Developing efficient foreign language classroom environment for older adult learners

Abstract

Aim: The aim of the research is to present which elements related to teaching English to older adult learners have the greatest influence on creating a propitious and friendly learning environment. In order to achieve this firstly, I wish to present older adults’ observations regarding problems encountered in the classroom environment related to the lack of teaching materials, mixed age and ability groups or being discriminated against by fellow students and teachers. Secondly, I would like to propose some solutions to improve the efficiency of both students and teachers in the classroom environment.
 Methods: The subjects of the study were 40 older adult learners of English who attended the classes at the University of the Third Age in Wrocław. In the study the participants were asked to choose the answers which, according to them, have the greatest influence on their learning the foreign language in later life. The participants also wrote additional comments that explained their choices. The analysis was qualitative in nature.
 Results: The analysis shows that teachers (n=35) and teaching materials (n=31) are considered to be the two most important factors in learning a language in later life. The third most vital factor in creating a good classroom environment is related to other students (n=17). The subjects’ comments, however, point to numerous problems encountered in the aforementioned areas that affect the process of foreign language learning in later life.
 Conclusions: Older adult learners’ needs, abilities and learning preferences should be taken into account while designing language courses as, according to the subjects of the study, at present it is not the case. Moreover, there should be more awareness on behalf of the teachers as to the age-related changes that make certain tasks difficult and the learning environment unnecessarily hostile.

Third-Age Learners and Approaches to Language Teaching

“…The key limitation, apart from the small sample sizes, consisted of different outcome measures used for evaluating the research findings, as well as different methodological study design. One of the studies consisted of only one teaching method that seemed of lower quality, i.e., [13,21,22], whereas the methodological design in the intervention studies, especially [19,23] was of higher quality.…”

“…Tam [12] maintains that older adults have, in comparison with their younger counterparts, unique needs, motivations, and interests. Consequently, it is advisable for teachers to adapt their teaching style as well as adjust the environment and course materials to the particular needs of seniors as well as age-related barriers like longer reaction times, age-related health problems, cognitive and motivational hindrances [3,13]. According to Schlepegrell [14], if there is a real barrier, it is the doubt about older people's ability to learn a foreign language.…”

“…In the same vein, Rogers [13] argues that older adults cannot be stereotyped as their diversity eludes globalisation, which applies to the word "education", too. He points out that true adult education is more about learning by doing than learning for doing, and it should not be separated from social work.…”

“…Yates and Kozar [11] emphasize the importance of determining suitable pedagogical approaches to teaching older adults, and tackling particular demands of language learning later in life. In an attempt to do so, Slowik-Krogulec [13] aimed at determining how to create a friendly learning environment for older adults. The author claims that the teacher should be aware of age-related barriers as well as the needs, abilities and learning preferences of older adult learners and provide social meaning to learning activities.…”

“…Eguz [3] claims that older adults tend to be highly motivated and responsible; they usually have considerable experience and knowledge of a wide range of topics. Therefore, older adults should have an opportunity to share their vast knowledge and experiences [13]. Furthermore, some authors (e.g., [14]) posit there is no decline in older people's ability to learn.…”