Electronic Theses and Dissertations

Identifier

4804

Date

2016

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Instr and Curr Leadership

Concentration

Reading

Committee Chair

J. Helen Perkins

Committee Member

Franceschini III A. Louis

Committee Member

Laurie MacGillivray

Committee Member

Mary Ransdell

Abstract

The purpose of this exploratory study was to examine teachers' perceptions of motivational literacy instructional strategies for use with English as a second language learners (ESLs). Self determination theory's basic psychological needs thoery and organismic integration theory acted as the lens through which this topic was explored. A Likert-type quantitative survey was used to produce a ranked list of motivational metacognitive reading strategies using a chi-square goodness of fit test with effect sizes and descriptive statistical analysis (M and SD). Relative frequencies were calculated to compare strategies relative importance to teachers perceived frequency of use. Metacognitive reading strategy category trends were analyzed. Results found that effective ESLteachers tend to use global strategies more often than problem-solving and support strategies. Additionally, ESL teachers believe it is most important to develop student's feeling of competence. The study concluded that future research should examine the effects of each type of metacognitive reading strategy on student motivation and achievement to isolate critical variables.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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