Date of Conferral
8-6-2026
Date of Award
August 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Sydney Parent
Abstract
The problem that was addressed through this study is that 30% of the English as a second language (ESL) students drop out of classes after the first 2 weeks in an adult education program in Connecticut. Grounded in Tinto’s model of student departure, the purpose of this study was to explore ESL students’ perceptions on reasons they persisted in an adult education program in Connecticut. For this basic qualitative design, semistructured interviews were conducted with five students. The data analysis procedures used open coding and categories, with eight themes emerging: ESL students persisted when their instructors cultivated lifelong learning; included differentiated instruction; integrated 21st century technology; demonstrated the relevance and practicality of an emerging curriculum; incorporated stress reduction techniques to foster a sense of community and authentic language practice; alleviated mental health challenges through supportive instruction and emotional counseling; assisted in the attainment of personal fulfillment through self-efficacy; and guided them in the preparation of their career advancement. Data saturation was not achieved due to access restraints and institutional gatekeeping, so the results have to be interpreted with caution. A 3-day professional development training program with hands-on practice and interactive tasks was developed for ESL instructors. Improving ESL instruction has the potential for positive social change by increasing ESL students’ retention rate, which in turn, might advance their job skills and/or opportunities in higher education.
Recommended Citation
Winek, Laurie Anne, "English as a Second Language Students’ Perceptions on Their Reasons to Persist in an Adult Learning Program in Connecticut" (2026). Walden Dissertations and Doctoral Studies. 20523.
https://scholarworks.waldenu.edu/dissertations/20523
