Term

Spring 2025

Capstone

Thesis

Degree Name

MA-TESOL

Primary Advisor/Dissertation Chair

Julia Reimer

Secondary Advisor/Reader One

Anne Stuart-Gunay

Peer-Reviewer/Reader Two

Aidan Graese and Heather Ingbretson

Abstract

This study investigated the lived experiences of 15 English Language Learners (ELLs) in relation to the annual WIDA ACCESS assessment. Using a mixed-methods design, the research combined quantitative survey responses with qualitative interview data to gain a more complete understanding of how students perceived the test and the supports provided to them. Findings revealed that participants often experienced anxiety before the test, felt confident during the test, and became nervous afterward. They expressed a need for clearer instructions, more practice opportunities, and a preference for paper-based testing. The study also emphasized the importance of culturally responsive instruction, consistent preparation, and meaningful family engagement. These insights aim to inform more equitable approaches to language testing by centering the perspectives of the learners themselves and advocating for changes that nurture confidence, reduce stress, and support language development.

Research Methodology

Interview, Survey (attitude scale, opinion, questionnaire)

Keywords

ESL/ ELLs, Motivation, Multicultural Education, Teachers/ Teaching, WIDA ACCESS Testing

Type

text

Publisher

Hamline University

Format

application/pdf

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

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