The growing use of both computers and the Internet in adult English language classrooms has widespread implications for English language programs. As computer access increases, so do new learning technologies in adult literacy education. Specifically, this paper is interested in the case of adult English language instruction, also commonly referred to as English as a Second Language (ESL) or English Speakers of Other Languages (ESOL), and blending e-learning components as tools for supporting English acquisition. Increasingly in adult English language classrooms, e-learning is being employed as an instructional strategy. Given the multitude of options, how do instructors and program directors of English Language Learners (ELLs) begin to choose an approach that is right for their programs and learners? Through the analysis of survey and focus group data, this study explored how programs across the United States are successfully implementing e-learning components in their adult English language classrooms.

This study investigated self‐assessed anxious learners who enrolled in online Spanish courses to determine if their anxiety was mediated by the lack of face‐to‐face (F2F) and other synchronous learning interactions. Participants were enrolled in courses at two postsecondary institutions located in south‐central Texas. Narrative analysis was used to interpret the interview data. Findings indicated participants experienced language anxiety because their previous F2F and online learning experiences enforced the concept of language as performance with a focus on correctness and precision. However, intercultural respect and a desire to participate meaningfully with diverse cultural communities became a resource for our participants as they wrestled with language learning anxiety and persisted in their learning endeavors. Implications for designing online language instruction for anxious, self‐directed adults are offered.

No abstract

Few research studies have focused on student learning as conference participants. Framed by situated cognition and informal learning theories, this qualitative study investigated how participation in a uniquely designed, international doctoral forum may have played a role in students' educational development as scholars. Findings indicate that participation in the forum had positive influences on doctoral student learning and development including enhanced understandings of the research process and the larger professional community of scholarly practice as well as increased confidence and motivation regarding students' own dissertation studies and identities as developing researchers. The paper concludes with suggestions for designing the kinds of forums and experiences that might simultaneously extend pedagogic practice and support doctoral student development. Recommendations for further research are also discussed.

Today’s sociopolitical and economic conditions require adults to engage in informed, culturally sensitive coexistence. Correspondingly, adult educators need to design experiences that help prepare learners for cross-cultural collaboration and socially responsible careers in a global age. Framed through cosmopolitanism and situated learning theories, the purpose of this study was to investigate adult learners’ sense and development of global citizenship through engagement in an innovative itinerant master’s degree program. The investigation of the experiences and contexts of this program’s community of practice provides important insight into adult global citizenship development and cosmopolitan instruction.