This study investigated the connection between teacher use of motivational strategies and observable learner motivated behavior in an adult Intensive English Program (IEP) in the United States. The question of whether teachers would find value in being specifically trained in the use of motivational strategies as part of teacher educations programs was examined. Eight teachers and 117 students were observed over the course of 24 classes using a classroom observation instrument, the motivation orientation of language teaching (MOLT), originally developed by Guilloteaux and Dörnyei (2008) and modified by the current researchers. The MOLT observation scheme allowed for real-time coding of observable learner motivated behaviors and teacher motivational behaviors based on Dörnyei's (2001) motivational strategy framework for foreign language classrooms. Postlesson teacher evaluations completed by both the observer and the teacher formed part of the measure of teacher motivational practice. Additionally, teachers attended up to two training sessions, responded to postlesson interview questions and completed a feedback survey. The results validate the previous findings that teacher motivational practice is strongly related to learner motivated behavior. Additionally, results show that teachers find value in motivational strategy training.

In the research regarding rating ESL writing assessments, borderline writing samples are mentioned, but a solution has yet to be addressed. Borderline samples are writing samples that do not perfectly fit a set level within the rubric, but instead have characteristics from multiple levels. The aim of this thesis is to provide an improved training module in the setting of an Intensive English Program by exposing new raters to borderline samples and rating rationale from experienced raters. The purpose of this training is to increase the confidence, consistency, and accuracy of novice raters when rating borderline samples of writing. The training consists of a workbook with a rubric and instructions for use, benchmark examples of writing, borderline examples of writing with comments from experienced raters defending the established scores, then a variety of writing samples for practice. The selection of the benchmark and the borderline examples of writing was informed by the fit statistic from existing datasets that had been analyzed with many-facet Rasch measurement. Eight experienced raters participated in providing rationale based upon the rubric explaining why each borderline sample was rated with its established score, and describing why the sample could be considered at a different level. In order to assess the effectiveness of the training workbook, it was piloted by 10 novice raters who rated a series of essays and responded to a survey. Results of the survey demonstrated that rater confidence increased following the training, but that they needed more time with the training materials to use them properly. The statistical analyses showed insignificant changes, which could be due to the limitations of the data collection. Further research regarding the effectiveness of this training workbook is necessary, as well as an increased discussion in the field regarding the prevalent issue of rating borderline samples of writing.

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This qualitative case study examines the perspectives of leaders of five intensive English programs (IEPs) about their departments’ positions at U.S. public universities as well as their perceptions of the directors’ roles in developing visibility on campuses. The data was collected through interviewing and analyzed using the Constant Comparative Method which produced five distinctive themes: planned happenstance; belonging; funding; work with university; director’s role. The cross-case findings presented similar ideas from all of the participants – intensive English program legitimacy and visibility on campuses have still not been achieved. The findings from the study can aid IEP directors, and especially their supervisors, in understanding the need to create belongingness for those programs and to provide better involvement of members into university communities.

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