Adult EL Student Learners Experiences, Motivations, and Investment in Noncredit ESL Courses within a North Texas Community College

This qualitative collective case study was conducted to discover the experiences of adult English Language (EL) student learners with their noncredit English as a second language (ESL) course. The study was executed through the lens of social constructivism and guided by the theoretical framework of personal investment (PI) theory. The study site was a large urban community college in North Texas. The participants were 10 purposefully selected adult EL student learners enrolled in level three or higher noncredit ESL classes who had lived in the United States for less than two years and had achieved various postsecondary education levels in their home country. Data collection for this study included semi-structured interviews, field note observations, and reflective journaling by the researcher. Data analysis was performed through a priori and in vivo coding using NVivo software. Axial coding provided themes for further discussion and findings. The findings in this study included experiences shared by adult EL student learners as they navigated their way through the noncredit ESL courses. PI theory directed findings through the semi-structured interview questions, and included facilitating conditions, sense of self, and goal achievement. In response to the first research question regarding facilitating conditions, participants shared their insights, including the degree of support they received, belonging, friendships, and cultural exchange. The second research question discovered how the participants’ sense of self impacted their shared experience. Findings in this area included motivation to succeed, learning challenges, self-awareness, confidence, communication, and connection. The last research question assessed the adult EL student learner’s proclivity to invest in educational and socialization tasks. The categories that arose included the desire to help others, achieving a self-prescribed level of English fluency, goal achievement, and the desire to build a social network. The results of this study suggest several opportunities for community college practice. The recommendations include comprehensive tutoring services for adult EL student learners, outside of class social engagement activities, college programming exploration guidance, and support for further career continuation and development. Furthermore, the findings of this study also recommend further research opportunities. Additional research is proposed, but not limited to replicating elements of this study using a mixed method or qualitative approach to target other community colleges with a different set of participants who may differ geographically. Different studies could focus on the undocumented or unauthorized immigrants enrolled in noncredit ELS courses or compare students from collectivist and individualist cultures. Lastly, a study could concentrate on adult EL student learners who have resided in the United States for over two years.