Research Proposal 1

Running head: RESEARCH PROPOSAL

Research Proposal

Benjamin Stewart

TEC 540: Research Techniques and Procedures

Jacqueline Derby

August 26, 2006

Research Proposal 2

Research Proposal

I. Topic proposal and rational:

a. 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).

b. 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 goal is not to tell them how to teach, but for each

Research Proposal 3

teacher to consider these theories to see if it warrants any change in their

teaching approach.

c. 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.

d. 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.

II. Statement One

a. Problem: 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

which leads to an increase in second or foreign language acquisition through

an increase in teacher training and dialog that fosters a constructive means

of reflecting how teaching influences learning.

b. Purpose: 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.

Research Proposal 4

c. Research Question One: Will Mexican language learners at the collegiate

level be more motivated and experience an increase in second-language

acquisition in those classrooms that practice more cognitive and constructive

learning theories over the behavioral learning theory?

d. Research Question Two: Is there a significant influence over motivation and

second-language learning acquisition of Mexican language learners at the

collegiate level when considering behavioral, cognitive, or constructive

learning theories?

e. Research Question Three: Will Mexican language learners at the collegiate

level be more motivated and experience an increase in second-language

acquisition in those classrooms that practice a more constructive and

cognitive learning theory respectively?

III. Statement Two

a. Problem: 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

which leads to an increase in second or foreign language acquisition through

an increase in teacher training and dialog that fosters a constructive means

of reflecting how teaching influences learning.

b. Purpose: The purpose of this study is to observe various classroom settings

to see how much time is allocated to each class given three specific learning

theories (i.e., behavioralism, cognitivism, and constructivism) and then

devise an action plan that provides teacher training in an effort to improve

Research Proposal 5

the utilization of these three learning theories. The study will be a mixed

method research (quantitative and qualitative) that collects data through

observation, interviewing, videotaping, and audio recording. The teachers

to be observed, interviewed, etc. will include native speakers who have lived

in Mexico for over five years and non-native speakers who are Mexican.

The language learners will include Mexican university students (pre-

graduate level) from a variety of areas of study. ELT classes, Tourism

classes, general English for university student classes, and continuing

education English classes designed for the general public will all be

included in the data collection process. The hypothesis will be that current

teaching practices in one particular university tends to favor behavioralism

over cognitivism and constructivism learning theories even though research

shows the latter two are may be more relevant in most cases for this

particular group of language learners. The null-hypothesis will be that

teaching practices does not favor the behavioralism learning theory even

though many language learners seem to respond apprehensively to

cognitivism and constructivism learning. This action research method

would set out to be critical and practical. The findings would be directed

internally but could be applicable externally under similar circumstances

(independent and dependent variables). The study would set out to prove or

disprove any correlation between learning theories (independent variables)

and student apprehension when exposed to cognitive and constructivism

learning theories (dependent variable).

Research Proposal 6

c. Research Question One: Will teachers of English to students of other

languages benefit from action research that focuses more on cognitive and

constructive learning theories over the behavioral learning theory as it

pertains to language-learner motivation and second-language acquisition?

d. Research Question Two: Do teachers of English to students of other

languages incorporate a highly personalized method of teaching that would

not benefit from action research that focuses on any particular learning

theory as it pertains to language-learner motivation and second-language

acquisition?

e. Research Question Three: Will teachers of English to students of other

languages benefit from action research that focuses on collaborative teacher-

input as to the best means of incorporating behavioralism, cognitivism, and

constructivism in the language-learning classroom as it pertains to language-

learner motivation and second-language acquisition?

IV. Annotative Bibliography

a. Celce-Murcia, M., & Larsen-Freeman, D. (1983). The Grammar Book: An

ESL/EFL Teacher’s Course. Boston, Massachusetts: Heinle & Heinle

Publishers.

Both authors, Celce-Murcia and Larsen-Freeman, both have extensive

experience and each have written many books on language acquisition. This

book is a general authority in many university programs that focus on

teaching English to students of other languages (TESOL) training. Since the

audience is for teachers teaching teacher language learning, this book offers

Research Proposal 7

many insightful approaches to many common problem areas of learning

English as a second language (ESL). This book distinguishes itself from

most others since it includes an extensive bibliography after each chapter

that also includes two types of questions/activities. One set of questions is

adapted for possible questions for language learners and a second set of

questions are intended for the teacher language learner based on the chapter

text.

b. Jensen, E. (2005). Teaching with the Brain in Mind (2nd Edition).

Alexandria, Virginia: Association for Supervision and Curriculum

Development.

This book supports cognitivism and includes a wide source of information

that can explain metacognition through the interworkings of the brain. This

information will help prove the cognitivism learning theory in justifying its

importance in the classroom. Particular points of interest might include

critical thinking skills, motivation and engagement, brain-based teaching,

and schools with the brain in mind.

c. Liu, D. & Master, P. (2003). Grammar Teaching in Teacher Education:

Case Studies in TESOL Practice Series. Alexandria, Virginia: Teachers of

English to Speakers of Other Languages, Inc. (TESOL).

This book is an excellent source of case study evaluation of current

grammar teaching practices. It covers distant learning, technology

instruments, various grammar discourses, in-service training, database

research, native and nonnative authentic texts, and problem-solving skills.

Research Proposal 8

Although it focuses on grammar, it can easily support practically any ESL

activity since the heart any ESL class has some grammatical base. This

gives a current, up-to-date, and practical approach that will exemplify

certain points of the study.

V. Research Evaluation

a. This research proposal is an attempt to gain insight on the effectiveness of

behavioralism, cognitivism, and constructivism on language learning of one

target ethnic group – Mexican collegiate English language learners. Since

this study is limited to one such ethnic group within a local area, the

findings could be so limited as they pertain to other target groups.

b. This study is limited to a reflective approach to teaching as it pertains to

learning theories. This study does not set out to prove the effectiveness of

any particular teaching approach on the target group rather that educators

consider learning theories when planning and implementing lesson plans.

c. This subject was selected in an effort to bring some knowledge of current

teaching practices to the forefront. Since many educators at this particular

university are adjunct, there is little opportunity to bring educators together

in a knowledge-sharing forum.

Research Proposal 9

References

Butler-Pascoe, M. & Wiburg, K. (2003). Technology and Teaching English Language Learners. Boston, Massachusetts: Allyn and Bacon.

Celce-Murcia, M., & Larsen-Freeman, D. (1983). The Grammar Book: An ESL/EFL Teacher’s Course. Boston, Massachusetts: Heinle & Heinle Publishers.

Frechtling, J. & Sharp, L. (1997). Part II: Overview of Qualitative Methods and Analytical Techniques. Retrieved on July 21, 2006 from http://www.ehr.nsf.gov/EHR/REC/pubs/NSF97-153/CHAP_3.HTM

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

Jensen, E. (2005). Teaching with the Brain in Mind (2nd Edition). Alexandria, Virginia: Association for Supervision and Curriculum Development.

Liu, D. & Master, P. (2003). Grammar Teaching in Teacher Education: Case Studies in TESOL Practice Series. Alexandria, Virginia: Teachers of English to Speakers of Other Languages, Inc. (TESOL).

Maxwell, A. (1992). Understanding and Validity in Qualitative Research. Harvard Educational Review, 62(3), p. 279-300

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

Newby, T., Stepich, D., Lehman, J. & Russell, J. (2006). Educational Technology for Teaching and Learning (3rd Edition). Upper Saddle River, New Jersey: Pearson/Merrill Prentice Hall.

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