A study of middle school students’ motivation to learn English as a second language
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Adopting a constructionist interpretive research approach, I investigated the phenomenon of motivation to learn English as a second language (ESL) in a sheltered, middle school, transitional class. I interviewed eight ESL students who were attending an ESL program in grades seven through nine. This process enabled me to distill the essence of which factors impacted the students’ motivation for second language acquisition (SLA). The literature does suggest that ESL students’ motivation to learn English may be influenced by numerous factors including, but not limited to: previous learning experiences, family perspectives on education, peer interaction, the classroom teacher, teaching strategies and procedures. The study occurred over a period of five months, from April 2012 to August 2012, and included data gathering and analysis.