Date of Award

2017

Document Type

Open Access Dissertation

Department

Instruction and Teacher Education

Sub-Department

College of Education

First Advisor

Christopher Bogiages

Abstract

This action research study describes the influence of task-based instruction on English Language Learner (ELL) motivation in a seventh grade inclusion classroom. This research study was grounded in a theoretical framework that involved inclusion education, ELLs, task-based instruction (Willis, 1996), and the ARCS Model of Motivation (Keller, 2008). This action research study employed a convergent parallel mixed methods design to explore the following research question: What is the influence of task-based instruction on ELL student motivation in a grade seven English Language Arts (ELA) inclusion classroom? The participants in this study included 5 ELL students and 10 Native English Speakers (NES). The data collection methods used in this study were focus groups, field observations, student work documents, and student exit ticket surveys. Quantitative data was analyzed using descriptive statistics. Qualitative data was analyzed through a priori and emergent codes. Data analysis and discussion were grounded in the four dimensions of motivation as defined by Keller’s ARCS model: attention, relevance, confidence, and satisfaction. This action research study employed a phenomenological qualitative design to explore a second research question: How does co-teaching that implements a task-based instruction model in an inclusion classroom affect teachers? The participants were two ELA teachers. Methods of data collection included a research journal, peer observation protocols, and an end of study reflection. This qualitative data was analyzed through emergent codes. The results of this study

indicated that, when responding to the influence of task-based instruction, ELL students showed the greatest positive responses about attention and relevance, moderately positive responses about satisfaction, and the least positive responses about confidence. The findings also suggested that co-teaching using a task-based instruction model provided insight into collaboration, with implications for the classroom, and an understanding of the value of collaboration through the use of peer observation protocols.

Rights

© 2017, Sarah E. Bularzik

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