Problem Statements 1

Running head: PROBLEM STATEMENT DRAFTS

Problem Statement Drafts

Benjamin Stewart

TEC 540: Research Techniques and Procedures

Jacqueline Derby

July 16, 2006

Problem Statements 2

Problem Statement Drafts

Second language acquisition research can be based on three general learning

theories: behavioralism, cognitivism, and constructivism. The two problem statement

drafts presented are based on a single topic that focuses on these three learning theories

and how they relate to English language learner training in Mexico. The topic is 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). Both problem statements focus on whether

language teachers are spending enough time on cognitivism and constructivism

classroom activities that motivate language learners to increase the acquisition of a

second or foreign language.

The first problem statement creates a descriptive review of current teaching

practices with the intention of fostering dialog among English language training (ELT)

teachers in reflecting which learning theories exists in his or her classroom and which

could be used more often in the future to achieve better academic results. For a

researcher with limited university teaching experience, limited seniority, and most

importantly limited research support, this problem statement would more than likely be

the preferred method.

In contrast, if there were sufficient support to conduct ample follow-up research,

the same topic could be the basis for a problem statement that involved action research.

Administrative support would be required to gather the necessary teachers together to

develop training sessions and to gauge acquisition levels. Whereas the first problem

Problem Statements 3

statement focuses on mainly describing the current teaching approaches and any possible

correlating events, the second problem statement sets the stage for an implementation

plan to improve the education environment that brings new relevant material and

activities into the classroom.

Problem Statement One

Problem statement one is primarily based on descriptive research. Gay, Mills,

and Airasian say that descriptive research “determines and reports the way things are; it

involves collecting numerical data to test hypotheses or answer questions about the

current status of the subject of study” (2006, p.11). This study would be a quantitative

study that would be purely observational. Observations would be up to the discretion of

the language departments and/or the teachers being observed, so there might be some bias

in the data if only certain teachers were being observed instead of a true random

selection.

The target group would be university students that attend the Universidad

Autónoma de Aguascalientes (Universidad Autónoma de Aguascalientes, 2006). The

Universidad Autónoma de Aguascalientes (UAA) is considered a private university,

although well subsidized by the government, and is the oldest university in the city of

Aguascalientes, Mexico. There are four general types of English classes that would be

included in the study.

1. ELT students: These students major in a five-year ELT program designed for

becoming English-as-a-second language (ESL) teachers.

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2. Fomento students: Fomento classes are free to any university student to help

them prepare for an English proficiency test that is required for all non ELT

and Tourism majors.

3. Tourism students: These students are studying Tourism and require more

English than Fomento students.

4. Extension students: These students are generally not registered with the

university (open to the general public) but are taking English classes for

various reasons.

The problem statement for this target group, using a quantitative descriptive

research study might be Managing classroom time between behavioralism, cognitivism,

and constructivism learning theories (with more emphases on the latter two) can be to the

benefit of the language learner through improved motivation and consequently an

increase in the acquisition of a second or foreign language. Any correlations between

learning theories and learner response would be duly noted in the findings of the study.

Problem Statement Two

Problem statement two is primarily based on action research. “Action research in

education is any systematic inquiry conducted by teachers, principals, school counselors,

or other stakeholders in the teaching-learning environment, to gather information about

the ways in which their particular schools operate, the teachers teach, and the students

learn” (Gay, Mills, & Airasian, 2006, p. 8). Since the focus of doing action research

(AR) in this type of setting would involve colleagues, this approach would be a

collaborative inquiry (North Central…2004).

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Since more personnel would be involved in conducting the research, a mixed

method that includes quantitative and qualitative research would be used. In addition to

observations, teacher and student interviews and questionnaires would be used to

measure motivation and acquisition levels. Since the research period would be conducted

over a single semester, motivation and acquisition levels would be compared to other

classrooms of different learning theory time allocations (LTTA). LTTA would be a

quantitative study of the time spent in the classroom between behavioralism, cognitivism,

and constructivism learning theories.

The target group would be the same as previously mentioned in the problem

statement one study.

The problem statement for this target group using a mixed method might be

Managing classroom time between behavioralism, cognitivism, and constructivism

learning theories (with more emphases on the latter two) can be to the benefit of the

language learner through improved motivation and consequently an increase in the

acquisition of a second or foreign language through increased teacher training and

dialog that fosters a constructive means of reflecting on how teaching influences

learning.

Conclusion

The driving force that would dictate between conducting a descriptive versus an

action research study would depend on the amount of research support available at the

Universidad Autónoma de Aguascalientes. Perhaps conducting a more descriptive study

first might gain the support necessary to conduct a follow-up study that included action

research. The point is to get teachers reflecting on how they are managing their time in

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terms of learning theories and sharing their experiences with other teachers. It is this

very dialog that either one of these studies mentioned aims at addressing so teachers can

collaborate, whether formally or informally, for the betterment of the language learner.

Problem Statements 7

References

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

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

North Central Regional Educational Laboratory: Action Research. (2004). Retrieved on July 15, 2006 from http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3act.htm

Universidad Autónoma de Aguascalientes. (2006). Retrieved on July 15, 2006 from http://www.uaa.mx/inicio.htm