Date of Award

Summer 2019

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

James Kirylo

Abstract

This study examined the impact of a problem-posing approach on student engagement in an ESL classroom at a community college in a Mid-Atlantic state. This study took place during the Spring 2019 semester with seven participants, two males and five females. Data were collected through pre- and post-surveys, pre- and post-interviews, student work artifacts, informal interviews, and field observations. The results of the study revealed that the students perceived an increase in their own engagement through a problem-posing instructional approach. Furthermore, the results revealed increased students’ value of collaboration, an environment that disarmed the fear of speaking, and connections to the workforce as key themes of the data collection.

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