Howard, Sarah Marie, authorNekrasova-Beker, Tatiana, advisorBecker, Tony, advisorEhlers-Zavala, Fabiola, committee memberAnderson, Sharon, committee member2023-06-012024-05-262023https://hdl.handle.net/10217/236579This study investigates three aspects of language acquisition that may be influenced by studying abroad at an Intensive English Program (IEP) in the United States: the English Language Learners' (ELL) motivation, imagined communities, and identity. More importantly, this study investigates how the interplay of ELL motivation, imagined communities, and identity factor into Second Language Acquisition (SLA) within the confines of Vygotsky's Sociocultural Theory in an IEP. Sociocultural Theory perceives language acquisition as a product of interaction between students' social and cultural environment and academic material which consequently builds upon the development of their higher psychological function (Kozulin, 1998, 2003; as cited in Poehner, 2008). This naturalistic case study aims to investigate the qualities of language learning motivation, imagined communities, and identity. To record the development of these phenomena, a series of interviews, observations, and reflections were administered. The goal of this study is to provide insight to IEP instructors and English instructors within the field of Applied Linguistics on the complexities that students experience during study abroad. In order to bring awareness of these three concepts in relation to language acquisition to inform teaching practices.born digitalmasters thesesengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.imagined communitieslanguageidentitymotivationIntensive English ProgramsText