Date

4-18-2025

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Kristy Ann Motte

Keywords

English Language Learners, ELLs, Persistence, Higher Education, Experiences, ESL

Disciplines

Education | Higher Education

Abstract

The purpose of this transcendental phenomenological study was to understand the persistence experiences of undergraduate English Language Learners at a four-year Christian institution in New Jersey. Twelve participants were recruited from various schools within the college. The theory guiding this study was Tinto’s (1975) student integration model specifically examining this idea within the context of academic and social integration. The central research question of this study was, “What are the persistence experiences of English Language Learners at a private four-year institution in New Jersey?” To achieve this, semi-structured interview questions, journaling prompts, and focus groups were used, and data were evaluated using the Modified Van Kaam approach. In the study, the researcher identified three themes, including challenges in language learning, instructional support and resources, and the educational environment and resources; these were accompanied by several subthemes. Emerging from this information were three critical discussion points that were then used to recommend changes in policies and procedures.

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