Date of Award
2015
Document Type
Dissertation
Publication Status
Version of Record
Submission Date
October 2026
Thesis/Dissertation Advisor [Chair]
Bryan, Valerie
Abstract
An intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation, student self- efficacy, time and schedule commitment, instructor and student relationship, availability of resources, and level of classroom involvement. The results revealed that the students were highly motivated to enroll and complete the course successfully. Across the board, there was (1) a sense of gratitude from the participants for being afforded an opportunity to learn the English language, (2) evidence of knowledge of their future goals, and (3) their knowledge that learning English was their first step in achieving their goals.
Extent
189p.
Recommended Citation
Franck, Edwiygh, "The analysis of barriers and motivators of early care and education English as a second language students enrolled in a state college customized ECE ESL course" (2015). Electronic Theses and Dissertations 2010 - 2019. 1316.
https://digitalcommons.fau.edu/etd_general_6/1316
Identifier
FA00004369
Comments
Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2015.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.