Masters Theses/Capstone Projects


Fang Chen

Date of Award


Document Type


Degree Name

Curriculum and Instruction (MAE)

First Committee Member

Patricia M. Ryan


Wendy Sherman Heckler

Second Committee Member

Kristin Reninger


Early Second Language Immersion; K-3 classes; students&8217; motivation; learning motivation;

Subject Categories

Bilingual, Multilingual, and Multicultural Education | Educational Assessment, Evaluation, and Research


The aim of this study was to determine how an early immersion second language (L2)school experience might impact students’ motivation to learn the target language. The study was conducted in a Spanish Immersion Academy in the Columbus City (Ohio)school district. Students were surveyed about their motivation for learning Spanish. Three K-3 classes were observed and students’ engagement in different kinds of instruction was recorded. Teachers were interviewed in an effort to obtain their views on motivating students. The data collected suggest that learning motivation was highly valued by teachers in the school. Teachers generally reported trends in learner motivation that are consistent with the educational psychology literature that young learners are naturally internally motivated, and that motivation becomes more external and complicated as students age. Where teachers did feel a need to motivate their students, positive reinforcement and well-designed instruction were the two most frequently-adopted motivational strategies cited as important by teachers and observed in the classroom lessons.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.