Keywords

IEP instructors’ qualities, Instructors’ qualities, Instructor’s social traits, Instructor’s pedagogical, characteristics, IEP teachers’ social characteristics, Teacher’s social traits, IEP teacher, ESL teacher

Abstract

This qualitative research discusses the importance of the pedagogical and social qualities of instructors in the academic achievement of adult second language (L2) learners enrolled in intensive English programs (IEP). Its primary goal is to comprehend the role of social traits such as empathy, patience, approachability, supportiveness, and respectfulness and of pedagogical traits such as building trust, motivation, and minimizing language learning anxiety when instructing adult L2 learners. Within the framework of this study, a semistructured interview format was used to gather the lived experiences of seven participants who were either enrolled or had been enrolled in a university’s intensive English program (IEP). The interviews helped to better understand the influence of interpersonal characteristics of IEP instructors on learners and assisted the researcher in comprehending the pedagogical and affective characteristics that support the language acquisition and motivation in IEP instruction. Thematic analysis also displays a safe classroom culture and quality instruction, which includes providing personalized feedback, stimulating the learning environments, and dynamic teacher-student relationships as some of the most influential characteristics in IEP instructors. Data analysis demonstrates that focusing more on pedagogical and social qualities is crucial in L2 instructor training courses for IEPs. Additionally, training teachers on emotional management, fostering relational characteristics, and providing psychological support to the learner can lead to the academic success of L2 learners enrolled in IEPs. By doing this, educational institutions can enhance the academic performance of learners, decrease demotivation in IEP programs, and thus, increase the chance of success and progress of adult L2 learners desiring to transition to a college degree program or pursue career goals, whether they choose to return to their country or remain in the United States.

Completion Date

2025

Semester

Fall

Committee Chair

Donita Grissom

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Learning Sciences and Educational Research

Format

PDF

Identifier

DP0029817

Document Type

Thesis

Campus Location

Orlando (Main) Campus

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