I would move them to the higher level. I proofread each prompt provided by ChatGPT and I adjusted it using critical thinking to make sure the text was on an appropriate level. At the end of this semester, the students took the STAMP test again. In class, I (a native Spanish speaker) first read the text aloud to model proper pronunciation. Then, students took turns practicing by reading the text aloud themselves. Each reading-aloud activity was short, taking no more than five minutes for the audio recording. This limited amount of time made it easy for students to manage. Students were expected to do these activities two to three times a week. Every time they had a class with me, a read-a-text-aloud assignment in Canvas was assigned to them. If a student missed a class, they were able to complete the activity at home. The assignment was available in Canvas until the end of the term. The class schedule was split into A and B days in the high school where this study was conducted during the 2023/2024 academic year. Spanish CE 4 met on B-Days. By the end of each term, students had to complete around 60 read-the-text-aloud activities. Students practiced reading aloud over two semesters daily. After completing their reading and recording, students submitted their recordings through Canvas. I listened to the recordings and provided feedback on their performance. The reading-aloud assignments were graded and contributed to their term grade, which was an attempt to motivate the students to complete them. Study Design For this study, I used existing data for which I received permission from the school district (see Appendix A for the documentation). My analysis focused on comparing STAMP data 22 for students enrolled in my Spanish 4 class during this academic year. STAMP data were collected in the Spring of 2023 and Spring of 2024. Participants The participants in this study will be a total of 11 students, eight juniors and three seniors. During the 2022-2023 school year, these students took Spanish 3 with me as their teacher, and they subsequently enrolled in Spanish CE 4 for the 2023-2024 school year. To assess their proficiency, they took the STAMP test in the Spring of 2023 and again in the Spring of 2024, which are the only times the STAMP test can be taken. These students, the majority of whom were Caucasian, except one Hispanic student, developed the habit of reading aloud over the year. Data Collection The proficiency measurement of my students is based on the STAMP test results students earned at the end of Spring 2023 and Spring 2024. These test results evaluate their skills across four fundamental areas: reading, writing, listening, and speaking. This assessment provides a comprehensive view of each student’s proficiency level. The data demonstrated whether students’ proficiency improved by analyzing and comparing their current scores with previous ones. The STAMP Test, which was mandated by the state for all students enrolled in Spanish CE classes, was administrated just before the end of the school year. To ensure a comprehensive comparison, I began administering the test in March of each year, which allowed for an early evaluation of student progress. Apart from comparing their total scores from pre- (Spring 2023) to post- (Spring 2024), I also looked at their performance graphs provided by Avant. These graphs show their total performance but also broke down those scores by the four components described above. For the purposes of this study, I also compared and discussed their reading and speaking scores. 23 Feedback from these results informed necessary adjustments and enhancements to teaching strategies, addressed any weaknesses, and fostered more substantial progress. Data Analysis To analyze the increase in proficiency levels, I compared the students’ current STAMP scores with their previous results. The RQ1 in this study aimed to examine if students experienced an increase from the previous STAMP test. I administered a paired t-test to determine whether there was a statistically significant difference from the previous test. A paired t-test, as described by Cody (2019), is typically used when the same participants are measured at two different points in time, such as before and after a treatment. This method was employed to conduct the analysis. Results Table 2 below provides a comprehensive overview of the scores that students originally obtained on the STAMP test, which was administered in March 2023. This assessment evaluates language proficiency and serves as an important benchmark for student achievement in language learning. The scores reflect each student’s performance and highlight their abilities in various language skills. Table 2 Avant Assessment Report for the Class of 2023: A Comprehensive Overview Student Reading Writing Listening Speaking Composite Score 1 8 4 6 4 5.5 2 6 4 5 4 4.75 3 5 4 5 4 4.5 4 4 3 3 4 3.5 24 5 6 4 5 4 4.75 6 3 3 4 4 3.25 7 6 5 6 5 5.5 8 6 5 5 6 5.5 9 4 4 4 3 3.75 10 5 2 3 3 3.25 11 4 4 3 3 3.5 Table 3 below presents the scores attained by students on the STAMP test that was administered in March 2024 after taking the Spanish 4 CE class with me, where they were exposed to reading-aloud activities. Table 3 Avant Assessment Report for the Class of 2024: A Comprehensive Overview. Student Reading Writing Listening Speaking Composite Score 1 9 5 6 6 6.5 2 8 4 6 4 5.5 3 6 5 6 5 5.5 4 4 5 3 4 4 5 7 4 6 4 5.25 6 5 3 4 3 3.75 7 6 6 8 5 6.25 8 6 5 8 6 6.25 9 5 4 4 4 4.25 25 10 4 5 4 4 4.25 11 4 4 3 5 4 In Table 4, we can observe the composite scores of students over a span of one year, demonstrating a trend in their language acquisition from Spring 2023 to Spring 2024. Table 4 Comparing Results: A Clear Analysis Student 2023 2024 Increase 1 5.5. 6.5 1 2 4.75 5.5 0.75 3 4.5 5.5 1 4 3.5 4 0.5 5 4.75 5.25 0.5 6 3.25 3.75 0.5 7 5.5 6.25 0.75 8 5.5 6.25 0.75 9 3.75 4.25 0.5 10 3.25 4.25 1 11 3.5 4 0.5 The study's results clearly show improvements in students' language acquisition over one year, as indicated by composite scores from Spring 2023 to Spring 2024. A one-sided paired ttest, detailed in Tables 5-8, compared pre- and post-test scores in all language skills—Reading, 26 Writing, Speaking, Listening, and overall proficiency. Each category demonstrated a statistically significant increase, with p-values below 0.05, confirming that these gains are unlikely due to chance. Thus, the findings validate the effectiveness of the instructional methods used. For Reading, I found a statistically significant difference from pretest (M=5.18, SD=1.4) to post-test (M=5.82, SD=1.67), t(10)= -2.283, p<.05, Cohen’s d = -.924, indicating a large effect size. For Writing, I found a statistically significant difference from pretest (M=3.82, SD=0.87) to post-test (M=4.55, SD=.82), t(10)= -2.390, p</05, Cohen’s d = 1.009, indicating a large effect size. For Listening, I found a statistically significant difference from pretest (M=4.45, SD=1.128) to posttest (M=5.27, SD=1.79), t(10)= -2.764, p<.01, Cohen’s d = .982, indicating a large effect size. For Speaking, I found a statistically significant difference from pretest (M=4, SD=.894) to posttest (M=4.55, SD=.934), t(10)= -1.936, p<.05, Cohen’s d = .934, indicating a large effect size. For composite scores, I found a statistically significant difference from pretest (M=4.34, SD=.924) to post-test (M=5.04, SD=1.03), t(10)= -10.696, p<.01, Cohen’s d = .21847, indicating a small effect size. Table 5 Paired Samples Statistics Pair 1 Pair 2 Pair 3 Pair 4 Pair 5 Table 6 Test Score Reading 23 Reading 24 Writing 23 Writing 24 Listening 23 Listening 24 Speaking 23 Speaking 24 Composite Score 23 Composite Score 24 Mean 5.18 5.82 3.82 4.55 4.45 5.27 4.00 4.55 4.3409 5.0455 N 11 11 11 11 11 11 11 11 11 11 Std. Deviation Std. Error Mean 1.401 .423 1.662 .501 .874 .263 .820 .247 1.128 .340 1.794 .541 .894 .270 .934 .282 .92380 .27854 1.02967 .31046 27 Paired Samples Correlations Pair 1 Pair 2 Pair 3 Pair 4 Pair 5 Test Score Reading 23 & Reading 24 Writing 23 & Writing 24 Listening 23& Listening 24 Speaking 23 & Speaking 24 Composite Score 23 & Composite Score 24 N 11 11 11 11 11 Correlation .831 .292 .871 .479 .981 Significance One-Sided p <.001 .192 <.001 .068 <.001 Table 7 Paired Samples Test Significanc e Paired Differences 95% Confidence Interval of the Difference Std. Std. Deviatio Error Mean n Mean Lower Upper -.636 .924 .279 -1.257 -.015 Test Scores Pair 1 Reading 23 Reading 24 Pair 2 Writing 23 -.727 Writing 24 Pair 3 Listening 23 -.818 Listening 24 Pair 4 Speaking 23 -.545 Speaking 24 Pair 5 Composite -.70455 Score 23 Composite Score 24 Table 8 Paired Samples Effect Sizes One-Sided t df p -2.283 10 .023 1.009 .304 -1.405 -.049 -2.390 10 .019 .982 .296 -1.478 -.159 -2.764 10 .010 .934 .282 -1.173 .082 -1.936 10 .041 .21847 .06587 -.85131 -.55778 -10.696 10 <.001 28 Test Scores Pair 1 Reading 23 Reading 24 95% Confidence Point Interval a Standardizer Estimate Lower Upper .924 -.688 -1.337 -.013 1.002 -.635 -1.233 -.012 Effect Size Cohen's d Hedges' correction Pair 2 Writing 23 - Writing Cohen's d 1.009 -.721 -1.375 -.039 24 Hedges' 1.094 -.665 -1.269 -.036 correction Pair 3 Listening 23 Cohen's d .982 -.833 -1.511 -.126 Listening 24 Hedges' 1.064 -.769 -1.394 -.117 correction Pair 4 Speaking 23 Cohen's d .934 -.584 -1.214 .071 Speaking 24 Hedges' 1.012 -.539 -1.121 .065 correction Pair 5 Composite Score 23 Cohen's d .21847 -3.225 -4.725 -1.703 - Composite Score Hedges' .23676 -2.976 -4.360 -1.572 24 correction a. The denominator used in estimating the effect sizes. Cohen's d uses the sample standard deviation of the mean difference. Hedges' correction uses the sample standard deviation of the mean difference, plus a correction factor. Discussion The results of this study revealed a statistically significant increase in students' language proficiency over the span of one year, as evidenced by their performance on the Standards-based Measurement of Proficiency (STAMP) test. A one-sided paired t-test was employed to analyze the pre-test and post-test scores in reading, writing, speaking, listening, and overall proficiency. The findings indicated that all language categories showed measurable improvements, with pvalues less than 0.05. This confirms that the observed gains were unlikely to have occurred by chance. These results validate the effectiveness of integrating reading aloud with self-recording to enhance students' language skills. 29 From the study, I learned that technology—specifically the Canvas Learning Management System—made my instruction delivery more efficient. According to Grossi et al. (2019), Canvas helps educators organize and present educational materials online, simplifying the learning process. I found it much easier to submit reading assignments through Canvas. Santina et al. (2021) also noted that Canvas allows teachers to create a more dynamic and engaging learning environment. This tool not only made my job easier but also encouraged students to complete assignments at their own pace, offering them the flexibility they needed. In my study, I observed that Canvas effectively supports a hybrid learning model, which offers both real-time and self-paced learning options, as noted by Al-Ataby (2021). This flexibility allowed me to manage assignments in a way that accommodated students' varying learning paces. For instance, I could keep assignments unlocked until the end of the term, allowing students to submit late work. I noticed that some students submitted their assignments on time, while others took advantage of the flexibility to submit during class or later. This adaptability, provided by Canvas, enhanced accessibility and helped cater to the diverse needs of my students, as it integrates both digital and face-to-face components in a topic-based framework (Al-Ataby, 2021). Through my study, I discovered that as a high school teacher, I can create a variety of rigorous and complex activities in Canvas to significantly enhance students' language skills, particularly in learning Spanish. This aligns with existing literature, which suggests that dualenrollment programs, such as concurrent enrollment (CE), provide college-level courses for high school credit, thereby enriching students' learning experiences (Bloom & Chambers, 2009). By utilizing Canvas, I was able to deliver content that was both challenging and engaging, 30 supporting Greenberg's (1989) assertion that CE programs enable students to undertake more advanced coursework while earning college credits. However, I observed that there is limited research specifically focused on concurrent enrollment language courses. My study adds knowledge to this gap in the literature, as most existing research on CE tends to concentrate on general subjects or career-related courses, such as English and sociology (Barnett & Kim, 2014) and not Spanish. Nonetheless, it is evident from the research that programs like these help students gain confidence and better prepare for college-level work (Greenberg, 1989), which I consider essential for language acquisition. In an ideal scenario, encouraging students to take Spanish classes in high school and enroll in Concurrent Enrollment (CE) programs would be beneficial (Bloom & Chambers, 2009). This would allow students to earn college credits while achieving the Seal of Biliteracy, which recognizes proficiency in Reading, Writing, Listening, and Speaking in multiple languages (Avant, 2024). Combining CE courses with the Seal of Biliteracy not only enhances academic profiles but also opens doors to future educational and career opportunities. Offering both options would effectively motivate students to pursue language learning and prepare them for success in high school and college (Greenberg, 1989). From my study, we also learned that scores and proficiency can be increased with the introduction of read-aloud activities like the ones I modeled in this study. This study incorporated reading-aloud activities in high school because students have fewer opportunities to practice this skill as they progress, as noted by Spencer (2011). According to Garcia and Doronio (2024), reading-aloud activities help improve fluency, expression, and comprehension. Therefore, it was important for me to ensure students engaged in these activities and prove that they are efficient by conducting this study. This study found that students not only 31 improved their reading fluency but also enhanced their listening, speaking, and writing skills while boosting their reading comprehension. This aligns with Macroll (1989) who highlighted the interconnectedness of language skills. Through reading-aloud activities, students strengthened multiple language aspects simultaneously, demonstrating how these skills are interrelated and reinforce each other in the learning process. In sum, the findings of this study suggest that encouraging high school students to engage in Concurrent Enrollment programs, combined with the opportunity to earn the Seal of Biliteracy, can be highly beneficial in improving both academic achievement and language proficiency (Avant, 2024; Greenberg, 1989). However, there remains a gap in the literature regarding concurrent enrollment language courses, particularly in high school Spanish classes. Future research should explore this area further to provide more insight into how these programs can be better utilized for language learning. Limitations One clear limitation of my study was the timing. Conducting the research over just one year restricted my ability to gather comprehensive data. Ideally, a longer timeframe of two years or more would have enabled me to observe a broader range of variables and track student progress more effectively. Given more time, I would have incorporated more rigorous assignments into my lesson plans, significantly enhancing the overall quality and depth of the study. The one-year limitation restricted my ability to explore these aspects in greater detail. Another significant limitation was the small participant pool. I only had 11 students in the study, all of whom had previously taken Spanish 3 with me. While several additional students had taken the STAMP test and scored at an intermediate level or higher, I could not include them in this study because they had not been in my class the prior year. My teaching load included 32 Spanish 3 CE and Spanish 4 CE, which limited my ability to follow up with students transitioning from Spanish 2 CE to Spanish 3 CE. Ideally, if I had taught Spanish 2 CE, Spanish 3 CE, and Spanish 4 CE, I would have been able to track my students’ progress over three years. This would have given me a clearer understanding of their language development and allowed for more targeted follow-up. Inconsistent homework completion also posed a significant challenge. Not all 11 participants submitted their homework on time, and some failed to submit assignments altogether, despite these being graded and factored into their final grades. Although most students ultimately submitted their assignments, the delays adversely affected the effectiveness of the reading aloud practice, which was designed to benefit from consistent engagement. This inconsistency meant that some students did not fully derive the intended benefits from the assignments. Furthermore, one student might not have submitted all their work, which likely impacted the overall results. Lastly, it is important to consider that some of the significant results observed in this study could have been influenced by general exposure to Spanish rather than solely the readingaloud component. Including a control group could have provided a more definitive comparison and helped isolate the reading-aloud practice's true impact. Recommendations for Future Research To effectively enhance the participant pool, future research should involve a larger and more diverse group of students. My study included only 11 participants, highlighting the need to expand the sample size to validate the findings and ensure their generalizability. It is also vital to explore the long-term effects of reading aloud. My research focused on its impact over one academic year, but future studies must investigate how reading aloud 33 influences foreign language proficiency beyond that timeframe. Moreover, while my study measured overall proficiency, subsequent research should delve into the specific language skills impacted by reading aloud, such as speaking and listening. This will provide clearer insights into which skills benefit the most from this practice. Considering the benefits of peer feedback, it is recommended to incorporate a peer review component into the study, where students who submit their work on time provide feedback on each other's reading aloud. This approach would foster accountability and encourage peer-driven learning. By engaging in constructive feedback, students can enhance both their speaking and listening abilities, as the activity participates in the evaluation of their peers’ performances. Additionally, the peer review requirement will create added pressure for students to submit their assignments on time, as timely submission becomes crucial for participating in the review process. This collaborative activity not only promotes the development of oral skills but also encourages punctuality, engagement, and a more dynamic learning environment. If I were to conduct this study again, I would certainly include assessments of writing and speaking. The limitations of my initial approach underscore the importance of also evaluating speaking skills, which are often the most challenging in language learning. For a second study, I recommend focusing specifically on reading aloud and its impact on both speaking and writing skills, as measured by the STAMP test. This study could involve a larger, more diverse sample of students and track their progress over a longer period. By comparing students who engage in regular reading-aloud activities with those who do not, the study could determine if there is a significant improvement in speaking and writing proficiency. Additionally, it is critical to integrate technology more thoroughly. As an educator, I am committed to helping students earn 34 the Seal of Biliteracy Diploma based on their writing and speaking abilities. Given that few students achieved a score of 5 in these areas, it is imperative to implement more reading-aloud activities that will significantly enhance their writing and speaking skills. Conclusion It was incredibly motivating to witness not only the 11 participants but also all of my students actively engaging in reading aloud the texts related to our class topics. I found it rewarding to observe their practice in reading Spanish and to see their remarkable growth throughout the process. Listening to their voice recordings and providing feedback on their pronunciation was both insightful and encouraging. The results of this study clearly demonstrate the significant benefits of concurrent enrollment in language courses in high school. 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Reading to Learn from the Start: The Power of Interactive Read-Alouds. https://files.eric.ed.gov/fulltext/EJ1200226.pdf 41 Appendix A: Approval Letter from Davis School District Beatriz Rosentangle Cover Page Final Audit Report Created: 2025-01-06 By: Ellynn Raynor (ellynnraynor@weber.edu) Status: Signed Transaction ID: CBJCHBCAABAAlhInp7vgaTJJ-rGVkwEnWEmsboHIFnxb 2025-01-07 "Beatriz Rosentangle Cover Page" History Document created by Ellynn Raynor (ellynnraynor@weber.edu) 2025-01-06 - 8:01:27 PM GMT- IP address: 137.190.70.233 Document emailed to David Byrd (davidbyrd@weber.edu) for signature 2025-01-06 - 8:02:19 PM GMT Email viewed by David Byrd (davidbyrd@weber.edu) 2025-01-07 - 5:26:43 PM GMT- IP address: 66.249.84.96 Document e-signed by David Byrd (davidbyrd@weber.edu) Signature Date: 2025-01-07 - 5:26:59 PM GMT - Time Source: server- IP address: 67.53.201.198 Document emailed to Deborah Vaughn (deborahvaughn1@weber.edu) for signature 2025-01-07 - 5:27:00 PM GMT Email viewed by Deborah Vaughn (deborahvaughn1@weber.edu) 2025-01-07 - 5:27:08 PM GMT- IP address: 74.125.212.8 Document e-signed by Deborah Vaughn (deborahvaughn1@weber.edu) Signature Date: 2025-01-07 - 5:41:07 PM GMT - Time Source: server- IP address: 24.11.10.18 Document emailed to Katarina Pantic (katarinapantic@weber.edu) for signature 2025-01-07 - 5:41:10 PM GMT Email viewed by Katarina Pantic (katarinapantic@weber.edu) 2025-01-07 - 5:43:52 PM GMT- IP address: 74.125.212.8 Document e-signed by Katarina Pantic (katarinapantic@weber.edu) Signature Date: 2025-01-07 - 7:28:09 PM GMT - Time Source: server- IP address: 166.70.72.124 Agreement completed. 2025-01-07 - 7:28:09 PM GMT