Date of Conferral

9-4-2025

Degree

Ph.D.

School

Education

Advisor

Dr. Cathryn Walker (Chairperson)

Abstract

The problem addressed in this study was the lack of research on the experiences of adult immigrant English language (EL) learners regarding their engagement in college-level English as a second language (ESL) courses with instructors who do not speak the learners’ native language. Researchers have reported that EL-learning immigrant adults are not actively engaging in their learning process. The purpose of this basic qualitative study was to investigate the experiences of EL-learning adult immigrants regarding their engagement in ESL college classes with instructors who do not speak the native language of their learners. A basic qualitative study was conducted using Knowles’s adult learning theory and Tinto’s theory on student retention as the conceptual framework. Semistructured interviews were conducted with eight participants who (a) were adult EL learning immigrants and (b) participated in ESL classes at several community colleges. Employing content analysis using both a priori and open coding data were analyzed by assigning codes, grouping categories, and developing themes with the following three themes emerging: (a) learners’ motivation and commitment to learn English influenced engagement; (b) instructor support, institutional support, and classroom strategies created a supportive classroom culture; and (c) peer collaboration supported student learning and interactions. The findings of this study may be used as informational inputs by stakeholders of college institutions during their recruitment and selection of ESL instructors and implementation of supports, thereby strengthening the engagement of immigrant EL learners at the college level, and facilitating English language learning and a greater access to a quality life for adult immigrant EL learners.

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