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A Synthesis of the Empirical Research on Older Learners of English

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In response to the growing need for research on lifelong language learning for older adults, the present study analyzes the empirical research with a focus on older adults learning English as a second/foreign language. The data comprised 28 empirical studies published during the period from 1990 to August of 2022, indexed in Web of Science and ERIC. The present analyses identified five core research themes among the collected articles: a) Older adults’ experiences and motivational constructs in learning English; b) Benefits of English learning for older adults; c) Technology support for older learners of English; d) Age-related differences in English learning; and e) Customizing English instruction for older adults. The collected articles found that older learners have strong intrinsic motivation and could benefit from the use of multimedia and AI applications. Their results also provided support for the positive effects of English learning on the emotional and social quality of life in older adults, but there was little empirical evidence that learning English later in life delays cognitive decline. More research is warranted on the effects of learner variables on English learning as well as how to accommodate the educational needs and age-related characteristics of older adults in teaching practices. Limitations and suggestions for future study are discussed.

Abstract

In response to the growing need for research on lifelong language learning for older adults, the present study analyzes the empirical research with a focus on older adults learning English as a second/foreign language. The data comprised 28 empirical studies published during the period from 1990 to August of 2022, indexed in Web of Science and ERIC. The present analyses identified five core research themes among the collected articles: a) Older adults’ experiences and motivational constructs in learning English; b) Benefits of English learning for older adults; c) Technology support for older learners of English; d) Age-related differences in English learning; and e) Customizing English instruction for older adults. The collected articles found that older learners have strong intrinsic motivation and could benefit from the use of multimedia and AI applications. Their results also provided support for the positive effects of English learning on the emotional and social quality of life in older adults, but there was little empirical evidence that learning English later in life delays cognitive decline. More research is warranted on the effects of learner variables on English learning as well as how to accommodate the educational needs and age-related characteristics of older adults in teaching practices. Limitations and suggestions for future study are discussed.

참고문헌 (50)

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