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An investigation of English language learners' motivation, imagined communities, and identities in an Intensive English Program in the United States

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dc.contributor.authorHoward, Sarah Marie, author
dc.contributor.authorNekrasova-Beker, Tatiana, advisor
dc.contributor.authorBecker, Tony, advisor
dc.contributor.authorEhlers-Zavala, Fabiola, committee member
dc.contributor.authorAnderson, Sharon, committee member
dc.date.accessioned2023-06-01T17:27:07Z
dc.date.available2024-05-26T17:27:07Z
dc.date.issued2023
dc.description.abstractThis study investigates three aspects of language acquisition that may be influenced by studying abroad at an Intensive English Program (IEP) in the United States: the English Language Learners' (ELL) motivation, imagined communities, and identity. More importantly, this study investigates how the interplay of ELL motivation, imagined communities, and identity factor into Second Language Acquisition (SLA) within the confines of Vygotsky's Sociocultural Theory in an IEP. Sociocultural Theory perceives language acquisition as a product of interaction between students' social and cultural environment and academic material which consequently builds upon the development of their higher psychological function (Kozulin, 1998, 2003; as cited in Poehner, 2008). This naturalistic case study aims to investigate the qualities of language learning motivation, imagined communities, and identity. To record the development of these phenomena, a series of interviews, observations, and reflections were administered. The goal of this study is to provide insight to IEP instructors and English instructors within the field of Applied Linguistics on the complexities that students experience during study abroad. In order to bring awareness of these three concepts in relation to language acquisition to inform teaching practices.
dc.format.mediumborn digital
dc.format.mediummasters theses
dc.identifierHoward_colostate_0053N_17649.pdf
dc.identifier.urihttps://hdl.handle.net/10217/236579
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.accessEmbargo Expires: 05/26/2024
dc.subjectimagined communities
dc.subjectlanguage
dc.subjectidentity
dc.subjectmotivation
dc.subjectIntensive English Programs
dc.titleAn investigation of English language learners' motivation, imagined communities, and identities in an Intensive English Program in the United States
dc.typeText
dcterms.embargo.expires2024-05-26
dcterms.embargo.terms2024-05-26
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEnglish
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts (M.A.)

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