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
Recommended Citation
Treuenfels, Maricris, "ELLs’ Voices: Their Experiences About WIDA ACCESS Testing And Ways To Support Them" (2025). School of Education and Leadership Student Capstone Theses and Dissertations. 4625.
https://digitalcommons.hamline.edu/hse_all/4625
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations