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Attributions of Successful English Language Learners in Transfer-Level English
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In: Doctoral Dissertations and Projects (2022)
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Abstract:
The purpose of this qualitative case study was to discover what English language learners attribute their successful completion of transfer-level English at a California community college. Attribution is generally defined as the internal and external factors that English language learners identify as aiding in their successful completion of transfer-level English. The theory guiding this study was Tinto’s theory of student integration and persistence, or theory of persistence, as it identifies student characteristics and support systems that theoretically lead to student persistence. It also incorporated elements of Weiner’s attribution theory, as past experiences play a significant role in motivation, persistence, and success. Fourteen participants who all took ESL courses at the same community college in California and subsequently passed a transfer-level English course contributed to this study. Data was collected using a questionnaire, focus groups, face-to-face interviews, and document sharing, as they are essential parts of most qualitative studies. The data was analyzed using a framework analysis. After reading the transcripts of each interview and focus group line by line to create hierarchical frames to organize codes and establish relationships among codes, several themes evolved that included the significance of peer relations, institutional support systems (specifically the institution’s Writing Center), and self-confidence in personal abilities.
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Keyword:
Attribution; Education; English Language and Literature; English-language Learner; Persistence; Transfer-level English
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URL: https://digitalcommons.liberty.edu/doctoral/3497
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=4556&context=doctoral
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| 2 |
Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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| 3 |
May We Do Work that Matters, Vale la Pena: Putting Community Coyolxauhqui Together and the Anzaldúa Seminar.
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In: Kelli Zaytoun (2022)
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| 4 |
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 5 |
Factors that Impact EFL Acquisition in Cape Verde
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In: Master’s Theses and Projects (2021)
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| 6 |
Lolita in the Contemporary American Classroom: Pedagogical and Learning Approaches
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In: Master’s Theses and Projects (2021)
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| 7 |
Silver Girls: A Modern Retelling of Little Women
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In: Honors Program Theses and Projects (2021)
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| 8 |
Publishing in the Teaching Linguistics Section of Language
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In: English Faculty Publications and Presentations (2021)
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| 9 |
Northern Paiute
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In: English Faculty Publications and Presentations (2021)
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| 10 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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| 11 |
Rez Theory: Aesthetics of the Everyday in Native American Literature and Television ...
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| 12 |
Turkish pre-service English teachers' level of FLSA and their perceptions of NNEST: a case in a high-ranking state university ...
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| 13 |
"May vs. Might" - How do Turkish speakers of English differ from native English speakers in terms of how they perceive the possibility and certainty of sentences? ...
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| 14 |
International Bilingual Journal of Culture, Anthropology and Linguistics ...
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| 15 |
The State of Language, Endangerment, and Policy in India: A Forking Path
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In: Honors College Theses (2021)
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| 16 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 17 |
OER Guide for WR 227 Instructors: Using Open Educational Resources (OERs) in WR 227 Courses
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In: PDXOpen: Open Educational Resources (2021)
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| 18 |
Developing English language teaching metaphorical associative cards (ELTMAC): Complete report ...
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