Digital dialogues : a qualitative single-case study exploring adult patrons’ experiences in online English language classes at a public library.

This qualitative single-case study explored adult patrons’ experiences in the San Antonio Public Library’s (SAPL) online English language class. Public libraries play a pivotal role in fostering adult literacy and English language learning, yet emergent bilinguals (EBs) often underutilize these free community programs. Guided by Kolb and Kolb’s (2017) experiential learning theory (ELT), this study examined how adult learners described their English language acquisition through the experiential learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Utilizing purposeful sampling alongside three data collection protocols informed by the ELT, 1) an online questionnaire, 2) semi-structured interviews, and 3) photo-elicitation interviews, I gathered insights from five adult EBs who participated in SAPL’s online English language class. The study’s findings revealed three key themes important for online language learning in a community context: 1) practice-based learning—emphasizing the role of hands-on learning in building confidence and English skills, comparative learnings, and online accessibility and convenience; 2) context-rich communication—highlighting the importance of English slang, idiomatic, and contextual communication for real-world application; and 3) personal expression—underscoring the role of expression of ideas and thoughts and interpersonal connections in fostering engagement and authentic language use. I developed these themes through descriptive coding and thematic analysis, using the components of Kolb and Kolb’s (2017) ELT. Together, these themes demonstrate the importance of experiential learning on English language acquisition in an online public library program. The study’s findings have implications for English learners, library and program directors, and community-based English instructors committed to enhancing online English language education. The findings led to four recommendations: 1) English learners actively engage in practice-based and real-world language activities, 2) library and program directors include both in-person and online English learning programs, 3) community-based English instructors incorporate slang and idiomatic language and leverage technology in teaching strategies, and 4) researchers explore the intersection of experiential learning and personal expression in online English language programs. By addressing the practical, personal, and interpersonal dimensions of English learning, this study contributes to the growing body of knowledge on experiential learning and provides actionable recommendations for enhancing online English language education.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2026

Author dc:creator

• Wyatt, Karen R., 1972-

Advisor dc:contributor.advisor

• Bledsoe, Christie L.

• Adult learners.
• Experiential learning theory.
• Emergent bilinguals.
• Public lirbaries.
• Qualitative.
• Community-based programs.
• Single case study.
• Online English language learning.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/14680

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14680