Journal articles: 'Adult learners'

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Lee, S., and D. Pak. "Effects of sequence and storytelling methods on EFL development of an adult learner." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 86–92. http://dx.doi.org/10.31489/2021ped1/86-92.

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This article presents the effects of sequence and storytelling methods on an adult beginner learner’s English language development. Being a powerful and natural way to learn, convey, and retain information, these methods offer a number of benefits, such as improving learners’ language proficiency, increasing learner participation, providing learners with cultural experience and encouraging creativity. The following research questions guided the study: 1) How do sequence and storytelling methods motivate an adult language learner to improve English? 2) What linguistic aspects do sequence and storytelling methods develop in the learner’s English? A qualitative research approach, specifically a case study, was used to investigate these questions. The findings demonstrate that sequence and storytelling methods of teaching EFL positively contribute to English speaking proficiency and empowerment by motivating the learner. The participant of this case study appreciated the benefits of sequence and storytelling teaching techniques as they addressed her individual needs and increased her learning enjoyment, cultural awareness, and language ability.

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Phillips, Colin, and Lara Ehrenhofer. "The role of language processing in language acquisition." Epistemological issue with keynote article “The role of language processing in language acquisition” by Colin Phillips and Lara Ehrenhofer 5, no. 4 (December 31, 2015): 409–53. http://dx.doi.org/10.1075/lab.5.4.01phi.

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Language processing research is changing in two ways that should make it more relevant to the study of grammatical learning. First, grammatical phenomena are re-entering the psycholinguistic fray, and we have learned a lot in recent years about the real-time deployment of grammatical knowledge. Second, psycholinguistics is reaching more diverse populations, leading to much research on language processing in child and adult learners. We discuss three ways that language processing can be used to understand language acquisition. Level 1 approaches (“Processing in learners”) explore well-known phenomena from the adult psycholinguistic literature and document how they play out in learner populations (child learners, adult learners, bilinguals). Level 2 approaches (“Learning effects as processing effects”) use insights from adult psycholinguistics to understand the language proficiency of learners. We argue that a rich body of findings that have been attributed to the grammatical development of anaphora should instead be attributed to limitations in the learner’s language processing system. Level 3 approaches (“Explaining learning via processing”) use language processing to understand what it takes to successfully master the grammar of a language, and why different learner groups are more or less successful. We examine whether language processing may explain why some grammatical phenomena are mastered late in children but not in adult learners. We discuss the idea that children’s language learning prowess is directly caused by their processing limitations (‘less is more’: Newport, 1990). We conclude that the idea is unlikely to be correct in its original form, but that a variant of the idea has some promise (‘less is eventually more’). We lay out key research questions that need to be addressed in order to resolve the issues addressed in the paper.

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Poison, Cheryl J. "ADULT LEARNERS." NACADA Journal 9, no. 2 (September 1, 1989): 86–87. http://dx.doi.org/10.12930/0271-9517-9.2.86.

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Umar, Umar, Noer Jihad Saleh, Abdul Hakim Yassi, and Nasmilah Nasmilah. "Adult EFL Learning in Digital Era." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 3 (September 25, 2020): 344–51. http://dx.doi.org/10.34050/elsjish.v3i3.8005.

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This research aims at finding out the use of Digital Language Learning better than the Traditional Language Learning to enrich the Adult EFL learners' schema in developing their speaking ability. This research also aimed at scrutinizing how the finding of Digital Learning Learning (DLL) challenges the theory of schema for adult EFL learners and exploring the learner's attitude. This research used a quasi-experimental research design. The samples of this research were the third-semester students of Universitas Sulawesi Barat which belonged to two groups; the experimental group and the control group. The research data were collected using two kinds of instruments; the speaking test and the questionnaire given to both groups. The research results indicated that: (1) the Digital Language Learning can significantly improve the learners' schema in developing the speaking ability than Traditional Language Learning. (2) This research disclosed some Digital Language Learning features namely knowledge sharing, active and collaborative learning, learner-centered, activity, and networking. Those features are the digital language learning better than Traditional Language Learning to enrich adult EFL learners in developing their speaking ability. (3) Most of them agreed that the Digital Language Learning better than the Traditional Language Learning enriches the learners' schema in developing speaking ability. Of most significant importance, this research's novelty contributes to the schema theory that digital language learning better than traditional language learning, particularly interactivity and networking.

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Abdullaeva, Barno, Laziza Pulatova, Malika Ulmasbaeva, Gulnara Azimova, and Mukhayyo Kenjaeva. "Designing Materials for Teaching Adult Learners." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 794–99. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201219.

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G.umapathi, G. umapathi, and Prof K. Sudharani Prof. K. Sudharani. "Television Viewing Behavior Among Adult Learners." Indian Journal of Applied Research 3, no. 10 (October 1, 2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/139.

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Severinsen, Deborah, Lori Kennedy, and Salwa Mohamud. "Teaching Strategies that Motivate English Language Adult Literacy Learners to Invest in their Education: A Literature Review." Literacy and Numeracy Studies 26, no. 1 (December 18, 2018): 25–42. http://dx.doi.org/10.5130/lns.v26i1.6260.

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Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.

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Nap-Kolhoff, Elma, and Peter Broeder. "‘I me Mine’ The Acquisition of Dutch Pronominal Possessives by L1 Children, L2 Children and L2 Adults." ITL - International Journal of Applied Linguistics 155 (January 1, 2008): 23–52. http://dx.doi.org/10.1075/itl.155.02nap.

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This study compares pronominal possessive constructions in Dutch first language (L1) acquisition, second language (L2) acquisition by young children, and untutored L2 acquisition by adults. The L2 learners all have Turkish as L1. In longitudinal spontaneous speech data for four L1 learners, seven child L2 learners, and two adult learners, remarkable differences and similarities between the three learner groups were found. In some respects, the child L2 learners develop in a way that is similar to child L1 learners, for instance in the kind of overgeneralisations that they make. However, the child L2 learners also behave like adult L2 learners; i.e., in the pace of the acquisition process, the frequency and persistence of non-target constructions, and the difficulty in acquiring reduced pronouns. The similarities between the child and adult L2 learners are remarkable, because the child L2 learners were only two years old when they started learning Dutch. L2 acquisition before the age of three is often considered to be similar to L1 acquisition. The findings might be attributable to the relatively small amount of Dutch language input the L2 children received.

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Zipser, Burton A. "Adult Keyboard Learners." Music Educators Journal 83, no. 6 (May 1997): 9. http://dx.doi.org/10.2307/3399016.

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Hurley, Mary E. "Empowering Adult Learners." Adult Learning 2, no. 4 (January 1991): 20–23. http://dx.doi.org/10.1177/104515959100200408.

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Sitzman, Kathy. "Adult Learners Reframed." AAOHN Journal 54, no. 6 (June 2006): 292. http://dx.doi.org/10.1177/216507990605400606.

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Chen, Joseph C. "Nontraditional Adult Learners." SAGE Open 7, no. 1 (January 2017): 215824401769716. http://dx.doi.org/10.1177/2158244017697161.

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In the discourse on diversity in colleges and universities in the United States, an often-neglected population is nontraditional adult learners. This article explores this invisible aspect of undergraduate diversity, and addresses how competence-based education, which focuses on demonstrating the actual ability to do, is an innovative approach that caters to adult learners’ life phase and learning needs. College arguably is a youth-centric phase of life generally designed for the younger student. However, the stereotypical full-time student who lives on campus is actually a small percentage of the entire postsecondary population. Due to the demands of an increasingly competitive world of work, nontraditional adult learners will continue to seek out postsecondary education. Unfortunately, the credit hour system is a significant barrier for both entry and success of adult learners. Merits of competence-based education are discussed, and implications are provided to best meet this significant component of student diversity.

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Bown, Lalage. "Motivating Adult Learners." Scottish Educational Review 21, no. 1 (December 20, 1989): 4–13. http://dx.doi.org/10.1163/27730840-02101004.

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Nap-Kolhoff, Elma, and Peter Broeder. "‘I me Mine’ The Acquisition of Dutch Pronominal Possessives by L1 Children, L2 Children and L2 Adults." ITL - International Journal of Applied Linguistics 155 (2008): 23–52. http://dx.doi.org/10.2143/itl.155.0.2032363.

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Abstract This study compares pronominal possessive constructions in Dutch first language (L1) acquisition, second language (L2) acquisition by young children, and untutored L2 acquisition by adults. The L2 learners all have Turkish as L1. In longitudinal spontaneous speech data for four L1 learners, seven child L2 learners, and two adult learners, remarkable differences and similarities between the three learner groups were found. In some respects, the child L2 learners develop in a way that is similar to child L1 learners, for instance in the kind of overgeneralisations that they make. However, the child L2 learners also behave like adult L2 learners; i.e., in the pace of the acquisition process, the frequency and persistence of non-target constructions, and the difficulty in acquiring reduced pronouns. The similarities between the child and adult L2 learners are remarkable, because the child L2 learners were only two years old when they started learning Dutch. L2 acquisition before the age of three is often considered to be similar to L1 acquisition. The findings might be attributable to the relatively small amount of Dutch language input the L2 children received.

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Cox, Jessica G. "EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER." Studies in Second Language Acquisition 39, no. 1 (December 1, 2015): 29–58. http://dx.doi.org/10.1017/s0272263115000364.

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Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who were monolingual English or bilingual English/Spanish speakers learned basic Latin morphosyntax using a computer program with or without EI. Results showed no overall effects of EI, although bilinguals with EI had advantages when transferring skills. Bilinguals also outperformed monolinguals on interpretation regardless of instruction.This study expands the scope of SLA research to include older adults and bilinguals, when traditionally participants are young adult monolinguals. It bolsters nascent research on older adults by adopting a tried-and-true paradigm: interactions between variables. Older adults’ overall success at learning language counters negative stereotypes of aging and demonstrates that bilingual linguistic advantages are lifelong.

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Terhune, Katherina, Sara Conwell, Amy Danzo, Allyson Graf, and Suk-Hee Kim. "Supporting Educational Needs of Older Adult Learners: Strategies for Virtual Transitioning and Student Engagement." Innovation in Aging 5, Supplement_1 (December 1, 2021): 385. http://dx.doi.org/10.1093/geroni/igab046.1496.

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Abstract The pandemic has revealed a multitude of challenges disproportionately impacting older adults, including older adult learners. Institutions of higher education are uniquely positioned to respond to various challenges using the guiding framework of the Age-Friendly University global initiative. This presentation highlights how preexisting university student support practices and services were adapted to provide older adult learners with guidance for navigating their educational needs during the pandemic. Specifically, it expands on strategies utilized by Adult Learner Programs and Services to effectively pivot to virtual services to support the advising and programming needs of older adult learners. Survey data identifying areas of interest for virtual programming for older adult students will be explored. Recommendations will be discussed for promoting effective transitioning to virtual support systems, preserving student engagement and intergenerational learning, and advocating for aging to remain central to university diversity and inclusion initiatives.

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Yadav, Meenakshi Sharma. "Role of Social Media in English Language Learning to the Adult Learners." International Journal of Linguistics, Literature and Translation 4, no. 1 (January 30, 2021): 238–47. http://dx.doi.org/10.32996/ijllt.2021.4.1.25.

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Today social media has become part and parcel of adults’ lives. Adult learners use social media much as a key to learn and improve their English as a foreign language (EFL) in academics. Currently, English instructors also encourage their adult learners within the realm of technologies. These learners are too self-motivated to use social media tools to learn English language skills. During texting, chatting, and socializing with friends, family, and global society on Facebook, WhatsApp, Blogs, Wikis, LinkedIn, YouTube, Twitter, Telegram, Hangout, and Snapchat, social media are facilitating and enhancing the process for both teachers and the adult learners worldwide. Due to proliferation of advanced technological equipped electronic handy-gadgets, like smartphones, tablets, laptops, and watches, EFL learners (EFLL) with different social media applications (Apps) and tools have become easy, mobile, and flexible. Even spectacular innovation and creation of mobile Apps of international testing agencies and institutes for EFLL are available formally and informally worldwide. Therefore, in this scientific descriptive research article, the critical study investigates the hypothetical propositions about the presumed relations among observed phenomena and personal experience of various websites and social media Apps' interwoven role, creative ways of functioning, and prospects scientifically in the EFLL for adult learners. An adult learner can master a specific skill while using these Apps on social media. Moreover, it is supposed to be handled meticulously and precisely. In that case, social media can prove a boon and panacea for adult learners inside and outside the classroom.

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Truong, Hoa Minh. "Perks and perils of adult learners in Communication English learning at English language centers in Vietnam." English Language Teaching Educational Journal 4, no. 3 (December 31, 2021): 213–24. http://dx.doi.org/10.12928/eltej.v4i3.2955.

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The teaching and learning of Communication English for adult learners is unlike that for children. Understanding of the differences between adult learners’ and young learners’ traits is considered a must for all English teachers so as to provide appropriate teaching methods and materials for adult learners in Communication English learning. Thus, this mixed-methods survey was conducted to investigate adult learners’ perks and perils in Communication English learning and suggested solutions for their better communicative performance. The sample of this study consisted of 148 adult learners from the five selected language centers in Ho Chi Minh City, Vietnam. Data were collected from questionnaire copies. The findings revealed that the adult learners had some perks including strong motivation, clear learning goal, good learner autonomy and able technology use for learning, or positive attitudes towards the existing teachers’ quality. Besides, some perils among these adult learners were sought, including low self-confidence, short time investment, and limited speaking practice environment. At last, they expected their teachers to make the lessons more interesting and realistic, and hoped their language centers to invite native language teachers.

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Splendido, Frida. "The development of obligatory liaison in early L2 learners of French." French liaison in second language acquisition / La liaison en français langue étrangère 10, no. 1 (2019): 71–95. http://dx.doi.org/10.1075/lia.17024.spl.

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AbstractStudies on the acquisition of Frenchliaisonhave primarily focused on monolingual children or adult second language (L2) learners in a university context. To bridge the gap between these two populations, the present article focuses on child L2 (cL2) learners – a particularly interesting group, since they are L2 learners who, unlike adults, do not have access to writing. How doesliaisondevelop in cL2 French? Is the development more similar to L1 or L2 acquisition? These questions are explored through longitudinal data from cL2 learners (age of onset: 3;0–3;5,n = 3), with monolingual (n = 2) and bilingual (n = 3) L1 controls. The cL2 data present certain similarities with adult L2 learners, but also with L1 controls. However, productions vary greatly within the L2 group: whereas one of the three learners shows clear development over time, behaving similarly to the L1 children at the end of the observation period, another learner hardly produces anyliaisonsat all.

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DiPaolo, Peter T., Grace Klinefelter, and Tom Griffin. "Adult Learners and Traditional Learners: Contrasting Experiences." Journal of the World Universities Forum 1, no. 1 (2008): 45–50. http://dx.doi.org/10.18848/1835-2030/cgp/v01i01/56560.

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Lovejoy, Larry. "The Way We Learn: A Plan for Success." Public Personnel Management 31, no. 4 (December 2002): 441–46. http://dx.doi.org/10.1177/009102600203100402.

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Do adult learners participate in discussions differently than non-adult learners? This is a question that can only be defined through the eyes of the learner. Of course, there are conclusions that can be drawn but the learner should start the thinking process by asking the following questions: Are the questions to be addressed accurate and well-defined? Is the situation one where the conclusion can be assessed and determined by the learner? This article will take a look at how adult learners learn and will focus on some thoughts and ideas regarding how a person learns. The key factors that will be addressed are: the environment, the decision-making process, and the leadership process. These factors will be used as part of the process for an adult learner to develop or nurture his or her leadership style.

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Raihanah, M. M., and S. S. Mary-Ann. "Empowering Young Adult Learners, Engaging Critical Thinking: Learner’s Perspective." Research Journal of Applied Sciences 5, no. 6 (June 1, 2010): 471–79. http://dx.doi.org/10.3923/rjasci.2010.471.479.

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Bin Mubayrik, Haifa F. "New Trends in Formative-Summative Evaluations for Adult Education." SAGE Open 10, no. 3 (July 2020): 215824402094100. http://dx.doi.org/10.1177/2158244020941006.

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The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.

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Philp, Jenefer. "CONSTRAINTS ON “NOTICING THE GAP”." Studies in Second Language Acquisition 25, no. 1 (January 16, 2003): 99–126. http://dx.doi.org/10.1017/s0272263103000044.

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Interaction has been argued to promote noticing of L2 form in a context crucial to learning—when there is a mismatch between the input and the learner's interlanguage (IL) grammar (Gass & Varonis, 1994; Long, 1996; Pica, 1994). This paper investigates the extent to which learners may notice native speakers' reformulations of their IL grammar in the context of dyadic interaction. Thirty-three adult ESL learners worked on oral communication tasks in NS-NNS pairs. During each of the five sessions of dyadic task-based interaction, learners received recasts of their nontargetlike question forms. Accurate immediate recall of recasts was taken as evidence of noticing of recasts by learners. Results indicate that learners noticed over 60–70% of recasts. However, accurate recall was constrained by the level of the learner and by the length and number of changes in the recast. The effect of these variables on noticing is discussed in terms of processing biases. It is suggested that attentional resources and processing biases of the learner may modulate the extent to which learners “notice the gap” between their nontargetlike utterances and recasts.

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Nguyen, Ngoc Buu Cat. "Improving Online Learning Design for Employed Adult Learners." European Conference on e-Learning 21, no. 1 (October 21, 2022): 302–9. http://dx.doi.org/10.34190/ecel.21.1.554.

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With the growing need for developing competence at workplaces, the number of employed adult learners is increasing in higher education institutions to follow continuing education. Often they are educated and treated as traditional students. To satisfy the learning demands of employed learners, work-integrated education has emerged to spotlight the importance of the integration of work and education in contemporary education. Many studies show that employed adult learners have different and more complex ways of learning compared to traditional students. Furthermore, employed adult learners have lacked the attention of researchers and educators to enhance their learning in general and online learning in particular. Meanwhile, online learning is a preferred way for learners who work and study in tandem. This study aims to make the online learning design for employed adult learners more effective and adaptable to their circumstances by asking the research question “How can online learning design for employed adult learners be improved?”. The case study of a course for employed adult learners was examined with a mixed method approach including interview and learning analytics. The interview data laid the groundwork for developing assumptions and hypotheses for the examination of employed adult learners’ learning patterns. Learning analytics consist of data visualization, which revealed employed adult learners’ learning patterns, and statistical tests, which inspected the validity and reliability of the patterns revealed by the log data. The log data were extracted from the learning management system, which recorded the educational activities of the learners during the course. This study exposed the pitfalls of the learning design including average to low engagement not only in learning but also in the course. As a result, the indicators to improve the online learning design for employed adult learners comprise investing in learning materials and increasing online interaction to fortify learner engagement in the course, thereby enhancing course completion. The indicators are viewed as the first step in the process of developing a proper and effective online learning design for employed adult learners. Finally, the reflection on online interaction for employed adult learners is also discussed.

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Compton, Jonathan I., Elizabeth Cox, and Frankie Santos Laanan. "Adult learners in transition." New Directions for Student Services 2006, no. 114 (2006): 73–80. http://dx.doi.org/10.1002/ss.208.

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Meriwether, Jason L. "My Unexpected Learning about Adult Learners: Engaging Adult Learners through Intentional Advocacy." About Campus 21, no. 2 (May 2016): 17–22. http://dx.doi.org/10.1002/abc.21204.

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de Courcy, Michèle. "Four adults’ approaches to the learning of Chinese." Australian Review of Applied Linguistics 20, no. 2 (January 1, 1997): 67–93. http://dx.doi.org/10.1075/aral.20.2.05dec.

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The aim of this paper is to present the results of research conducted with four adult learners of Chinese, in order to throw some light on the process of learning Chinese as a second language. The term “process” is used here to refer to operations used by learners to find and/or construct meaning within the context of a particular second language classroom. “Strategy” refers to a single operation which is a feature of the process of meaning construction. Data were collected over a two year period using individual and group interviews, think aloud protocols, classroom observation and learner diaries. The students showed a number of different approaches to learning, not all of which could be classified as “good language learner” strategies. Findings relating to literacy are presented, as well as more general learner strategies. Research implications are that there is still much to be learned about what goes on in immersion classrooms, especially as regards older learners and languages with ideographic scripts.

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Karmelita, Courtney. "Fundamental Elements of Transition Program Design." Adult Learning 28, no. 4 (August 4, 2017): 157–66. http://dx.doi.org/10.1177/1045159517718328.

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Adult learners require supports and services to help them successfully transition into taking on the demands and expectations of college students. Transition programs have grown in popularity as a means to aid adult learners as they transition to higher education. Unfortunately, previous research on adult learner participation in transition programs is limited in its scope and depth. There is a need to understand how to develop transition programs to best support adult learners. Drawing on interviews and observation, this narrative study investigates program details about the funding structure, reporting measures, and development of the researched transition program. I identify fundamental elements for effective transition program design that align with adult education and transition theory. This research also points to the importance of connecting adult learners to institutions to give them a sense of mattering to the university.

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Hatifah, Nurul. "The Successful Teacher’s Verbal Cues in View of Interpersonal Communication to Lead EFL Adult Beginner Learner’s Accuracy in Calling Interaction." ELT Worldwide: Journal of English Language Teaching 4, no. 1 (May 10, 2017): 114. http://dx.doi.org/10.26858/eltww.v4i1.3203.

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The objectives of the research are to give descriptive account of (1) the successful teacher’s verbal cue leading the adult beginner learner’s accuracy via calling interaction and (2) the learner’sperception of the teacher’s verbal cues leading her accuracy. This research applied descriptive qualitative research. By using purposive sampling technique, one teacher and one adult learner of White House Indonesia, English institution, were chosen as the research objects. The data regarding with teacher’s verbal cues in view of interpersonal communication used in calling interaction were collected by recording voice by using Voice Call Recorder, and semi-structured interview obtained the data regarding with the learner’s perception of the teacher’s verbal cues. The results revealed that (1) verbal indirect cue covering recalling cue, clarifying cue, associating cue and exemplifying cue, and verbal direct cue covering recalling cue and clarifying cue were the typically successful verbal cues used by the teacher to lead the adult beginner learner’s accuracy. (2) The teacher’s verbal cues were helpful to lead the learner’s accuracy in term of pronunciation, vocabulary, and grammar in calling interaction. Therefore, it can be concluded that the teacher’s verbal cues could facilitate the learners to respond the teacher’s questions accurately since the teacher and learners were involved in interpersonal communication. Keywords: Verbal cues, interpersonal communication, English accuracy.

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Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (September 1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.

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This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.

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Karge, Belinda Dunnick, Kathleen M. Phillips, Tammy Jessee, and Marjorie McCabe. "Effective Strategies For Engaging Adult Learners." Journal of College Teaching & Learning (TLC) 8, no. 12 (November 22, 2011): 53. http://dx.doi.org/10.19030/tlc.v8i12.6621.

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Innovative methods in teaching should be used in every college classroom to enhance student engagement, support any teaching environment and encourage inquiry among learners. Adults learn best by participation in relevant experiences and utilization of practical information. When adult students are active in their learning they are able to develop critical thinking skills, receive social support systems for the learning, and gain knowledge in an efficient way. The authors highlight several exemplary strategies for adult learners including, Think-Pair-Share, Tell -Help-Check, Give One, Get One, and the Immediate Feedback Assessment Test.

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Atkinson, Michael. "Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity." Literacy and Numeracy Studies 22, no. 1 (October 1, 2014): 3–20. http://dx.doi.org/10.5130/lns.v22i1.4176.

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Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity. In this context a holistic, socially orientated understanding of their learning and their progress is preferable to an approach which views and evaluates learners against preconceived functional literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.

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Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (January 2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.

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How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.

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Dewi, Ratna Sari, and Nurhayati Nurhayati. "Adult Attachment for Reconstructing Adolescents’ Learning Identity and Awareness." Sukma: Jurnal Pendidikan 3, no. 1 (June 6, 2019): 1–18. http://dx.doi.org/10.32533/03101.2019.

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This study explored how adolescents reconstructed their roles as learners through learning identity and awareness by adult involvement in Sukma Bangsa Pidie (SBP) School. In order to monitor students’ attitudes and learning aspects’ progress, this research employed several observations and interviews (groups and individuals) either by videotaping or voice recording, also students’ database records from school information system (called SISTO). The previous findings advocated that there were variations in the way adolescents performed their learning identity that might encourage them to achieve different degrees of motivation, self-perceptions (self-efficacy, self-concept, and self-esteem), autonomy, and self-development towards their identity as learners. In the other study, the authors also found that students in SBP School were in various categories regarding their levels of learning awareness. It was exhibited by how students dealt with their own learning approaches and how high their existing willingness to learn was. The different levels of learning awareness were survival, establishing stability, approval, and loving to learn. Both learner identity and learner awareness level were almost similar in the way that adolescents experienced. As argued by previous well-known researchers, the child would grow as a good learner with positive improvement of self-concept and self-esteem. Also, the formation of positive self-esteem in adolescence became a bridge towards their success as demanding learners. Furthermore, adult (in this case teachers and parents) involvement with adolescents’ learning approaches may embolden the learners to become less or more autonomous people. Positive adult attachment therefore is pivotal to moderate students who have either low willingness to study or low self-conception. This study ultimately confirmed that there was a reciprocal relationship between learner identity (motivation, self-perceptions, autonomy, self-development) and learner awareness (survival, establishing stability, approval, loving to learn), then further will support the integrated effects on learner autonomy.

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Kopečková, Romana, Christine Dimroth, and Ulrike Gut. "Children’s and adults’ initial phonological acquisition of a foreign language." Journal of Second Language Pronunciation 5, no. 3 (November 25, 2019): 374–401. http://dx.doi.org/10.1075/jslp.18033.kop.

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Abstract This study compared children’s and adults’ L2 perception and production in the first hours of exposure to a foreign language. A total of 10 German children and 19 German adults performed a phoneme discrimination task and a sentence imitation task in Polish at two testing times. Exposed to a comparable input, the adult learners were found to perceive Polish sibilant contrasts more accurately than their child counterparts and to maintain this advantage over a two-week-long instruction. However, the two groups did not differ in their developing ability to produce the tested sibilants. A great deal of inter- and intra-individual differences in both learner groups was also attested. Our findings suggest that young L2 instructed learners are not necessarily better and/or faster perceivers and producers of novel language sounds than adult L2 instructed learners, who are able to discriminate a range of novel sibilant pairs even after very limited L2 exposure.

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Gakuru, Anastasia Nyawira, Joseph Mwinzi, Joseph Nungu, and Samson Gunga. "Use of E-consumer Services by Adult and Community Education Learners in Nairobi County, Kenya." International Journal of Education 13, no. 4 (November 5, 2021): 35. http://dx.doi.org/10.5296/ije.v13i4.18940.

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Technology is advancing at a fast pace and several services are being digitized as the internet and smart/digital gadgets permeate the market. Many services are now being transferred to online platforms and this study purposed to examine the adult and community education learner's use of e-consumer services in Nairobi County Kenya. The study adopted a mixedmethod research design where adult education and community instructors (n=108) and adult learners (n=375) were sampled together with café owners/staff. Interviews and questionnaires were used to collect data and thematic and descriptive analysis was used. The findings revealed that adult learners use e-consumer services to some extent. The study concluded that the use of e-commerce among adult learners is not high and recommends that the learners should be educated on the different types of services offered through e-commerce and how to access them.

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Grima, Antoinette Camilleri, and Jacqueline Żammit. "acquisition of verbal tense and aspect in Maltese by adult migrants." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 149–67. http://dx.doi.org/10.1558/jmtp.13426.

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This article considers the relevance of second language acquisition research for the development of pedagogical grammar. As an example it looks at the acquisition of verbal tense and aspect by intermediate-to-advanced level learners of Maltese, and more specifically the extent to which the perfett and imperfett verb forms are used by the learners when compared with L1 users of Maltese. Sixteen adult migrant learners, and 15 L1 Maltese users, took part in the study. All but one of the 16 migrant learners knew at least two other languages. Two of the participants had Arabic as their L1, and three others had learned Arabic as an L2, while the remaining learners spoke a variety of first languages. On a picture interpretation task, L1 speakers of Arabic performed very much like Maltese L1 speakers, predominantly using the perfett, perfective aspect in the past. All the other migrant learners, including those who had learned Arabic well as an L2, used the imperfett, imperfective/unrestricted habitual aspect. This evidence has important implications for the formulation of pedagogical grammar for foreign learners of Maltese. It also sheds light on the relevance of language typology in foreign language acquisition.

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Arning, Katrin, and Martina Ziefle. "Ask and You Will Receive." International Journal of Mobile Human Computer Interaction 2, no. 1 (January 2010): 21–47. http://dx.doi.org/10.4018/jmhci.2010100602.

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Even though the effective usage of mobile devices has become a mandatory requirement in many professional and private areas, inexperienced users face especially great difficulties in acquiring computer skills. Based on the assumptions of constructivist learning theories, the effect of asking questions and repeated practice on PDA skill acquisition in adults (n = 36) was examined. Learners had the opportunity to ask questions and receive answers during the learning process. One learner group additionally received a manual with basic PDA-operating-principles; a control group received no instructional support at all. As dependent variables task effectiveness, efficiency, subjective ratings of perceived ease of use as well as number and content of questions were assessed. Findings showed that asking questions and repeated practice considerably enhanced PDA-performance in adult novice learners, but not perceived ease of use. Furthermore, the content-analysis of learner questions gave valuable insights into information needs, cognitive barriers and mental models of adult learners, which can contribute to the design of interfaces and computer-based tutors.

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Chanpradit, Thaweesak. "Curriculum Evaluation: Measuring the Learning Outcomes and Satisfaction Levels of Thai Adult Learners with an English for Cultural Tourism Communication Course, Suphan Buri, Thailand." Journal of Education and Learning 11, no. 5 (June 29, 2022): 82. http://dx.doi.org/10.5539/jel.v11n5p82.

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A curriculum on English for cultural tourism communication was designed, developed, and implemented for Thai adult learners in Doem Bang Nang Buat, Suphan Buri, based on adaptation of the grassroots model (Taba, 1962) and relevant research. This study focused on measurement of the learning outcomes and satisfaction levels of Thai adult learners with an English for Cultural Tourism Communication course. Participants were 21 adult learners living in the community of Doem Bang Nang Buat in Suphan Buri. Data were collected through pretests and posttests, a questionnaire, and participant observation, and analyzed using descriptive statistics such as mean and standard deviation. Content analysis was also applied. The results indicated that the learning outcomes of the adult learners improved significantly as the posttest mean scores were higher than the pretest mean scores at the statistical significance level (p < .05). The satisfaction levels of adult learners with the course were rated overall as very satisfied regarding teaching competencies, materials and methods, activities, learning facilitation, and knowledge and understanding of lessons. The study suggests that an English language development curriculum for adult learners should concentrate on learner needs and interests with the aim of presenting everyday English situations in an effort to enable learners to apply English language knowledge and skills to their professions. Furthermore, collaboration between native and non-native English speakers along with the utilization of technology in a positive learning environment is seen as necessary to enhance adult learning.

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PRESSON, NORA, NURIA SAGARRA, BRIAN MACWHINNEY, and JOHN KOWALSKI. "Compositional production in Spanish second language conjugation." Bilingualism: Language and Cognition 16, no. 4 (December 20, 2012): 808–28. http://dx.doi.org/10.1017/s136672891200065x.

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Dual-route models of second language (L2) morphology (Clahsen & Felser, 2006; Ullman, 2004) argue that adult L2 learners rely on full-form retrieval, and therefore cannot use combination to produce inflected forms. We tested this prediction with learning of Spanish verb conjugations. Beginning (Experiment 1) and intermediate (Experiment 2) learners (total N = 816) completed 80–90 minutes of web-based training, conjugating regular and subregular verbs in present and preterite tense. Tests of generalization items showed that training led to substantial improvement, equally for metalinguistic and analogical feedback. Comparison with an untrained group showed that gains were maintained 18 weeks after training. In contrast with dual-route model predictions, pre-test accuracy and learning gains were strongly predicted by conjugation pattern, showing that full-form retrieval was insufficient to explain learner performance. Results indicate that adult L2 learners apply compositional analysis, and that conjugation patterns are learned on the basis of their relative cue validity.

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Benseman, John. "Adult Refugee Learners with Limited Literacy: Needs and Effective Responses." Refuge: Canada's Journal on Refugees 30, no. 1 (May 6, 2014): 93–103. http://dx.doi.org/10.25071/1920-7336.38606.

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Adult refugees with limited education are a distinctive learner group with substantial and distinctive educational, social, and psychological needs. Working with these learners is a highly specialized activity, requiring high levels of educational skill and commitment. With a paucity of original research available about this group of learners, this study provides a systematic documentation of their distinctive needs as well as effective educational strategies for use with these learners. The study involved interviews with 36 adult refugees, two program coordinators, five course teachers, and six bilingual tutors from a community-based program in New Zealand. The challenge of working with these learners arises due not only to their experiences as refugees, but also as learners with minimal or no edu- cational experience. Their progress depends on a skilful development of “learning to learn,” acquiring basic lit- eracy skills, personal confidence and transfer of these skills to everyday life outside the classroom.

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Gonzáles, José Luis Arias, Bryan Sebastián Alfaro Castillo, Mario José Vasquez Pauca, and Milagros del Rosario Cáceres Chávez. "Educational technology applied to adult education." International journal of health sciences 6, S1 (March 12, 2022): 142–48. http://dx.doi.org/10.53730/ijhs.v6ns1.4758.

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Adult learning has been ubiquitous not only in the institutions of higher learning but in the lower learning institutions. As shown by many authors, adult learners often bring with them a high level of experience and higher expectations that positively reflect their performance in their classroom-based activity. This study is done explicitly on educational technology applied in adult learning to enhance the learning activities and increase the level of enrollment in adult learners. Also, the study brings to light how significant technological advancement in education is to adult learners since a higher percentage of students are busy people with different sets of commitments. The study suggests that faculty members' attitudes toward instructional technology, particularly those geared at adults, need to be re-evaluated to serve their students better. Instructors need to think about how technology might affect the development and use of andragogy in the classroom to help adult learners.

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Kalavar, Jyotsna, Kirsten Magda, and Raquel Ariyo. "Examining the Experiences of Adult Learners in Higher Education." Innovation in Aging 5, Supplement_1 (December 1, 2021): 764. http://dx.doi.org/10.1093/geroni/igab046.2829.

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Abstract In the last decade, there has been a shift of more non-traditional adult learners returning to pursue undergraduate education. Though traditional age students are in the majority, a rising population of adult learners has been steadily increasing. They are typically students who are 25 years and older, attend part-time, work full-time, and tend to juggle family or dependent demands with schoolwork. Studies show that these adult learners are at high-risk for academic underachievement and dropping out. However, educational institutions still operate with the same traditional learning paradigm that they previously used (without acknowledging the wealth of life experiences that adult learners bring), leading us to the question of how adult learners perceive their academic learning experiences. In this study, 171 adult learners (students aged 25 and older at the time of matriculation) at a regional college in Atlanta, participated in an online survey that examined their academic experiences, specifically meaningfulness of coursework, course delivery approaches, and the advantages as well as disadvantages of being an adult learner. Majority were females (83%), and the ethnic breakdown was as follows: White (41%), African American (26%), Hispanic (12%), and 22% reported other. Results of this study indicate that academic institutions need to pay attention to the learning experiences of this burgeoning student population. Understanding their perspectives on their academic experiences hold major implications for long-term meaningful change in academia.

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Ng, Hueyzher, and Sakina Sofia Baharom. "An Analysis on Adult Learners’ Satisfaction in Online Education Programmes." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 7 (November 8, 2018): 70. http://dx.doi.org/10.3991/ijim.v12i7.9665.

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The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS. The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

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Desta, Samuel Zinabu, and Mulugeta Awayehu Gugssa. "The Implementation of Andragogy in the Adult Education Program in Ethiopia." Education Research International 2022 (March 10, 2022): 1–11. http://dx.doi.org/10.1155/2022/2028248.

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Although there are multiple studies about the application of andragogy in multiple disciplines, studies on the implementation of andragogy in basic adult education/literacy programs are too limited in the Ethiopian context. The overarching purpose of this study was to scrutinize the implementation of andragogy in the Integrated Functional Adult Education [IFAE] program in Ethiopia. A qualitative case study design was employed to guide this research. Through in-depth interviews and observations, the data were collected from purposively selected five facilitators and five learners. The findings of this research revealed that andragogy was not implemented satisfactorily as expected. The facilitators did not communicate the objectives of the session before each session and their effort in making adults self-directed learners is limited. The adult learners’ experience is not considered as a resource in the facilitation process. The learning content is determined by curriculum developers, and the facilitators teach the learners as it appears in the textbook without contextualizing it with the adult learners’ lives. The extrinsic motivational strategies are mostly employed to sustain adult learners in the IFAE program. The results of this study also revealed that the needs assessment of adult learners has never been done so far. The adult learners did not participate in the facilitation process. In general, the facilitation process seems dominated by prescriptions and pedagogy dependent, which is incongruent with andragogy.

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Rogers, Alan, Veronica McGivney, and Naomi Sargant. "Opening Colleges to Adult Learners." British Journal of Educational Studies 40, no. 2 (May 1992): 197. http://dx.doi.org/10.2307/3121410.

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Zaky, Hany. "Self-Regulation and Adult Learners." International Journal of Curriculum Development and Learning Measurement 2, no. 2 (July 2021): 45–60. http://dx.doi.org/10.4018/ijcdlm.2021070104.

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The ability to write effectively becomes increasingly essential in our global community. Writing is a cognitively complex and demanding activity. Thus, writing instruction assumes an increasing role in language education in general, and writing proficiency heavily depends on the acquisition and development of self-regulation and transcription skills. With self-regulated learning (SRL), students create better learning habits, strengthen their study skills, monitor their performance, and evaluate their academic progress. The body of research in composition and language teaching highlights the self-regulation impact on beginning and developing writers' competencies in diverse cultural backgrounds. Hence, educators should be aware of the factors influencing their manipulation of SRL in their writing classes. This article addresses some of these factors directing the composition pedagogy for more adult learners' deliberate practice and high self-regulation beliefs. It pinpoints some research-based classroom strategies for more effective teaching.

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Dean, Judy Lambrecht. "Designing Instruction for Adult Learners." Journal of Continuing Education in Nursing 27, no. 2 (March 1996): 95. http://dx.doi.org/10.3928/0022-0124-19960301-11.

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Orlofsky, Diane DeNicola, and Rhenella Smith. "Strategies for Adult Keyboard Learners." Music Educators Journal 83, no. 4 (January 1997): 22–26. http://dx.doi.org/10.2307/3399037.

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Journal articles on the topic 'Adult learners'

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