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Program: Trace Effects Logic Model
Situation: Train non-English speaking teenagers English skills and American culture via a video game worldwide.
Inputs
Outputs Outcomes -- Impact
Activities Participation Short Medium Long
What they invest
Material writers
from the Office of
English Language
Script writer
consultants who
specialize in
linguistics,
computer-assisted
language learning,
& second
language
acquisition
Professional game
developers
Technical support,
upgrades, apps &
platform (website)
for video game
Regional English
Language Officers
& Centers
(RELOs)
US English
Teaching Fellows
American English
Website
What they do
Promote
awareness about
video game
Conduct teacher
training online &
face-to-face
Develop video
game on DVD
Develop game &
host on Website
Develop Mobile
app of vocabulary
game
Develop graphic
novels to
accompany game
Develop teacher
resources
Provide
differentiated
learning within
resources & game
Provide teachers’
forum on Ning
Partner with
binational centers,
and teacher-
training sites &
other educational
institutions
Who they reach
English Access
Micro-scholarship
Program
participants &
teachers
Teenagers who
frequent Internet
cafés where
program has been
download
English as a
foreign language
(EFL) teachers-in-
training
EFL teachers and
classrooms at
binational centers
Anyone who
downloads the
free game from
their website or
free app from the
Apple Store
Proximal Outcomes
Students learn
basic English skills
in first half of game
Students become
aware of American
cultural diversity in
various U.S.
regions
Students learn
about American
rules for politeness
Students become
aware of State
Department’s
pillars*
Students &
teachers learn
gaming system
(movement,
advancement,
points); e-literacy
Teachers become
aware of the use
of gaming as an
instructional
strategy (CALL)
Midterm Results
Students use
newly learned
English skills in
second half of
game
Students learn
intermediate level
English skills
Students apply
new English skills
in classroom
activities
Teachers review
students’ self-
reported game
scores to
determine usage,
ability & need
Learn problem-
solving skills to
achieve game
mission in order
to unlock higher
points &
advanced levels
Become
competent in
gaming
Distal Outcomes
Apply
intermediate
English level
skills to real world
Attend post-
secondary school
to further English
language studies
or attend
university in
English-speaking
country
Gain better
employment due
to English skills
Apply problem-
solving skills
learned in game
to real world
Students
incorporate some
of the State
Department’s
pillars* into their
own thinking
Master gaming
as an educational
tool
Assumptions External Factors
Use of the following theories, strategies, and approaches to teach English and
American culture: cognitivism, constructivism, communicative approach, TESOL’s
computer-assisted language learning (CALL) Standards, and gaming as an
instructional strategy.
*Include the pillars of the State Department’s vision to advance U.S. foreign policy
interest: entrepreneurship, community activism, empowering women, science and
innovation, environmental conservation, and conflict resolution.
Sandra Rogers (2013) adapted this framework from the University of
Wisconsin-Extension Program Development (2003).
Appendix A

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Trace Effects Logic Model

  • 1. Program: Trace Effects Logic Model Situation: Train non-English speaking teenagers English skills and American culture via a video game worldwide. Inputs Outputs Outcomes -- Impact Activities Participation Short Medium Long What they invest Material writers from the Office of English Language Script writer consultants who specialize in linguistics, computer-assisted language learning, & second language acquisition Professional game developers Technical support, upgrades, apps & platform (website) for video game Regional English Language Officers & Centers (RELOs) US English Teaching Fellows American English Website What they do Promote awareness about video game Conduct teacher training online & face-to-face Develop video game on DVD Develop game & host on Website Develop Mobile app of vocabulary game Develop graphic novels to accompany game Develop teacher resources Provide differentiated learning within resources & game Provide teachers’ forum on Ning Partner with binational centers, and teacher- training sites & other educational institutions Who they reach English Access Micro-scholarship Program participants & teachers Teenagers who frequent Internet cafés where program has been download English as a foreign language (EFL) teachers-in- training EFL teachers and classrooms at binational centers Anyone who downloads the free game from their website or free app from the Apple Store Proximal Outcomes Students learn basic English skills in first half of game Students become aware of American cultural diversity in various U.S. regions Students learn about American rules for politeness Students become aware of State Department’s pillars* Students & teachers learn gaming system (movement, advancement, points); e-literacy Teachers become aware of the use of gaming as an instructional strategy (CALL) Midterm Results Students use newly learned English skills in second half of game Students learn intermediate level English skills Students apply new English skills in classroom activities Teachers review students’ self- reported game scores to determine usage, ability & need Learn problem- solving skills to achieve game mission in order to unlock higher points & advanced levels Become competent in gaming Distal Outcomes Apply intermediate English level skills to real world Attend post- secondary school to further English language studies or attend university in English-speaking country Gain better employment due to English skills Apply problem- solving skills learned in game to real world Students incorporate some of the State Department’s pillars* into their own thinking Master gaming as an educational tool Assumptions External Factors Use of the following theories, strategies, and approaches to teach English and American culture: cognitivism, constructivism, communicative approach, TESOL’s computer-assisted language learning (CALL) Standards, and gaming as an instructional strategy. *Include the pillars of the State Department’s vision to advance U.S. foreign policy interest: entrepreneurship, community activism, empowering women, science and innovation, environmental conservation, and conflict resolution. Sandra Rogers (2013) adapted this framework from the University of Wisconsin-Extension Program Development (2003). Appendix A