Enhancing the Motivation and Classroom Engagement of EAP Learners in a Canadian Community College: A Participatory Action Research Approach

Abstract

This study aimed to improve the L2 motivation and classroom engagement of 18 English for Academic Purposes (EAP) learners in a college in Toronto, Canada. Guided by L2 Motivational Self Systems (L2MSS) theory and complexity theory as the conceptual theoretical framework, and in line with principles of Participatory Action Research (PAR), the researcher formed a research community with EAP students and their teacher to investigate students’ shifting motivation and their evolving sense of self. As co-researchers, we engaged in data collection inside the classroom through collaborative lesson planning and outside the classroom through a number of social activities. In the end, participants disseminated PAR project findings by presenting in a student forum. Classroom engagement was measured using Experience Sampling Forms (ESFs) that students filled out at the end of each class. Their L2 motivation was measured through semi-structured interviews with a sub-sample of participants (n = 10) during three stages of the project (middle, end, and one year later). Findings indicated that learners’ classroom engagement and motivation improved significantly during the project. As a result of specific interventions inside the classroom (e.g., collaboration among community members, sharing of power, co-teaching, etc.), the group dynamics improved, and a more positive classroom atmosphere was established. Classroom tasks and social activities enabled learners to develop a more vivid ideal L2 self but were also of benefit to learners with a dominant ought-to L2 self. These learners showed a tendency to internalize others’ goals, which energized their learning behaviors in the classroom. On a theoretical level, these results highlight the possibilities for both L2MSS and complexity theory to explain such changes in learner motivation. On a practical level, these findings underscore the motivational value of participatory EAP classes where a balance is reached between social and academic learning.