Problem statements

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.

Problem Statements 4 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 learnâ€? (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 Central‌2004).

Problem Statements 5 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 Aut贸noma 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

Problem Statements 6 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 Aut贸noma de Aguascalientes. (2006). Retrieved on July 15, 2006 from http://www.uaa.mx/inicio.htm