Social and Agentic Literacy Engagement of English Language Learners in Middle School

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Qualitative and Mixed-Methods Approaches to Motivation Research (Table 31)

Abstract

This qualitative study examined the literacy motivation and engagement of students who are currently or were previously identified as English language learners (ELL) in middle school. With six middle school participants, this study used a Multimedia Elicitation Case Study design and a theoretical framework consisting of Self Determination Theory (SDT) and Sociocultural theories. Transcribed interviews, recorded responses to surveys, and media collected electronically were analyzed using a thematic analysis approach. The study found that participants have two motivational styles, display various forms of literacy agentic engagement while also experiencing barriers, and literacy-focused interaction with peers promotes overall literacy engagement. Among the conclusions drawn was that ELLs placed in ENL programs are more likely to experience external motivation.

Author

• Jihan Ayesh, University of Rochester