Purpose statement

Purpose Statements 1 Running head: PURPOSE STATEMENTS

Purpose Statements Benjamin Stewart TEC 540: Research Techniques and Procedures Jacqueline Derby August 6, 2006

Purpose Statements 2 Purpose Statements Two draft purpose statements are presented that reflect on two related problem statements submitted in Module Two. Each problem statement is presented first to put the respective purpose statement in context. These draft statements are intended to be used in the Research Study Plan in Module Eight.

Statements One Problem statement 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.

Purpose statement The aim of this study is to observe various classroom settings to see how much time is allocated in each class to three specific learning theories: behavioralism, cognitivism, and constructivism. The study will be limited to quantitative research that collects data simply by timing a lesson plan and categorizing the time spent on each learning theory. Additional categories, such as administrative duties, interruptions, etc. will also be recorded in case these prove to be significant enough to skew the findings.

The teachers to be observed 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.

English language training (ELT) classes, Tourism classes, general English for university student classes, and continuing education English classes designed for the general public

Purpose Statements 3 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 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. 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).

Statement Two Thesis statement 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.

Purpose statement 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 the utilization of these three learning theories. The study will be a mixed method research (quantitative and qualitative) that

Purpose Statements 4 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 nullhypothesis 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).

In summary, both purpose statements have the same goal in finding out if there is any correlation between independent and dependent variables. The difference in the second purpose statement includes an action plan or a tool that can be useful in helping language teachers to think about their teaching methods in relation to learning theory.

Purpose Statements 5 Regardless of proving the hypothesis or null-hypothesis, the insight and reflection that could be gained by action research would certainly benefit all.