The article is aimed at the assessment of the educational needs of the active older adults, studying their motives to learn English. The hypothesis of the research is that effective formation of the intercultural communicative competence in active older adults is carried out on the basis of the specially developed educational programme "Foreign language (English)" and the communicative-oriented approach in teaching within the framework of lifelong learning. In order to achieve the purpose of the research, a set of scientific methods was used: analysis, synthesis, comparing, generalisation, questioning, testing and interviewing. Respondents were 64 active older adults who were the students of the Centre of education and social activity for elderly people "Second Youth". The majority of respondents (51%) showed the increasing level of intercultural communicative competence after the completion of the English language course for ten months. The application of the suggested in the article model will improve the level of English competence, the motivation for learning English, the ability to communicate and interact in the intercultural environment, formation of positive and tolerant perception of intercultural features, the general level of self-confidence, as well as satisfaction of the need for extending communication with other people.
The article aims to conduct the experimental research of the adult learners' readiness to learn English, investigate adult learners' barriers to study English and develop the model of English teaching environment for adult learners within university extracurricular activity based on the collaborative teaching strategy. The hypothesis of the research is that motivation to study the English language among adult learners will be increased after the investigation of their learning barriers and work on their minimisation in the conditions of university extracurricular work within the collaborative learning strategy. In order to achieve the purpose of the research, a set of scientific methods was used: analysis, synthesis, complex analytical method, conceptual system method, factual method, descriptive method, questioning, testing, observing, interviewing and generalisation. Respondents were 52 adult learners (age range was from 40 to 55) who were the participants of the Ukraine-Norway project, who attended the course "English for Business". The respondents were united into three age groups: 40-45 years; 45-50 years; 50-55 years. The majority of respondents (51%) showed a high level of a readiness to continue the English study process after completing the proposed course. The application of the suggested in the article model will minimise adult learners' barriers to study English, increase the level of adult learners' motivation to learn English, create a positive learning environment, engage adult learners into the English study process as active participants, promote collaboration and support within the peers.
The article is focused on the possibility to continue research activities as an important part of higher education in the period of pandemic. The purpose of the article is to identify key challenges and the implemented solutions in the process of conducting research activities during the period of COVID-19 quarantine by the scientific teams at the selected HEIs. The article presents the results empirical research conducted in the format of online focus-group with 40 researchers, members of the scientific project teams that are currently implemented at the HEIs. In the conclusions the authors defined the influenced factors of the implementation of scientific research.
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