Date of Award
2018
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
Abstract
This study assesses sixth-grade Spanish-speaking English Language Learners' (ELLs'; m age = 12.15 years old) participation and motivation to participate in classroom discussion through developing a 20-item measure, the Motivation for Classroom Discussion Questionnaire (MCD-Q) (Study 1 n = 258). We examined the relation between ELLs' bi-literacy and MCD-Q scores as well as amount of talk during discussion, measured by audio-recordings of their English Language Arts class (Study 2 n = 149). Study 1 findings indicated that the MCD-Q items cohered into five motivational constructs (value, language-efficacy, extrinsic motivation, social motivation, and interest). Study 2 findings showed the MCD-Q's predictive validity. Specifically, bi-literate ELLs who reported high levels of motivation to participate in classroom discussion were more likely to engage in classroom discussion than were their less bi-literate and less motivated counterparts.
Recommended Citation
Griskell, Holly, "Assessing English Language Learners' Motivation to Participate in Classroom Discussion" (2018). Master's Theses. 3675.
https://ecommons.luc.edu/luc_theses/3675
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
Copyright © 2018 Holly Griskell
