Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Andrea Silverstein

Second Advisor

Dr. Angela M. Tagaris

Third Advisor

Dr. Sarah J. Yates

Abstract

This case study utilized qualitative research to investigate how the adult education program at a school in a northeastern state’s English as a second language (ESL) program affected the students’ intrinsic motivation. Students’ recruitment followed the principle of homogenous sampling, which entailed choosing a small number of the population that fit the study’s parameters. As a result, the data collection for the study consisted of interviews with 11 individuals enrolled in the ESL program. All interviews were carried out in the interviewee’s private setting via the Zoom platform to ensure the collection of the most genuine data possible. The main aim of the interviews was to explore English language learners’ (ELLs) perspectives regarding the instructional methods that boost intrinsic motivation to learn English. Participants felt their prior English language instruction experiences were demotivating due to instructors’ failure to impart language skills and their preference for activities without clear learning goals. All participants stressed the importance of student engagement in learning to make students feel comfortable with teachers. The results of this study showed that teacher-student collaboration boosted excitement. Participants saw this teaching as collaborative learning, which lifted ELLs’ spirits and motivated them to improve their English. The study also provides additional recommendations for future research and practical considerations.

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