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The purpose of this research was to look at service-learning in the community college language learning classroom to determine if aspects of the pedagogy populate the four main categories of Dornyei's (2001) motivational strategy system the idea being that the more categories that service-learning activities fit within, the more likely it is that the service-learning teaching strategy has an effect on the motivation of learners in the language classroom. This qualitative classroom-based convenience-sample study took a compilation of student and instructor responses from interview questions, online discussion boards, final course presentations and journal prompts and categorized them into Dornyei's motivational strategy system to answer the question, Is there evidence to suggest that service-learning has the potential to increase motivation as described by Dornyei's list of motivational conditions and techniques? As indicated by the results provided by the data collection tools, service-learning naturally involves comprehensive techniques that add to student motivation.