My undergraduate degree is in Linguistics, which has immensely aided me through the Language Teaching Studies program as a whole, but more specifically through the research section of the degree. LT 530: Research Methods for Applied Linguistics exposed me to the technical side of research through such means as article critiquing, data collection and analysis, proper research question proposition, and documentation. With these newly acquired skills, I created a proposal for a research article around implementing Spaced Repetition Software (SRS) - a DMLL tool - into the classroom, and whether this would have a noticeable effect on vocabulary acquisition. Being a personal first attempt at a graduate-level research proposal, I experienced three major moments of growth. The proposal propelled me to consider the complexities of experimental research, and the proper ways of literature review drafting and presented me with the realization that a research topic is never really finished. Engaging with the genuine research process from the standpoint of honing current paradigms bolstered my enthusiasm to further pursue academia, teaching, and the ultimate goal of publishing my own research that one day may positively aid pedagogy.

The ability to comb through the literature on research topics is not a foreign concept for me. However, to do so at a more strenuous level was a new level. Ante-graduate school, I had some exposure to the challenges of writing a literature review in my undergraduate thesis (see section 3 for more information) but delving into the realm of article-level detail was another task altogether. To ease into the task, I chose to further research a past project from my undergraduate degree: vulgarity (see section 2 for more details). Continuing the research on taboo and other obtuse vocabulary, I wanted to scour the currently applied research and create a piece that argues for its inclusion in current university-level language courses. Utilizing DMLL as a supplemental medium, I synthesized the present-day teachings in real classrooms, how instructors are teaching the material, and argued the benefit of teaching vulgarity in curriculums. Through the literature review, I demonstrate the ability to think critically about the research, highlight where current research is lacking, and articulate succinctly my viewpoint. These skills are crucial for research and most importantly instructing students how to do it themselves. All these abilities are applicable outside of academia, and as an instructor, I must have the capabilities. 

As research and review of literature are critical to teaching, possessing the aptness of academic writing and presentation of data is foundational. Within LT 611, both research and literature review drafting skills were woven together to complete my equitable part in completing the Oregon International Internship Program (OIIP). This artifact is the journal data that was collected as a group with Madi Collins and Anna Krinitsyna. Expertise in articulate writing and collaborative skills is an often-overlooked attribute of a strong instructor, and I feel that with this experience, all of the LTS cohort had the opportunity to learn from one another and personally embody these key skills. Furthermore, we also practiced the important skills of effective collaboration skills in such tasks as research, presentation of data, and curriculum design. Having taken part in a quite substantially sized research/evaluation project, I see that I have become better acclimated to implementing research skills, classroom challenge resolution, and proper ways to evaluate. For instance, Davis & McKay (2018) emphasized the value of analysis verses interpretation (p. 85). As a cohort, we drew conclusions from our analyzed data, and gave our results a true meaning. Prior to this evaluation experience, I was under the impression that these were interchangeable. These experiences have not only aided in increasing my capacity as an adept educator but shone that I am comfortable working intensely with others.