Date
9-17-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Traci C. Eshelman
Keywords
literacy acquisition, cognitive load theory, hermeneutic phenomenology, EFL, ESL instruction, Roman-script transition, cross-script literacy, adult learners, multimodal scaffolding
Disciplines
Education | Linguistics
Recommended Citation
Dunsfield, Morgan, "Navigating Roman-Script Literacy Acquisition From Learners to Instructors: A Hermeneutic Phenomenological Study of Adult EFL ESL Educators’ Experiences With Multimodal Instructional Resources" (2026). Doctoral Dissertations and Projects. 8923.
https://digitalcommons.liberty.edu/doctoral/8923
Abstract
The purpose of this hermeneutic phenomenological study was to describe the lived experiences of credentialed educators who previously transitioned from non-Roman alphabet systems to Roman-based literacy and now teach Roman alphabet languages to linguistically similar learners in accredited adult English as a foreign or second language (EFL ESL) programs. The theory guiding this study is cognitive load theory, as it informs the investigation of how instructional scaffolds, schema development, and digital platforms influence literacy acquisition and teaching efficacy for learners navigating orthographic transfer. The central research question is: How do credentialed EFL ESL educators, who previously transitioned from non-Roman to Roman alphabet systems, describe their lived experiences learning and now teaching Roman alphabet literacy to linguistically similar students? This study employs a qualitative hermeneutic phenomenological design, using interpretive thematic analysis to analyze data collected through semi-structured interviews, reflective journaling, and a phenomenological elicitation activity. Participants were purposefully selected based on their dual lens as former learners and current instructors, with a target sample size of 12 educators located across Europe, the Middle East, North Africa, and Asia. All data were collected in a decentralized virtual setting to support reflective engagement. Reflexivity was engaged in the study through journaling, and thematic synthesis was applied to uncover interpretive structures of meaning. Results informed instructional design theory and contributed to literacy-sensitive pedagogical models for adult learners from non-Roman script backgrounds.
