Loyola University Chicago

Department of Psychology


Holly Griskell

Holly Griskell
Training Track: Developmental
Lab: Bilingual Language Development Lab  
Advisor: Perla Gámez, Ph.D. 
Office: Coffey Hall 117
Webpage: LinkedIn  


Bilingualism; language development; education; classroom discussion; motivation

Masters Thesis Title

Assessing English Language Learners' Motivation to Participate in Classroom Discussion 

Masters Thesis Abstract

This study assesses sixth-grade Spanish-speaking English Language Learners’ (ELLs’; m age = 12.15 years old) participation and motivation to participate in classroom discussion through developing a 20-item measure, the Motivation for Classroom Discussion Questionnaire (MCD-Q) (Study 1 n = 258). I examined the relation between ELLs’ bi-literacy and MCD-Q scores as well as amount of talk during discussion, measured by audio-recordings of their English Language Arts class (Study 2 n = 149). Study 1 findings indicated that the MCD-Q items cohered into five motivational constructs (value, language-efficacy, extrinsic motivation, social motivation, and interest). Study 2 findings showed the MCD-Q’s predictive validity. Specifically, bi-literate ELLs who reported high levels of motivation to participate in classroom discussion were more likely to engage in classroom discussion than were their less bi-literate and less motivated counterparts.