Research Topic 1

Running head: NARROWING DOWN A RESEARCH TOPIC

Narrowing Down a Research Topic

Benjamin Stewart

TEC 540

Jacqueline Derby

July 8, 2006

Research Topic 2

Narrowing Down a Research Topic

The following list includes ten potential topics, rated in order of interest (one being of

greatest interest) that could be topics that would be of interest to the Universidad

Autónoma de Aguascalientes (UAA):

1. A study of teaching approaches on behavioralism, cognitivism, and

constructivism learning theories (Mergel, 1998) in four different classroom

scenarios: tourism, English language teaching (ELT), public English courses (for

the general public), and general English classes (required for all non-English

majors).

Rationale:

I find that it is common among Mexican English language learners to feel more

comfortable with the behavioralist teaching approach. The old lock-step approach where

the learner takes a passive role while the “all-knowing” teacher provides all the input

with little to no interaction between teacher and learner seems to still fit comfortably in

this educational environment. Students seem less likely to ask questions in class and

many do not seek help outside of the class even though it is very much encouraged. This

topic is my favorite because I would like to explore what other teachers are doing and

how they are incorporating these three learning approaches in the classroom. Given this

information, I would like to see, from an observational standpoint, how students are

engaged during their classroom activities and how they respond to each of these three

learning theories. The objective would be to share my findings with other teachers so

they might reflect on their own personal approach to see if they are using the right “mix”

of these three learning theories within their instruction and assessment activities. The

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goal is not to tell them how to teach, but for each teacher to consider these theories to see

if it warrants any change in their teaching approach.

2. A study observing many teachers to see the frequency and use of technology in

English language learning.

Rationale:

The idea would be to observe as many teachers as possible, not telling them what

I am observing, to see to what extent and for what purposes technology is being used in

the second language learning classroom. I would be looking at what computer roles (i.e.,

teachers, assistants, and learners) exist and at what rate do students use technology when

it is either a requirement or an option.

3. A study on teacher/student roles in the second language learning based on

Heron’s six categories of intervention (GP Notebook. 2006)

Rationale:

I have always found Heron’s six categories of intervention (i.e., prescriptive,

informative, confronting, cathartic, catalytic, and supportive) interesting as it pertains to

the educational environment. I would breakdown how much time each teacher spends in

class using each of these six categories over the course of a classroom lesson. I would

contrast this with student engagement and how other teachers allocate their time using

each of the six categories.

4. A study on L1 use in a second language-learning classroom.

Rationale:

I would try to observe an equal number of native and nonnative English speakers

and would also consider experience, education, and time abroad if applicable. I would be

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interested to see what influences L1 dialog in the foreign language classroom

environment.

5. A reflective study on teacher’s own instruction practices contrasting with the

observance of student interest and participation.

Rationale:

Of the top five topics mentioned, this is the only one that would not be shared

with other teachers. This would be strictly for the teacher being observed and I, the

observer, would use Heron’s six categories of intervention depending on the

circumstances. This would benefit the teacher to get another opinion as to how the

classroom was being managed and would try to foster forms of benchmarking for the

teacher. The objective through this type of study is to force the teacher to reflect more on

what he or she is doing in the classroom in order to find ways of improving, preferably

through the teacher’s own self-analysis.

6. A study on students’ prior exposure to English before entering the university and

observe if there is any correlation between this exposure and the area of study the

students pursue: ELT or other non-ELT major.

7. Contrastive study between native and nonnative teachers teaching English as a

foreign language.

8. A time study taking one teacher and seeing how he or she utilizes technology in

second language learning over an entire course.

9. A study on traditional and alternative assessment methods in the language-

learning classroom, observing how the teacher guides assessment to the

curriculum.

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10. Teaching grammar covertly and overtly and the observance of student’s reaction

and participation to each teaching method.

A study of teaching approaches

The following is an outline detailing information that will aid in the pursuit of this

research project:

1. Thesis statement: The leading factor that best raises the English level

among English language training learners at the university level is not just

focusing on a behaviorism learning theory, but shifting the paradigm to a

cognitivism and constructivism learning theory that centers on a more

student-centered learning design.

2. Quantitative research plan: This study builds on the assumption that the

events being researched or fixed. It sets out from the beginning to prove

or disprove a hypothesis based on a purely observational perspective.

3. Outline:

a. Introduction

i. Statement of the topic

ii. Review of related literature (if applicable)

iii. Statement of the hypothesis

b. Method

i. Participants

ii. Instruments

iii. Design

iv. Procedure

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v. Date analysis

vi. Time schedule (Gay, Mills, & Airasian, 2006, p. 80)

4. Resources: Information to support this research plan will be purely

observational. The sole researcher will gather information on the

following classes: English language training classes, tourism classes,

general English classes (for non-English majors), and public English

classes. Although research will focus on teaching practices, learning

responses will also be included to a certain degree in order to draw

inferences on correlations or causes.

Research Topic 7

References

Gay, L, Mills, G., & Airasian, P. (2006). Educational Research: Competencies for Analysis and Applications. Columbus, Ohio: Pearson/Merrill Prentice Hall.

GP Notebook: Heron (types of intervention). (2005). Retrieved on July 8, 2006 from http://www.gpnotebook.co.uk/simplepage.cfm?ID=309002308

Mergel, B. (1998). Instructional Design & Learning Theory. Retrieved on July 8, 2006 from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism