# Question to problem statement to thesis statement <iframe width="560" height="315" src="https://www.youtube.com/embed/k3ip0kjVEmI?si=qO2PFRoxHQvI57UD" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe> **Target audience**: Teachers who are reluctant to use cell phones in an English language learning class **Purpose**: To convince teachers there are times when cell phones should be used in the English language learning classroom **Direct question**: Why should English language instructors use cell phones in class? [[Problem statement]] (topic, indirect question, and significance): I wish to learn more about **educational technologies** because **I want to know why English language instructors use cell phones in class** in order to **convince instructors there are times when cell phones should be used.** [[Thesis Statement And Skeleton Outline]] (transition + topic + claim + connector or preposition + key points): To motivate students to speak more in and outside of class, **English language teachers should use cell phones in class** because it allows English language learners to practice vocabulary with each other, to correct each other's speech, and allows them to practice informal writing in different social contexts. **First topic sentence**: Consider the following key words taken from the thesis statement: practice vocabulary, cell phones, motivation - Example 1: English language learners who use cell phones in class provide opportunities to practice vocabulary when preparing for a speaking task. - Example 2: Cell phones may be used in class to help English language learners to practice vocabulary when preparing for a speaking task. -