Student Choice & Engagement Within High School English Classrooms
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Expected Graduation Date
2026
Location
CNS Atrium
Start Date
4-12-2025 11:15 AM
End Date
4-12-2025 12:15 PM
Abstract
This research synthesis explores how student choice in reading and writing assignments impacts engagement in high school English classrooms. Providing students with the autonomy to select texts and topics fosters a sense of ownership, increasing motivation and investment in their learning. When students can choose materials that align with their interests, they are more likely to engage deeply, think critically, and produce higher-quality work. Carol Ann Tomlinson’s framework for differentiation underscores the importance of tailoring instruction to address students' varying readiness levels, interests, and learning profiles. As Tomlinson (1999) states, “Differentiation can be defined as an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, learning activities, and student products to address the diverse needs of individual students and small groups of students to maximize the learning opportunity for each student in a classroom” (p.121). Choice empowers students to navigate personalized learning paths, resulting in greater academic success and engagement. Recent studies further demonstrate that students are more likely to complete assignments, participate in class discussions, and develop positive attitudes toward reading and writing when they select their own books or essay topics. This autonomy encourages intrinsic motivation, making learning more meaningful and enjoyable. Vygotsky's (1978) social constructivism theory reinforces this approach by emphasizing the role of social interaction in cognitive development. When students engage with self-selected texts, they are more likely to engage in collaborative dialogue, share insights with peers, and challenge each other's interpretations. These interactions deepen critical thinking skills and foster a more dynamic, student-centered learning environment. Ultimately, integrating student choice into English classrooms not only enhances academic outcomes but also cultivates lifelong readers and writers. This research synthesis highlights the need for educators to embrace choice as a powerful tool for promoting engagement, equity, and student success. It underscores the need for educators to integrate choice into curriculum design, not only as a motivational tool but as an evidence-based strategy for improving literacy outcomes and fostering lifelong learners.
Student Choice & Engagement Within High School English Classrooms
CNS Atrium
This research synthesis explores how student choice in reading and writing assignments impacts engagement in high school English classrooms. Providing students with the autonomy to select texts and topics fosters a sense of ownership, increasing motivation and investment in their learning. When students can choose materials that align with their interests, they are more likely to engage deeply, think critically, and produce higher-quality work. Carol Ann Tomlinson’s framework for differentiation underscores the importance of tailoring instruction to address students' varying readiness levels, interests, and learning profiles. As Tomlinson (1999) states, “Differentiation can be defined as an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, learning activities, and student products to address the diverse needs of individual students and small groups of students to maximize the learning opportunity for each student in a classroom” (p.121). Choice empowers students to navigate personalized learning paths, resulting in greater academic success and engagement. Recent studies further demonstrate that students are more likely to complete assignments, participate in class discussions, and develop positive attitudes toward reading and writing when they select their own books or essay topics. This autonomy encourages intrinsic motivation, making learning more meaningful and enjoyable. Vygotsky's (1978) social constructivism theory reinforces this approach by emphasizing the role of social interaction in cognitive development. When students engage with self-selected texts, they are more likely to engage in collaborative dialogue, share insights with peers, and challenge each other's interpretations. These interactions deepen critical thinking skills and foster a more dynamic, student-centered learning environment. Ultimately, integrating student choice into English classrooms not only enhances academic outcomes but also cultivates lifelong readers and writers. This research synthesis highlights the need for educators to embrace choice as a powerful tool for promoting engagement, equity, and student success. It underscores the need for educators to integrate choice into curriculum design, not only as a motivational tool but as an evidence-based strategy for improving literacy outcomes and fostering lifelong learners.