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 nonEnglish majors). b. I find that it is common among Mexican English language learners to feel more comfortable with the behavioralist teaching approach. The old lockstep 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 (pregraduate 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 teacherinput as to the best means of incorporating behavioralism, cognitivism, and constructivism in the language-learning classroom as it pertains to languagelearner 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