CHALLENGES FACED BY EFL ADULT
LEARNERS FROM THE ACCOUNTING SPECIALTY
AT A PROFESSIONAL TECHNICAL NIGHT HIGH
SCHOOL IN GUANACASTE, COSTA RICA
DESAFÍOS QUE ENFRENTAN LOS ESTUDIANTES ADULTOS
DE INGLÉS COMO LENGUA EXTRANJERA DE LA ESPECIALIDAD
DE CONTABILIDAD EN UN COLEGIO TÉCNICO PROFESIONAL
NOCTURNO DE GUANACASTE, COSTA RICA
Silvia Valdelomar Nunez
Universidad Nacional-UNA, Costa Rica
Francisco Chavarria Oviedo
Universidad Nacional-UNA, Costa Rica
Luis Araya Quesada
Universidad Nacional-UNA, Costa Rica
Karla Avalos Charpentier
Universidad Nacional-UNA, Costa Rica
pág. 7848
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16444
Challenges faced by EFL Adult Learners from the Accounting Specialty at
a Professional Technical Night High School in Guanacaste, Costa Rica
Silvia Valdelomar Nuñez1
silvia.valdelomar@gmail.com
https://orcid.org/0009-0008-8855-3860
Universidad Nacional (UNA)
Costa Rica
Francisco Chavarria Oviedo
edonald221189@gmail.com
https://orcid.org/0000-0001-9662-6902
Universidad Nacional (UNA)
Costa Rica
Luis Araya Quesada
luis.araya.quesada@una.cr
https://orcid.org/0000-0001-9635-816X
Universidad Nacional (UNA)
Costa Rica
Karla Avalos Charpentier
karla.avalos.charpentier@una.cr
https://orcid.org/0000-0001-5028-082X
Universidad Nacional (UNA)
Costa Rica
ABSTRACT
This action research describes the challenges that adult learners at Professional Technical Night High
School (CTP) in Liberia face as they learn a foreign language. The project involved ten participants
interested in pursuing a technical career, in addition the program in technical education includes
learning a foreign language, which enhance their communication skills, broaden their career
opportunities, and prepare them for globalized work environments. This study found that English
knowledge background, motivational attitude towards English classes, the motivational perception
about English and age, were some facts that adult learners were facing during this learning process. On
the other hand, the results also suggested awareness of learners about the influence of the English
language in a globalized world.
Keywords: EFL, language, challenges, adult learner, motivation
1 Autor principal.
Correspondencia: silvia.valdelomar@gmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16444
Challenges faced by EFL Adult Learners from the Accounting Specialty at
a Professional Technical Night High School in Guanacaste, Costa Rica
Silvia Valdelomar Nuñez1
silvia.valdelomar@gmail.com
https://orcid.org/0009-0008-8855-3860
Universidad Nacional (UNA)
Costa Rica
Francisco Chavarria Oviedo
edonald221189@gmail.com
https://orcid.org/0000-0001-9662-6902
Universidad Nacional (UNA)
Costa Rica
Luis Araya Quesada
luis.araya.quesada@una.cr
https://orcid.org/0000-0001-9635-816X
Universidad Nacional (UNA)
Costa Rica
Karla Avalos Charpentier
karla.avalos.charpentier@una.cr
https://orcid.org/0000-0001-5028-082X
Universidad Nacional (UNA)
Costa Rica
ABSTRACT
This action research describes the challenges that adult learners at Professional Technical Night High
School (CTP) in Liberia face as they learn a foreign language. The project involved ten participants
interested in pursuing a technical career, in addition the program in technical education includes
learning a foreign language, which enhance their communication skills, broaden their career
opportunities, and prepare them for globalized work environments. This study found that English
knowledge background, motivational attitude towards English classes, the motivational perception
about English and age, were some facts that adult learners were facing during this learning process. On
the other hand, the results also suggested awareness of learners about the influence of the English
language in a globalized world.
Keywords: EFL, language, challenges, adult learner, motivation
1 Autor principal.
Correspondencia: silvia.valdelomar@gmail.com
pág. 7849
Desafíos que Enfrentan los Estudiantes Adultos de Inglés como Lengua
Extranjera de la Especialidad de Contabilidad en un Colegio Técnico
Profesional Nocturno de Guanacaste, Costa Rica
RESUMEN
Esta investigación-acción describe los desafíos que enfrentan los estudiantes adultos de la Escuela
Secundaria Técnica Nocturna Profesional (CTP) en Liberia mientras aprenden un idioma extranjero. El
proyecto involucró a diez participantes interesados en seguir una carrera técnica, además el programa
de educación técnica incluye el aprendizaje de un idioma extranjero, que potencia sus habilidades
comunicativas, amplía sus oportunidades profesionales y los prepara para ambientes laborales
globalizados. Este estudio encontró que los conocimientos previos de inglés, la actitud motivacional
hacia las clases de inglés, la percepción motivacional sobre el inglés y la edad, eran algunos de los
hechos que los estudiantes adultos enfrentaban durante este proceso de aprendizaje. Por otro lado, los
resultados también sugirieron conciencia de los estudiantes sobre la influencia del idioma inglés en un
mundo globalizado.
Palabras clave: inglés como lengua extranjera, idioma, desafíos, alumno adulto, motivación
Artículo recibido 10 diciembre 2024
Aceptado para publicación: 20 enero 2025
Desafíos que Enfrentan los Estudiantes Adultos de Inglés como Lengua
Extranjera de la Especialidad de Contabilidad en un Colegio Técnico
Profesional Nocturno de Guanacaste, Costa Rica
RESUMEN
Esta investigación-acción describe los desafíos que enfrentan los estudiantes adultos de la Escuela
Secundaria Técnica Nocturna Profesional (CTP) en Liberia mientras aprenden un idioma extranjero. El
proyecto involucró a diez participantes interesados en seguir una carrera técnica, además el programa
de educación técnica incluye el aprendizaje de un idioma extranjero, que potencia sus habilidades
comunicativas, amplía sus oportunidades profesionales y los prepara para ambientes laborales
globalizados. Este estudio encontró que los conocimientos previos de inglés, la actitud motivacional
hacia las clases de inglés, la percepción motivacional sobre el inglés y la edad, eran algunos de los
hechos que los estudiantes adultos enfrentaban durante este proceso de aprendizaje. Por otro lado, los
resultados también sugirieron conciencia de los estudiantes sobre la influencia del idioma inglés en un
mundo globalizado.
Palabras clave: inglés como lengua extranjera, idioma, desafíos, alumno adulto, motivación
Artículo recibido 10 diciembre 2024
Aceptado para publicación: 20 enero 2025
pág. 7850
INTRODUCTION
Communication is the way people can understand each other to establish a conversation, there are many
forms of communication, from many decades such as the use of language. Through the use of language,
people have crossed frontiers to interact with different people and understand other languages. Due to
the opportunities a country offers, the international trades with foreign companies, and as well as the
increase of new jobs, adult learners have considered important the use of the English language.
Acquiring a new language is a long and exhausting learning process. Nevertheless, adult learners are
more committed to learning when it is meaningful to their lives. Rogers (1983) described this process
as “student center learning approach, which has been defined most simply as an approach to learning
in which learners choose not only what to study but also how and why that topic might be of interest”
(as cited in TEAL, 2010, p. 1). The importance of implementation of this approach contributes to
student’s stimulation and enthusiasm while the learner makes connections with their learning and real-
life situations. Barkley (as cited in McDonough, 2014, p.11) stated that “diverse experiences using
appropriate instructional strategies that promote new ways of thinking and responding to new
information help adult learners more actively engaged in the learning process”. On the other hand, many
researchers have discussed the proper age to acquire a language, according to the critical period
hypothesis, there is a certain age in which the child can acquire better the language. Lenneberg (as cited
in Vanhove, 2013, p.1) “argued that language acquisition needed to take place between age two and
puberty – a period which he believed to coincide with the lateralization process of the brain, this
researcher also states the second language acquisition are related to the susceptibility or sensitivity of
input and it will vary as a function of age, so young learners are more susceptible to acquire a language
than adult learners”.
Consequently, to study more about difficulties to acquire a second language of adult learners, a field of
adult methodology emerged. An American educator Knowles explained the term of andragogy “which
represents the art and science of adult learning. The andragogical model is based on the following
assumptions about the adult learners: since adults tend to be self-directed, they can direct their learning;
a rich reservoir of life experiences aid their learning; they are ready to learn when they assume new
social or life roles; they have a task or problem-centered orientation to learning, being willing to apply
INTRODUCTION
Communication is the way people can understand each other to establish a conversation, there are many
forms of communication, from many decades such as the use of language. Through the use of language,
people have crossed frontiers to interact with different people and understand other languages. Due to
the opportunities a country offers, the international trades with foreign companies, and as well as the
increase of new jobs, adult learners have considered important the use of the English language.
Acquiring a new language is a long and exhausting learning process. Nevertheless, adult learners are
more committed to learning when it is meaningful to their lives. Rogers (1983) described this process
as “student center learning approach, which has been defined most simply as an approach to learning
in which learners choose not only what to study but also how and why that topic might be of interest”
(as cited in TEAL, 2010, p. 1). The importance of implementation of this approach contributes to
student’s stimulation and enthusiasm while the learner makes connections with their learning and real-
life situations. Barkley (as cited in McDonough, 2014, p.11) stated that “diverse experiences using
appropriate instructional strategies that promote new ways of thinking and responding to new
information help adult learners more actively engaged in the learning process”. On the other hand, many
researchers have discussed the proper age to acquire a language, according to the critical period
hypothesis, there is a certain age in which the child can acquire better the language. Lenneberg (as cited
in Vanhove, 2013, p.1) “argued that language acquisition needed to take place between age two and
puberty – a period which he believed to coincide with the lateralization process of the brain, this
researcher also states the second language acquisition are related to the susceptibility or sensitivity of
input and it will vary as a function of age, so young learners are more susceptible to acquire a language
than adult learners”.
Consequently, to study more about difficulties to acquire a second language of adult learners, a field of
adult methodology emerged. An American educator Knowles explained the term of andragogy “which
represents the art and science of adult learning. The andragogical model is based on the following
assumptions about the adult learners: since adults tend to be self-directed, they can direct their learning;
a rich reservoir of life experiences aid their learning; they are ready to learn when they assume new
social or life roles; they have a task or problem-centered orientation to learning, being willing to apply
pág. 7851
new learning immediately; and adults are generally motivated to learn due to internal rather than
external factors.” Cozma (cited in Knowles, 1984, p.12). Additionally, the experience inside the
classroom with this part of the participants enable educators to evaluate the necessities and difficulties
they face during their learning process. Cranton stated that “usually adults prefer to be self-directed
learners. They do not want to be treated like children and told what to do. Since they have their own
goals and experiences, they want to find activities and ways of doing things related to them” (2000, p.
28). It is true that when teaching adult learners, they are more determined to fulfill their goals than
younger learners Nevertheless, the learning process is different, so the issues face must be identified
and transform it into something relevant and meaningful to these adult learners.
Justification
The interest to develop this project focusses on understanding adult learners’ challenges when acquiring
a foreign language, in accounting specialty at Professional-Technical high school in Liberia (CTP).
Consequently, Costa Rica educational system has reinforced the technical programs to include the
English language in diverse specialties to embrace all global educational changes. According to the
program of English for communication emphasizes that “the study plans for Technical Education have
changed to respond to the present demand for specialized labor hand in the different fields: Tourism,
Secretarial Management, Accounting, Computing, Mechanics, Agriculture, and others, and also to give
the appropriate response when communicating in English” (2009, p.12). In other words, it is not only
important to have a good performance in the vocational field but to prepare students to be competent in
a work environment by master the English language.
However, the ministry of public education in Costa Rica (MEP) who is in charge of these programs
states that “the main objective of learning English is to enable the students to understand and
communicate basic ideas in oral form. The appropriate use of these three components guarantees the
development of communicative skills” (2009, p.13). On the other hand, this syllabus design is
concerning regular students that dedicate their time to study on the contrary of adult learners, which
need more assistance and flexibility due to different students characteristics and needs most of the
participants in this project to attend to classes after their jobs, or they are full-time mothers.
new learning immediately; and adults are generally motivated to learn due to internal rather than
external factors.” Cozma (cited in Knowles, 1984, p.12). Additionally, the experience inside the
classroom with this part of the participants enable educators to evaluate the necessities and difficulties
they face during their learning process. Cranton stated that “usually adults prefer to be self-directed
learners. They do not want to be treated like children and told what to do. Since they have their own
goals and experiences, they want to find activities and ways of doing things related to them” (2000, p.
28). It is true that when teaching adult learners, they are more determined to fulfill their goals than
younger learners Nevertheless, the learning process is different, so the issues face must be identified
and transform it into something relevant and meaningful to these adult learners.
Justification
The interest to develop this project focusses on understanding adult learners’ challenges when acquiring
a foreign language, in accounting specialty at Professional-Technical high school in Liberia (CTP).
Consequently, Costa Rica educational system has reinforced the technical programs to include the
English language in diverse specialties to embrace all global educational changes. According to the
program of English for communication emphasizes that “the study plans for Technical Education have
changed to respond to the present demand for specialized labor hand in the different fields: Tourism,
Secretarial Management, Accounting, Computing, Mechanics, Agriculture, and others, and also to give
the appropriate response when communicating in English” (2009, p.12). In other words, it is not only
important to have a good performance in the vocational field but to prepare students to be competent in
a work environment by master the English language.
However, the ministry of public education in Costa Rica (MEP) who is in charge of these programs
states that “the main objective of learning English is to enable the students to understand and
communicate basic ideas in oral form. The appropriate use of these three components guarantees the
development of communicative skills” (2009, p.13). On the other hand, this syllabus design is
concerning regular students that dedicate their time to study on the contrary of adult learners, which
need more assistance and flexibility due to different students characteristics and needs most of the
participants in this project to attend to classes after their jobs, or they are full-time mothers.
pág. 7852
Literature Review
The Critical Period Hypothesis and its link to SLA
Throughout the years the implementation of the English language has increased in different areas such
an education and work environments. More companies require bilingual employees to perform a job
inside the company and abroad. Younger students have been benefited nowadays with the emergence
of technical careers which include the English language, and as well as many adults who have been
considered to return to high schools after years of absent or professional experiences in previous jobs.
But some fears come into the mind of these adult learners: their age to acquire a foreign language
because some people believe the “younger the better” some proponents refer to the Critical Period
Hypothesis. Critical period Hypothesis is well known to explain L1 acquisition but arise popularity and
interest in its effects on how people acquire a second language. The first proposals of the Critical period
Hypothesis (CPH) were Wilder Penfield and co-author Lamar Roberts in 1959, but Eric Lennenberg in
1967 proposed that “the lateralization of the brain function close down at puberty the ability to learn a
language. He claimed that automatic acquisition from mere exposure to a given language seems to
disappear [after puberty], and foreign languages have to be taught and learned through a conscious and
labored effort. Foreign accents cannot be overcome easily after puberty. However, a person can learn
to communicate at the age of forty”. (Lenneberg, 1967, p.176).
However, other researchers differ from this hypothesis because they argue that age is not an aspect that
affects the acquisition of L2 during the learning process. As Long explained “Interestingly, rate-of-
acquisition studies, most of which were carried out in the 1970s and 1980s, found that older learners
performed better than younger ones on measures of morphology, syntax, and pronunciation”
(Long,1990). Even though this seems to be complicated for some adults to make an extra effort to
remember what they have been learned in the past. To support this side of the theory Birdsong (1999)
describes his research, “in which he found subjects who performed at the same level as native-speakers
of French”. Similar findings by White and Genesee (1996) showed “no significant difference between
near-native speakers and native speakers of English in performance on grammatical judgment and
written production tasks” (cited in Andrew, 2004).
Literature Review
The Critical Period Hypothesis and its link to SLA
Throughout the years the implementation of the English language has increased in different areas such
an education and work environments. More companies require bilingual employees to perform a job
inside the company and abroad. Younger students have been benefited nowadays with the emergence
of technical careers which include the English language, and as well as many adults who have been
considered to return to high schools after years of absent or professional experiences in previous jobs.
But some fears come into the mind of these adult learners: their age to acquire a foreign language
because some people believe the “younger the better” some proponents refer to the Critical Period
Hypothesis. Critical period Hypothesis is well known to explain L1 acquisition but arise popularity and
interest in its effects on how people acquire a second language. The first proposals of the Critical period
Hypothesis (CPH) were Wilder Penfield and co-author Lamar Roberts in 1959, but Eric Lennenberg in
1967 proposed that “the lateralization of the brain function close down at puberty the ability to learn a
language. He claimed that automatic acquisition from mere exposure to a given language seems to
disappear [after puberty], and foreign languages have to be taught and learned through a conscious and
labored effort. Foreign accents cannot be overcome easily after puberty. However, a person can learn
to communicate at the age of forty”. (Lenneberg, 1967, p.176).
However, other researchers differ from this hypothesis because they argue that age is not an aspect that
affects the acquisition of L2 during the learning process. As Long explained “Interestingly, rate-of-
acquisition studies, most of which were carried out in the 1970s and 1980s, found that older learners
performed better than younger ones on measures of morphology, syntax, and pronunciation”
(Long,1990). Even though this seems to be complicated for some adults to make an extra effort to
remember what they have been learned in the past. To support this side of the theory Birdsong (1999)
describes his research, “in which he found subjects who performed at the same level as native-speakers
of French”. Similar findings by White and Genesee (1996) showed “no significant difference between
near-native speakers and native speakers of English in performance on grammatical judgment and
written production tasks” (cited in Andrew, 2004).
pág. 7853
With that in mind, sometimes age is not an obstacle to acquiring a language, although younger learners
outperform adults in the acquisition of learning, but adults learn differently and provide a distinctive
field of inquiry.
Andragogy
The main proponent was Malcom Knowles who believe that adults need a different way of learning
according to their capacities and motivation of learning. “Knowles introduced the term andragogy as
the science of teaching adult learners with a focus on the characteristics of adult learners. The term
derives from the Greek word andros, which means “man” or “grownups” (Knowles, 1968, p. 351) or
agogus meaning “leader of” (Knowles et al., 2011, p. 59-60), which translates to “the art and science of
helping adults learn” (Knowles, 1984, p. 6)” (cited in Caruth, G. 2014, p.23). With this knowledge
about what andragogy involve, the education has apart from this model of teaching to adults’ learners
to succeed in their learning process in this case learning a foreign language.
Andragogy is a new model or term in education, because it is not popular or applied among the other
traditional methodologies of language teaching, so it is not emphasized in the correct way to improve
language teaching with adults. To understand this model of teaching, Knowles (1984, pag.12) stated
that “four crucial assumptions about the characteristics are important to understand the way of learning
of an adult from a child learner on which the traditional pedagogy is premised as the following:
1. Self-concept: As a person matures his self-concept moves from one of being a dependent
personality toward one of being a self-directed human being.
2. Experience: As a person matures, he accumulates a growing reservoir of experience that becomes
an increasing resource for learning
3. Readiness to learn: As a person matures his readiness to learn becomes oriented increasingly to the
developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed
application of knowledge to immediacy of application, and accordingly his orientation toward
learning shifts from one of subject-centeredness to one of problem centeredness.
5. Motivation to learn: As a person matures the motivation to learn is. Regarding this information, it
is noticed difference characteristics between pedagogy and andragogy which Knowles wanted to
With that in mind, sometimes age is not an obstacle to acquiring a language, although younger learners
outperform adults in the acquisition of learning, but adults learn differently and provide a distinctive
field of inquiry.
Andragogy
The main proponent was Malcom Knowles who believe that adults need a different way of learning
according to their capacities and motivation of learning. “Knowles introduced the term andragogy as
the science of teaching adult learners with a focus on the characteristics of adult learners. The term
derives from the Greek word andros, which means “man” or “grownups” (Knowles, 1968, p. 351) or
agogus meaning “leader of” (Knowles et al., 2011, p. 59-60), which translates to “the art and science of
helping adults learn” (Knowles, 1984, p. 6)” (cited in Caruth, G. 2014, p.23). With this knowledge
about what andragogy involve, the education has apart from this model of teaching to adults’ learners
to succeed in their learning process in this case learning a foreign language.
Andragogy is a new model or term in education, because it is not popular or applied among the other
traditional methodologies of language teaching, so it is not emphasized in the correct way to improve
language teaching with adults. To understand this model of teaching, Knowles (1984, pag.12) stated
that “four crucial assumptions about the characteristics are important to understand the way of learning
of an adult from a child learner on which the traditional pedagogy is premised as the following:
1. Self-concept: As a person matures his self-concept moves from one of being a dependent
personality toward one of being a self-directed human being.
2. Experience: As a person matures, he accumulates a growing reservoir of experience that becomes
an increasing resource for learning
3. Readiness to learn: As a person matures his readiness to learn becomes oriented increasingly to the
developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed
application of knowledge to immediacy of application, and accordingly his orientation toward
learning shifts from one of subject-centeredness to one of problem centeredness.
5. Motivation to learn: As a person matures the motivation to learn is. Regarding this information, it
is noticed difference characteristics between pedagogy and andragogy which Knowles wanted to
pág. 7854
highlight about to introduce guidance and perceive the importance of what and how adults learn.
more adults are interested in continuing their academic studies, taking into account that certain
difficulties will be facing during the acquisition of a foreign language such as lack of practice,
inactivity with the English language”.
Additionally, the surge of technical careers has gained popularity and more students are interested in
pursuit jobs with higher labor demands.
This situation can also be related to teaching strategies and techniques, and focus on the relationship
teacher-students maintained during their progress in acquiring a foreign language, as Knowles cited
“This change in the role of the teacher required administration to develop new resourceful staffing and
training practices to assure that the type of teacher needed was hired. (Knowles, 1976).
Characteristics of older adults during that affect learning process.
This research is centered on the challenges adults face when learning a foreign language, and describe
some characteristic that avoids a good learning process, which is related to brain functions in adulthood.
Salthouse stated that” it is believed that “crystallized abilities” (the ability to use acquired knowledge)
decline more slowly than “fluid abilities”. (2009). “Fluid abilities involve pattern recognition, working
to strict time limits, and understanding abstract principles all of which are important in language
learning. Therefore, the decline of fluid abilities may negatively impact older adults”. (Lovell, 1989).
Another issue for older learners is a reduction in working memory as well as problems with speed and
attention (Hakuta, Białystok & Wiley, 2003; Scott, 1994). This may be a challenge to teachers in the
classroom, and if the classroom is mixed with younger learners and adults which is very common, the
teachers to pay attention to design a lesson class direct to this mixed classroom, which a hard work time
consuming for teachers. “Difficulties with encoding and retaining new information are also
characteristic of this group “. (Hakuta et al., 2003; Singleton & Ryan, 2004), this may have affected the
capacity to retain vocabulary in the foreign language and more time to comprehend instructions to
develop a different task. And related to teaching pronunciation the researchers also suggested that a
“decline in hearing sensitivity is common, affecting the attainment of oral-aural skills and causing
difficulty discriminating speech sounds or identifying keywords”. (Singleton & Ryan, 2004).
highlight about to introduce guidance and perceive the importance of what and how adults learn.
more adults are interested in continuing their academic studies, taking into account that certain
difficulties will be facing during the acquisition of a foreign language such as lack of practice,
inactivity with the English language”.
Additionally, the surge of technical careers has gained popularity and more students are interested in
pursuit jobs with higher labor demands.
This situation can also be related to teaching strategies and techniques, and focus on the relationship
teacher-students maintained during their progress in acquiring a foreign language, as Knowles cited
“This change in the role of the teacher required administration to develop new resourceful staffing and
training practices to assure that the type of teacher needed was hired. (Knowles, 1976).
Characteristics of older adults during that affect learning process.
This research is centered on the challenges adults face when learning a foreign language, and describe
some characteristic that avoids a good learning process, which is related to brain functions in adulthood.
Salthouse stated that” it is believed that “crystallized abilities” (the ability to use acquired knowledge)
decline more slowly than “fluid abilities”. (2009). “Fluid abilities involve pattern recognition, working
to strict time limits, and understanding abstract principles all of which are important in language
learning. Therefore, the decline of fluid abilities may negatively impact older adults”. (Lovell, 1989).
Another issue for older learners is a reduction in working memory as well as problems with speed and
attention (Hakuta, Białystok & Wiley, 2003; Scott, 1994). This may be a challenge to teachers in the
classroom, and if the classroom is mixed with younger learners and adults which is very common, the
teachers to pay attention to design a lesson class direct to this mixed classroom, which a hard work time
consuming for teachers. “Difficulties with encoding and retaining new information are also
characteristic of this group “. (Hakuta et al., 2003; Singleton & Ryan, 2004), this may have affected the
capacity to retain vocabulary in the foreign language and more time to comprehend instructions to
develop a different task. And related to teaching pronunciation the researchers also suggested that a
“decline in hearing sensitivity is common, affecting the attainment of oral-aural skills and causing
difficulty discriminating speech sounds or identifying keywords”. (Singleton & Ryan, 2004).
pág. 7855
However, despite the physical and cognitive decline, many researchers believe that older adults still
retain a characteristic ability to learn and develop. Although the learning process may be more
challenging, they believe there is no single point after which a healthy adult cannot acquire an L2
(Herschensohn, 2007; Singleton & Ryan, 2004).
Coaching and adult learning theory and practice
Coaching and adult learning theory arise with some significant contribution to adult education with
some innovative learning practices with strategies helpful for adult learners and teachers. First, at all,
the term of coaching according to Whitmore (2003, pag.8) is explained as “unlocking a person’s
potential to maximize their [sic] own performance. It is helping them to learn rather than teaching them”
(as cited in Cox, 2015, p. 27). It is important to mention the role of the teacher in this learning practice,
the challenges also include the ones of the teacher’s methodologies, techniques, and innovative
resources made in the curriculum to help, guide and motivate students during their learning process, to
have successful results. Something real in our country is about the training given to future professors
because there is not a specific approach to learn how to handle a class with adult learners like the case
of andragogy which is explained in this paper before. So, professors are in charge of looking for new
methodologies, and investigations to be updated, to create an enjoyable time in the classroom. With this
in mind, it is important to know about three functions related to the meaning of coaching in which
modify specific behavior or habits, specific performance potential, and personal coaching. Each of these
functions explained the importance of the advantages and uses to be employed as a facilitator to
learners’ characteristics, skills areas, and deficiencies. For example, Segers (2011, p.205) mentioned
that “develop new behaviors that allow an employee to be more effective in the current or a future role”.
On the other hand, Stern (2004, p.157) argued that “its primary focus on a learner’s personal goals,
thinking, feeling, and actions and how the individual can change his or her life for greater personal
effectiveness and satisfaction” (cited in Cox, 2015, p.28). In that case, coaching is a learning practice
focus on helping and motivating learner’s performance, the facilitator identifies each learner’s behavior,
thinking, and individual personal goals, to understand and support them to go beyond their expectations.
Another important theory that works together with andragogy and coaching is transformative learning.
However, despite the physical and cognitive decline, many researchers believe that older adults still
retain a characteristic ability to learn and develop. Although the learning process may be more
challenging, they believe there is no single point after which a healthy adult cannot acquire an L2
(Herschensohn, 2007; Singleton & Ryan, 2004).
Coaching and adult learning theory and practice
Coaching and adult learning theory arise with some significant contribution to adult education with
some innovative learning practices with strategies helpful for adult learners and teachers. First, at all,
the term of coaching according to Whitmore (2003, pag.8) is explained as “unlocking a person’s
potential to maximize their [sic] own performance. It is helping them to learn rather than teaching them”
(as cited in Cox, 2015, p. 27). It is important to mention the role of the teacher in this learning practice,
the challenges also include the ones of the teacher’s methodologies, techniques, and innovative
resources made in the curriculum to help, guide and motivate students during their learning process, to
have successful results. Something real in our country is about the training given to future professors
because there is not a specific approach to learn how to handle a class with adult learners like the case
of andragogy which is explained in this paper before. So, professors are in charge of looking for new
methodologies, and investigations to be updated, to create an enjoyable time in the classroom. With this
in mind, it is important to know about three functions related to the meaning of coaching in which
modify specific behavior or habits, specific performance potential, and personal coaching. Each of these
functions explained the importance of the advantages and uses to be employed as a facilitator to
learners’ characteristics, skills areas, and deficiencies. For example, Segers (2011, p.205) mentioned
that “develop new behaviors that allow an employee to be more effective in the current or a future role”.
On the other hand, Stern (2004, p.157) argued that “its primary focus on a learner’s personal goals,
thinking, feeling, and actions and how the individual can change his or her life for greater personal
effectiveness and satisfaction” (cited in Cox, 2015, p.28). In that case, coaching is a learning practice
focus on helping and motivating learner’s performance, the facilitator identifies each learner’s behavior,
thinking, and individual personal goals, to understand and support them to go beyond their expectations.
Another important theory that works together with andragogy and coaching is transformative learning.
pág. 7856
Propose by Mezirow (1997, p. 5) “suggests how transformative learning is the process of effecting a
change in one of these frames of reference, claiming that when circumstances allow, learners move
toward a frame of reference that is more inclusive, discriminating, self-reflective, and integrative of
experience” (cited in Cox, 2015, p.32). The meaning of this explains that adult learners build their
knowledge base on their experiences, they choose the significant ones as a reference to incorporate
those characteristics when they are acquiring the English language. So, the importance to know our
student's background, social context, feelings, and goals, is essentials to build a rapport with students,
because there is an opportunity to analyze the different behaviors and learning styles with the contents
of the programs and take from that, all the meaningful information to achieve a good communication
in English in their future jobs.
METHODOLOGY
This research is emphasized in an action research approach. According to Carr and Kemmis (1986),
they defined “action research is simply a form of self-reflective inquiry undertaken by participants in
social situations to improve the rationality and justice of their practices, their understanding of these
practices, and the situations in which the practices are carried out”. (as cited in Smith 2007, p. 2) in this
study, the participants are encouraged to improve communication through real-life situations, including
their difficulties of acquiring a foreign language, but action research contributes to better
communication reflect in their practice.
Participants
The research was conducted at the Professional Technical high school in Liberia (CTP) and a total of
10 participants were enrolled in a major of Accounting which includes 4 hours of English for
communication. The ages of the participants ranged from 20 to 40 years old and the profile between
them was similar, adult learners who had not practiced English for many years, with an important aspect
to highlight being that these participants are full-time workers during the day, making a significant
effort to attend classes at night.
Data collection instruments
In this study, two instruments were used to collect data. Interviews, and surveys ( see appendix B and
C). A deeper understanding of the different roles and better results were achieved through observations,
Propose by Mezirow (1997, p. 5) “suggests how transformative learning is the process of effecting a
change in one of these frames of reference, claiming that when circumstances allow, learners move
toward a frame of reference that is more inclusive, discriminating, self-reflective, and integrative of
experience” (cited in Cox, 2015, p.32). The meaning of this explains that adult learners build their
knowledge base on their experiences, they choose the significant ones as a reference to incorporate
those characteristics when they are acquiring the English language. So, the importance to know our
student's background, social context, feelings, and goals, is essentials to build a rapport with students,
because there is an opportunity to analyze the different behaviors and learning styles with the contents
of the programs and take from that, all the meaningful information to achieve a good communication
in English in their future jobs.
METHODOLOGY
This research is emphasized in an action research approach. According to Carr and Kemmis (1986),
they defined “action research is simply a form of self-reflective inquiry undertaken by participants in
social situations to improve the rationality and justice of their practices, their understanding of these
practices, and the situations in which the practices are carried out”. (as cited in Smith 2007, p. 2) in this
study, the participants are encouraged to improve communication through real-life situations, including
their difficulties of acquiring a foreign language, but action research contributes to better
communication reflect in their practice.
Participants
The research was conducted at the Professional Technical high school in Liberia (CTP) and a total of
10 participants were enrolled in a major of Accounting which includes 4 hours of English for
communication. The ages of the participants ranged from 20 to 40 years old and the profile between
them was similar, adult learners who had not practiced English for many years, with an important aspect
to highlight being that these participants are full-time workers during the day, making a significant
effort to attend classes at night.
Data collection instruments
In this study, two instruments were used to collect data. Interviews, and surveys ( see appendix B and
C). A deeper understanding of the different roles and better results were achieved through observations,
pág. 7857
Scribano and Zacarias (2013) stated that “the role of the observer can be divided in participant-observer
and observer participant” (cited in Trigueros, Med & Sandoval, 2017, p. 2), so the role that the teacher
carried was the participant observer, because know the community feelings and behaviors of the
participants. In the case of interviews, face to face interviews will be conducted during this research,
Marshall (2016) discussed that “it is time-consuming; however, if it is a personal face to face interview
or a video call it allows to probe for explanation of responses. It also gives you the opportunity to
interpret body language and facial expressions” (cited in Trigueros, Med & Sandoval, 2017, p.3). This
instrument will be useful to detailed opinions, perceptions, and attitudes. Lastly, surveys can be used as
a diagnostic tool to assess the beginning, the development, and the conclusion of the research, through
oral, written, or listening comprehension tests.
Variables
The aspects selected to this research are the following:
1. Learners knowledge about English language: Some participants learned the language many years
ago or do not know anything related English, consequently some of the students have different level
of English and presents some difficulties in learning English for communication regarding the
Ministry of public education (MEP) program.
2. Similar ages: Participants' ages are diverse, and difficulties arose when the learning process is
affected by some factors such as confidence, enthusiasm, and motivation.
3. Students attitudinal motivation towards English classes: Activities to engage students’ learners must
be enjoyable, and participants can construct their learning which is reflected in the development of
those activities that help the students to face their difficulties.
4. Learners motivational perceptions about English language: Participants work at day, and the time
they dedicate to study is only in the classroom, but participants are aware about the motivational
perception about the English language.
RESULTS AND DISCUSSION
This study examines into the challenges adult learners face in learning English language, additionally
this investigation includes the demographic characteristics, participants age, level of education,
learner´s knowledge about the meaning of learning, motivational perceptions and learner’s attitude
Scribano and Zacarias (2013) stated that “the role of the observer can be divided in participant-observer
and observer participant” (cited in Trigueros, Med & Sandoval, 2017, p. 2), so the role that the teacher
carried was the participant observer, because know the community feelings and behaviors of the
participants. In the case of interviews, face to face interviews will be conducted during this research,
Marshall (2016) discussed that “it is time-consuming; however, if it is a personal face to face interview
or a video call it allows to probe for explanation of responses. It also gives you the opportunity to
interpret body language and facial expressions” (cited in Trigueros, Med & Sandoval, 2017, p.3). This
instrument will be useful to detailed opinions, perceptions, and attitudes. Lastly, surveys can be used as
a diagnostic tool to assess the beginning, the development, and the conclusion of the research, through
oral, written, or listening comprehension tests.
Variables
The aspects selected to this research are the following:
1. Learners knowledge about English language: Some participants learned the language many years
ago or do not know anything related English, consequently some of the students have different level
of English and presents some difficulties in learning English for communication regarding the
Ministry of public education (MEP) program.
2. Similar ages: Participants' ages are diverse, and difficulties arose when the learning process is
affected by some factors such as confidence, enthusiasm, and motivation.
3. Students attitudinal motivation towards English classes: Activities to engage students’ learners must
be enjoyable, and participants can construct their learning which is reflected in the development of
those activities that help the students to face their difficulties.
4. Learners motivational perceptions about English language: Participants work at day, and the time
they dedicate to study is only in the classroom, but participants are aware about the motivational
perception about the English language.
RESULTS AND DISCUSSION
This study examines into the challenges adult learners face in learning English language, additionally
this investigation includes the demographic characteristics, participants age, level of education,
learner´s knowledge about the meaning of learning, motivational perceptions and learner’s attitude
pág. 7858
towards English language, to verify whether these aspects influence the challenges faced by adult
learners, careful consideration was given to these factors.
The classroom experiences provided useful insights into the students' behavior attitudes and interest in
developing new communication skills in a foreign language, which we as instructors observed firsthand,
as well as how learners struggle in classes and when testing their knowledge, and how English is a vital
skill for career success. Identifying what motivates them is essential for understanding them and finding
the right strategies to encourage them to study a technical job and learn a second language.
This chapter is structured around a research question and examines the obstacles that hinder language
development for adult learners specializing in Accounting, within the framework of the Ministry of
Public Education (MEP) programs.
Figure 1 Demographic characteristics of learners
According to the data provide form figure 1 about the demographic characteristics of the 8 participants,
there are 3 males and 5 females. The corresponding percentage is 37,5% (3 males) and 62,5% (5
females).
Figure 2 Participant’s Age
towards English language, to verify whether these aspects influence the challenges faced by adult
learners, careful consideration was given to these factors.
The classroom experiences provided useful insights into the students' behavior attitudes and interest in
developing new communication skills in a foreign language, which we as instructors observed firsthand,
as well as how learners struggle in classes and when testing their knowledge, and how English is a vital
skill for career success. Identifying what motivates them is essential for understanding them and finding
the right strategies to encourage them to study a technical job and learn a second language.
This chapter is structured around a research question and examines the obstacles that hinder language
development for adult learners specializing in Accounting, within the framework of the Ministry of
Public Education (MEP) programs.
Figure 1 Demographic characteristics of learners
According to the data provide form figure 1 about the demographic characteristics of the 8 participants,
there are 3 males and 5 females. The corresponding percentage is 37,5% (3 males) and 62,5% (5
females).
Figure 2 Participant’s Age
pág. 7859
Figure 2 shows the overall age of the 8 participants. There is an equal percentage of age. Additionally,
50% belongs to participants from 30 to 39 ages, and the other 50% percent of females from 20 to 29
ages. There is just only one male participant with the age rank from 30 to 39 and three female
participants with the same rank of age. In the other age category from 20 to 29, two female participants
are representing this category and the other two male participants. The age of 40 and over is the only
category without any participant. These facts show that participants are mixed from ages to 20 to 39
and that they notice that learning the English language is essential at those ages.
Figure 3 Participant’s level of education
This study research is focused on adult learners; an important fact is to know their background on
education. Figure 3 displays that 50% of participants finish high school, which includes three females
and only one male. In the other rank of the level of education, 25 % of the participants attended a college
that represents only two female participants. Finally, the last 25% percent correspond to the two males’
participants that do not finish yet high school. This information indicates that participants have some
educational background and some experience that benefit in their learning process.
Table 4 Learner’s knowledge about the meaning of learning English language
According to the study, 50% of participants strongly agree that adult learners are more empathetic
toward acquiring a language to enhance their job opportunities, a finding supported by Gardner’s (1985)
“Motivation refers to the combination of effort plus desire to achieve the goal of learning the language
Figure 2 shows the overall age of the 8 participants. There is an equal percentage of age. Additionally,
50% belongs to participants from 30 to 39 ages, and the other 50% percent of females from 20 to 29
ages. There is just only one male participant with the age rank from 30 to 39 and three female
participants with the same rank of age. In the other age category from 20 to 29, two female participants
are representing this category and the other two male participants. The age of 40 and over is the only
category without any participant. These facts show that participants are mixed from ages to 20 to 39
and that they notice that learning the English language is essential at those ages.
Figure 3 Participant’s level of education
This study research is focused on adult learners; an important fact is to know their background on
education. Figure 3 displays that 50% of participants finish high school, which includes three females
and only one male. In the other rank of the level of education, 25 % of the participants attended a college
that represents only two female participants. Finally, the last 25% percent correspond to the two males’
participants that do not finish yet high school. This information indicates that participants have some
educational background and some experience that benefit in their learning process.
Table 4 Learner’s knowledge about the meaning of learning English language
According to the study, 50% of participants strongly agree that adult learners are more empathetic
toward acquiring a language to enhance their job opportunities, a finding supported by Gardner’s (1985)
“Motivation refers to the combination of effort plus desire to achieve the goal of learning the language
pág. 7860
plus favorable attitudes toward learning the language.” (cited in Social Psychology and Second
Language Learning: The Role of Attitudes and Motivation, 1985, pag 10).
The second aspect relates to the importance of English for university admission, with only 1% of
participants considering it crucial, while 37.5% somewhat agree with this notion. Regarding the
statement “English will broaden my future options,” three participants (37.5%) strongly agree, 12.5%
somewhat agree, and another 12.5% (one participant) somewhat disagrees. Finally, in response to
“English is essential for personal development,” 50% of participants strongly agree. These findings
align with Krashen’s (1982) “Affective variables such as motivation... will not cause language
acquisition directly, but will encourage learners to seek and utilize input that is necessary for language
acquisition.” (cited in Principles and Practice in Second Language Acquisition, pag 32), demonstrating
that participants recognize the significance of English in shaping their personal and professional futures.
Table 5 Learners motivational perceptions about English
As shown in table 5, the variables are related to learners’ perceptions to know how motivated
participants are towards the English language. The first aspect of “when I speak English, I don’t mind
making mistakes” only one participant (12,5%) strongly agrees that making mistakes is not a barrier
when speaking English. On the other hand, 5 participants (63%) somewhat agree, which means that
adult learners are not sure about feeling good or bad when making mistakes while they are learning the
English language. The results for “Neither agree or disagree” one participant remains unsure about the
variable presented. Finally, one participant is “strongly disagree” with the variable showed.
In the case of the statement, “When someone speaks to me in English, I tend to be nervous,” the results
reveal an equal distribution of responses, with 37.5% of participants strongly agreeing and another
37.5% somewhat agreeing.
plus favorable attitudes toward learning the language.” (cited in Social Psychology and Second
Language Learning: The Role of Attitudes and Motivation, 1985, pag 10).
The second aspect relates to the importance of English for university admission, with only 1% of
participants considering it crucial, while 37.5% somewhat agree with this notion. Regarding the
statement “English will broaden my future options,” three participants (37.5%) strongly agree, 12.5%
somewhat agree, and another 12.5% (one participant) somewhat disagrees. Finally, in response to
“English is essential for personal development,” 50% of participants strongly agree. These findings
align with Krashen’s (1982) “Affective variables such as motivation... will not cause language
acquisition directly, but will encourage learners to seek and utilize input that is necessary for language
acquisition.” (cited in Principles and Practice in Second Language Acquisition, pag 32), demonstrating
that participants recognize the significance of English in shaping their personal and professional futures.
Table 5 Learners motivational perceptions about English
As shown in table 5, the variables are related to learners’ perceptions to know how motivated
participants are towards the English language. The first aspect of “when I speak English, I don’t mind
making mistakes” only one participant (12,5%) strongly agrees that making mistakes is not a barrier
when speaking English. On the other hand, 5 participants (63%) somewhat agree, which means that
adult learners are not sure about feeling good or bad when making mistakes while they are learning the
English language. The results for “Neither agree or disagree” one participant remains unsure about the
variable presented. Finally, one participant is “strongly disagree” with the variable showed.
In the case of the statement, “When someone speaks to me in English, I tend to be nervous,” the results
reveal an equal distribution of responses, with 37.5% of participants strongly agreeing and another
37.5% somewhat agreeing.
pág. 7861
This indicates that a significant portion of the group experiences nervousness when spoken to in
English. Meanwhile, 12.5% of participants (one individual) neither agreed nor disagreed, showing
neutrality toward the statement, and another 12.5% strongly disagreed, indicating that only one
participant feels completely comfortable in such interactions. A majority of the participants reported
experiencing varying degrees of language anxiety, which may have discouraged them from initiating
and engaging in English-language conversations. In terms of external encouragement, 5 participants
(63%) somewhat agree for the variable “my family/friends encourage me to learn English”. On the
contrary, two learners (25%) strongly agree and one participant (12,5%) somewhat agrees or disagrees
with external encouragement from family and friends. The following variables “I get help to do my
homework or get things done outside the classroom”, “outside the class, I watch films, listen to songs
or read in English” show the following results:
▪ 38% out of 3 participants are strongly agreed about needing help to do homework and 62,5% out
of 5 participants are somewhat agreeing to need help when doing homework.
▪ 62,5% out of 5 participants are strongly agreed about watching films, listen to songs, or read in
English outside the classroom.
▪ “I like English because I like it” 4 learners’ (50%) somewhat disagree and 3 participants (37,5%)
are strongly disagree about this fact.
The last results concerning if “learning English is easy at my age” 3 participants which represent the
37,5% strongly agree, 3 learners (37,5%) are “somewhat disagree” and the rest of the percentage
indicates that 12,5% one learner is somewhat agreed and the other 12, 5% corresponds to one learner
which is neither agree or disagree. The topic of age is something relevant in some adult learners when
learning the English language during their technical careers, and the reason why is because the goal of
this kind of population is to have more job opportunities and be competent to any job with some
knowledge in the English language.
As mentioned before these variables results of this research study demonstrate the motivational
perceptions towards English, and the results display a great interest of learner to use other useful
resources outside the classroom, which means they are self-motivate to be in contact with the English
language, also their background knowledge improves their English level proficiency.
This indicates that a significant portion of the group experiences nervousness when spoken to in
English. Meanwhile, 12.5% of participants (one individual) neither agreed nor disagreed, showing
neutrality toward the statement, and another 12.5% strongly disagreed, indicating that only one
participant feels completely comfortable in such interactions. A majority of the participants reported
experiencing varying degrees of language anxiety, which may have discouraged them from initiating
and engaging in English-language conversations. In terms of external encouragement, 5 participants
(63%) somewhat agree for the variable “my family/friends encourage me to learn English”. On the
contrary, two learners (25%) strongly agree and one participant (12,5%) somewhat agrees or disagrees
with external encouragement from family and friends. The following variables “I get help to do my
homework or get things done outside the classroom”, “outside the class, I watch films, listen to songs
or read in English” show the following results:
▪ 38% out of 3 participants are strongly agreed about needing help to do homework and 62,5% out
of 5 participants are somewhat agreeing to need help when doing homework.
▪ 62,5% out of 5 participants are strongly agreed about watching films, listen to songs, or read in
English outside the classroom.
▪ “I like English because I like it” 4 learners’ (50%) somewhat disagree and 3 participants (37,5%)
are strongly disagree about this fact.
The last results concerning if “learning English is easy at my age” 3 participants which represent the
37,5% strongly agree, 3 learners (37,5%) are “somewhat disagree” and the rest of the percentage
indicates that 12,5% one learner is somewhat agreed and the other 12, 5% corresponds to one learner
which is neither agree or disagree. The topic of age is something relevant in some adult learners when
learning the English language during their technical careers, and the reason why is because the goal of
this kind of population is to have more job opportunities and be competent to any job with some
knowledge in the English language.
As mentioned before these variables results of this research study demonstrate the motivational
perceptions towards English, and the results display a great interest of learner to use other useful
resources outside the classroom, which means they are self-motivate to be in contact with the English
language, also their background knowledge improves their English level proficiency.
pág. 7862
Table 6 Student’s attitudinal motivation towards English classes
Based on the results, it is clear that several aspects were taking into consideration to know about
different features that contribute to the learning process as motivational factors that improve student’s
skills inside and outside the classroom. In this study the 62,5% of students are strongly agreed about
teacher personality, it is something interesting to know about this factor, about acquire the English
language. The experience to work with adults’ learners it states that building a rapport relation is
important during the process, in this case, six students out of 8 strongly agree, contrary to the way of
teaching or teacher’s method with a 50% of the participant are strongly agree and the other 50%
somewhat agree. Meanwhile, 75% of participants feel that learning English for practical purposes is
essential to communicate with others, gain experiences, or fulfill personal goals. Finally, 50% of
participants are motivated to learn English and 50% are strongly agreed of enjoying English, this fact
is positive during the learning process because students can operate more productively to achieve a
good level in English.
Interview analysis
In this case, the interview analysis was conducted to gain insight into students’ perspectives on the daily
challenges they face in learning a second language, the interviews were carried out in a supportive and
comfortable environment, encouraging participants to freely express their thoughts and ideas. Their
responses were carefully analyzed to identify key themes and better understand the factors influencing
their language learning experiences. in a comfortable environment to share their ideas and finally
analyze their answers. This interview was applied to eight participants, 6 women and 2 men, due to
different reasons two students were absent that day.
Table 6 Student’s attitudinal motivation towards English classes
Based on the results, it is clear that several aspects were taking into consideration to know about
different features that contribute to the learning process as motivational factors that improve student’s
skills inside and outside the classroom. In this study the 62,5% of students are strongly agreed about
teacher personality, it is something interesting to know about this factor, about acquire the English
language. The experience to work with adults’ learners it states that building a rapport relation is
important during the process, in this case, six students out of 8 strongly agree, contrary to the way of
teaching or teacher’s method with a 50% of the participant are strongly agree and the other 50%
somewhat agree. Meanwhile, 75% of participants feel that learning English for practical purposes is
essential to communicate with others, gain experiences, or fulfill personal goals. Finally, 50% of
participants are motivated to learn English and 50% are strongly agreed of enjoying English, this fact
is positive during the learning process because students can operate more productively to achieve a
good level in English.
Interview analysis
In this case, the interview analysis was conducted to gain insight into students’ perspectives on the daily
challenges they face in learning a second language, the interviews were carried out in a supportive and
comfortable environment, encouraging participants to freely express their thoughts and ideas. Their
responses were carefully analyzed to identify key themes and better understand the factors influencing
their language learning experiences. in a comfortable environment to share their ideas and finally
analyze their answers. This interview was applied to eight participants, 6 women and 2 men, due to
different reasons two students were absent that day.
pág. 7863
Participants expressed the most difficult skills regarding learning encompassed many aspects such as
different kind of accents, pronunciation, and vocabulary, speed and fluency, when adult learners
develop different exercises like short answers, identification for important details, and transferring the
information heard to the written form, which is a challenge to them because participants did not know
much vocabulary or in some case the English alphabet. Nevertheless, this does not mean that they were
not motivated to acquire and learn English, and this takes us to the second questions regarding the
challenges they face in acquiring a language. In terms of motivation, they expressed their insecurity of
speaking in English because they are afraid of making mistakes in front of the class, nevertheless feeling
motivated helped them participate proactively even if mistakes happened. So, as mentioned in this
project, Krashen’s theory is essential to understand the whole meaning of the affective filter and how
we as teachers can find the best way to teach and understand adult learners’ challenges. Regarding the
five-input hypothesis, the affective filter proposed by Dulay and Burt in (1977), and incorporate later
by Krashen (1985) argued that “people acquire second languages only if they obtain comprehensible
input and if their affective filters are low enough to allow the input ‘in’. In his theory, affect includes
motivation, attitude, anxiety, and self-confidence” (cited in Du, 2009, p. 162). Based on the interview
with the participants, they were aware of the challenges they faced, but the motivation in themselves
persisted because they knew the meaning of learning English and its advantage; like getting a new job,
or getting a raise that provides a huge impact in their incomes. Even though they dealt with a lot of
factors, for example, lack of confidence, fear of failure which is the most common to see in the class
participation among students in oral presentations to mention one. Another important question was
about age and the disadvantages they face to be adult learners, some disadvantages they mentioned was
the time spend to study, most of them do not have free time just to study full time because they work,
they are a full-time mother or have other responsibilities. Regarding age, participants thought that
younger students have more time to study than theirs, but age is not a barrier to acquiring the English
language. Of course, there was a difference in how a young learner acquires and learning a language
from adults, Snow and Hoefnagel-Hohle (1978) explained that in two often-cited studies in the
Netherlands, found that adults and adolescents were better than children in terms of what they could
learn in a 25-minute instruction session or up to a year of naturalistic exposure to L2 Dutch”.
Participants expressed the most difficult skills regarding learning encompassed many aspects such as
different kind of accents, pronunciation, and vocabulary, speed and fluency, when adult learners
develop different exercises like short answers, identification for important details, and transferring the
information heard to the written form, which is a challenge to them because participants did not know
much vocabulary or in some case the English alphabet. Nevertheless, this does not mean that they were
not motivated to acquire and learn English, and this takes us to the second questions regarding the
challenges they face in acquiring a language. In terms of motivation, they expressed their insecurity of
speaking in English because they are afraid of making mistakes in front of the class, nevertheless feeling
motivated helped them participate proactively even if mistakes happened. So, as mentioned in this
project, Krashen’s theory is essential to understand the whole meaning of the affective filter and how
we as teachers can find the best way to teach and understand adult learners’ challenges. Regarding the
five-input hypothesis, the affective filter proposed by Dulay and Burt in (1977), and incorporate later
by Krashen (1985) argued that “people acquire second languages only if they obtain comprehensible
input and if their affective filters are low enough to allow the input ‘in’. In his theory, affect includes
motivation, attitude, anxiety, and self-confidence” (cited in Du, 2009, p. 162). Based on the interview
with the participants, they were aware of the challenges they faced, but the motivation in themselves
persisted because they knew the meaning of learning English and its advantage; like getting a new job,
or getting a raise that provides a huge impact in their incomes. Even though they dealt with a lot of
factors, for example, lack of confidence, fear of failure which is the most common to see in the class
participation among students in oral presentations to mention one. Another important question was
about age and the disadvantages they face to be adult learners, some disadvantages they mentioned was
the time spend to study, most of them do not have free time just to study full time because they work,
they are a full-time mother or have other responsibilities. Regarding age, participants thought that
younger students have more time to study than theirs, but age is not a barrier to acquiring the English
language. Of course, there was a difference in how a young learner acquires and learning a language
from adults, Snow and Hoefnagel-Hohle (1978) explained that in two often-cited studies in the
Netherlands, found that adults and adolescents were better than children in terms of what they could
learn in a 25-minute instruction session or up to a year of naturalistic exposure to L2 Dutch”.
pág. 7864
Another aspect to consider about how adults acquire a language is the adult's background and
experiences they tend to put into use when acquiring the English language. In this case, these
participants were enrolled in Accounting specialty, so the investigation demonstrated that adults were
eager to use the English language to transfer into their own experiences at work. In this case, the teacher
plays an important role providing meaningful learning as well as finding diversity of activities to
incorporate real case scenarios learner can later put into practice. Despite the challenge’s adult learners
face, the participants emphasized the activities they do to improve the English language outside the
language classroom. Some of them expressed they like to use different resources such as apps of tv
shows to practice listening and reading skills when they practice listening songs (with subtitles in
English) or watching movies or music videos; lyrics are useful to them because they can understand the
meaning of songs as well as add more vocabulary to their English repertoire.
CONCLUSIONS
The first factors considered in this project included the age of the participants and other key variables
that emerged during the investigation. The participants involved both genders, ranging in age from 20
to 39. Most of them had attended high school many years prior, which contributed to some of the
challenges identified in the findings. Regarding the variable of English language learinng, 50% of the
participants recognized that learning English would be beneficial for their future careers. It is notable
that students’ desire to learn English was closely linked to their motivational perceptions, as highlighted
in the second variable. Throughout the application of the research instruments, participants consistently
demonstrated a positive attitude. Despite the challenges they encountered, their intrinsic motivation
persisted during the classes. They also showed a willingness to engage beyond the classroom content,
with 62% of participants practicing English outside of class. Their practice focused primarily on
listening, reading, and writing, while speaking was identified as their main weakness according to the
data collected. Similarly, age did not appear to serve as a barrier to learning English. Participants
demonstrated confidence in their ability to engage in the academic process despite the challenges
associated with their age. For them, age was not perceived as a limitation. In fact, regarding this
variable, the majority of adult learners expressed a strong motivation to learn English for practical
purposes, particularly to enhance their employability.
Another aspect to consider about how adults acquire a language is the adult's background and
experiences they tend to put into use when acquiring the English language. In this case, these
participants were enrolled in Accounting specialty, so the investigation demonstrated that adults were
eager to use the English language to transfer into their own experiences at work. In this case, the teacher
plays an important role providing meaningful learning as well as finding diversity of activities to
incorporate real case scenarios learner can later put into practice. Despite the challenge’s adult learners
face, the participants emphasized the activities they do to improve the English language outside the
language classroom. Some of them expressed they like to use different resources such as apps of tv
shows to practice listening and reading skills when they practice listening songs (with subtitles in
English) or watching movies or music videos; lyrics are useful to them because they can understand the
meaning of songs as well as add more vocabulary to their English repertoire.
CONCLUSIONS
The first factors considered in this project included the age of the participants and other key variables
that emerged during the investigation. The participants involved both genders, ranging in age from 20
to 39. Most of them had attended high school many years prior, which contributed to some of the
challenges identified in the findings. Regarding the variable of English language learinng, 50% of the
participants recognized that learning English would be beneficial for their future careers. It is notable
that students’ desire to learn English was closely linked to their motivational perceptions, as highlighted
in the second variable. Throughout the application of the research instruments, participants consistently
demonstrated a positive attitude. Despite the challenges they encountered, their intrinsic motivation
persisted during the classes. They also showed a willingness to engage beyond the classroom content,
with 62% of participants practicing English outside of class. Their practice focused primarily on
listening, reading, and writing, while speaking was identified as their main weakness according to the
data collected. Similarly, age did not appear to serve as a barrier to learning English. Participants
demonstrated confidence in their ability to engage in the academic process despite the challenges
associated with their age. For them, age was not perceived as a limitation. In fact, regarding this
variable, the majority of adult learners expressed a strong motivation to learn English for practical
purposes, particularly to enhance their employability.
pág. 7865
It is worth emphasizing that many participants enrolled in the Accounting program specifically to
increase their job opportunities, with the added advantage of acquiring a second language as a valuable
skill. From the last information collected, many issues influence adult learner’s acquisition of a second
language mentioned in this project as well as the engagement of each participant to acquire the English
language. For instance, adult learners tend to be more realistic about the growing demand of business
and how companies are actively looking for technical applicants, so the necessity of finding new
resources to improve their language skills, to enhance their competitiveness and be productive to
achieve what the companies claim at different technical areas, is a must in their minds to have a full-
time job, find new opportunities to get a promotion or get a rise, and most important to have job stability.
BIBLIOGRAPHIC REFERENCES
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https://files.eric.ed.gov/fulltext/EJ938583.pdf
Cox, Elaine. (2015). Coaching and Adult Learning: Theory and Practice. New Directions for Adult and
Continuing Education. 2015. 27-38. 10.1002/ace.20149. Retrieved from:
https://www.researchgate.net/publication/285657721_Coaching_and_Adult_Learning_Theory_
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Cozma, M. ( 2015) The Challenge of Teaching English to Adult Learners in Today's World. Procedia
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Creswell, J. (2007). Qualitative inquiry & Research design: Choosing among five approaches.
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Ministerio de Educacion Publica. (2009) Ingles para la comunicación. Retrieved from
https://www.mep.go.cr/programa-estudio
It is worth emphasizing that many participants enrolled in the Accounting program specifically to
increase their job opportunities, with the added advantage of acquiring a second language as a valuable
skill. From the last information collected, many issues influence adult learner’s acquisition of a second
language mentioned in this project as well as the engagement of each participant to acquire the English
language. For instance, adult learners tend to be more realistic about the growing demand of business
and how companies are actively looking for technical applicants, so the necessity of finding new
resources to improve their language skills, to enhance their competitiveness and be productive to
achieve what the companies claim at different technical areas, is a must in their minds to have a full-
time job, find new opportunities to get a promotion or get a rise, and most important to have job stability.
BIBLIOGRAPHIC REFERENCES
Brown ,G. (2011) Student-Centered Learning in Higher Education. International Journal of Teaching
and Learning in Higher Education., 23, 92-97 Retrieved from:
https://files.eric.ed.gov/fulltext/EJ938583.pdf
Cox, Elaine. (2015). Coaching and Adult Learning: Theory and Practice. New Directions for Adult and
Continuing Education. 2015. 27-38. 10.1002/ace.20149. Retrieved from:
https://www.researchgate.net/publication/285657721_Coaching_and_Adult_Learning_Theory_
and_Practice
Cozma, M. ( 2015) The Challenge of Teaching English to Adult Learners in Today's World. Procedia
- Social and Behavioral Sciences, 1209-1214. Retrieved from
https://core.ac.uk/download/pdf/82522823.pdf
Creswell, J. (2007). Qualitative inquiry & Research design: Choosing among five approaches.
University of Nebraska. Lincoln. Second Edition.
Kuklewicz, A. , Kim, J. ( 2018). “It’s never too late”: A Narrative Inquiry of Older Polish Adults’
English Language Learning Experiences. The Electronic Journal for English as a Second
Language, 22, 1-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ1195940.pdf
Ministerio de Educacion Publica. (2009) Ingles para la comunicación. Retrieved from
https://www.mep.go.cr/programa-estudio
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e_Teaching
Zhu, W. ( 2011) The Critical Period of L2 Acquisition Studies: Implications for Researchers in Chinese
EFL Context,. Journal of Language Teaching and Research, 2, 1217-1226.
doi:10.4304/jltr.2.6.1217-1226
McDonough, D. (as cited in McDonough, 2014, pag.11) Providing Deep Learning through Active
Engagement of Adult Learners in Blended Courses. Journal of Learning in Higher Education,
10, 9-16 Retrieve from https://files.eric.ed.gov/fulltext/EJ1143328.pdf
Salthouse, Timothy. (2010). Major Issues in Cognitive Aging. Major Issues in Cognitive Aging. 1-256.
10.1093/acprof:oso/9780195372151.001.0001. Retrieve from
https://www.researchgate.net/publication/285984202_Major_Issues_in_Cognitive_Aging
Smith, M. K. (1996; 2001, 2007) ‘Action research’, the encyclopedia of informal education. Retrieved
from: http://infed.org/mobi/action-research/.
Smith, M. K. (2002) Malcolm Knowles, informal adult education, self-direction and andragogy. the
encyclopedia of informal education. Retrieved from www.infed.org/thinkers/et-knowl.htm.
Snow, C., & Hoefnagel-Höhle, M. (1978). The Critical Period for Language Acquisition: Evidence
from Second Language Learning. Child Development, 49(4), 1114-1128. doi:10.2307/1128751
TEAL Center staff (2010) Student-Centered Learning. Retrieved from:
https://lincs.ed.gov/sites/default/files/6%20_TEAL_Student-Centered.pdf
Trigueros, R., Med, J., & Sandoval, F. (2017). Qualitative and Quantitative research instruments
Research tools. Retrieved from:
https://www.researchgate.net/publication/323014697_QUALITATIVE_AND_QUANTITATIV
E_RESEARCH_INSTRUMENTS_Research_tools
Vanhove J. (2013). The critical period hypothesis in second language acquisition: a statistical critique
and a reanalysis. PloS one, 8(7), e69172. https://doi.org/10.1371/journal.pone.0069172
Xiaoyan, Du. (2009). The Affective Filter in Second Language Teaching. Asian Social Science. 5.
10.5539/ass.v5n8p162. Retrieve from
https://www.researchgate.net/publication/41846772_The_Affective_Filter_in_Second_Languag
e_Teaching
Zhu, W. ( 2011) The Critical Period of L2 Acquisition Studies: Implications for Researchers in Chinese
EFL Context,. Journal of Language Teaching and Research, 2, 1217-1226.
doi:10.4304/jltr.2.6.1217-1226