Date
3-10-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rebecca Lunde
Keywords
educational transition, English-medium instruction (EMI), inclusive education, school intervention, second language motivational self system (L2MSS), self-leadership, structural equation modeling (SEM)
Disciplines
Education | Educational Leadership
Recommended Citation
Park, Euna Kim, "The Intervention Effects of Self-Leadership and Motivation on the Second Language Motivation Mechanism in Tanzanian Form 5 Students: A Static-Group Study Using Structural Equation Modeling" (2026). Doctoral Dissertations and Projects. 7986.
https://digitalcommons.liberty.edu/doctoral/7986
Abstract
The purpose of this quantitative, static-group study was to determine the effect of the intervention among high school newcomers in the English-medium instruction (EMI) context in Tanzania. Tanzanian adolescents have difficulty adapting to the transition to secondary school, as the language of instruction is not their native language. Four high schools in the Southern Highlands of Tanzania participated in the study, with 381 participants in the intervention group and 373 in the control group. The intervention group attended self-leadership training and second-language (L2) motivation workshops, while the control group did not. After the intervention, the two groups completed surveys using the Second Language Motivational Self-System Questionnaire, the Abbreviated Self-Leadership Questionnaire, the Second Language Learning Experience Scale, and the B1 Preliminary English Test. Differences between groups were analyzed using multigroup structural equation modeling on the variables: self-leadership, the ideal L2 self, ought-L2 self, L2 learning effort, L2 learning experience in relationships, and L2 achievement. The null hypothesis was rejected, as a significant difference between the two groups was found. The intervention group showed a transparent internalized motivational chain: SL → Ideal L2 Self → L2 Learning Effort → L2 Achievement, whereas the control group did not. The findings demonstrated that the combination of self-leadership training and L2 motivation workshops provides a viable, scalable framework for fostering sustained motivation and self-directed learning in EMI settings, suggesting the expansion of the school intervention to support inclusive and equitable education opportunities in developing regions.
