The purpose of this study was to examine the current situation and needs in English learning among elderly learners who aged over 60 attending a lifelong education institute located in Seoul. The research questions were set up as follows: 1) what is the preconception of the need for English learning...
The purpose of this study was to examine the current situation and needs in English learning among elderly learners who aged over 60 attending a lifelong education institute located in Seoul. The research questions were set up as follows: 1) what is the preconception of the need for English learning for the elderly learners currently learning English? 2) what is the current status of English learning for elderly learners who are currently learning English (motivation for learning English, use of English, learning effects, proficiency in English learning, inhibition factors?) For the study, a total of 123 elderly English learners responded to the questionnaires, also six of them were interviewed about their experiences in English learning in depth. The questionaries were analyzed statistically by using SPSS.
The major findings of this study were as follows. First of all, both genders, including males and females felt strong needs in learning English for their daily life. With regards to age, the age sixty group which was the youngest of the participants have the highest needs in learning English for their daily life. Also, the age-eighty group showed 22% higher needs in learning English for the rest of their life than for their daily life. Also, the male group showed twice higher than their counterparts in learning English for their rest of the life. Second, in spite of the strong recognition for learning English, their efforts of usage in English in their current lives were remarkably low. Moreover, the results of efficiency showed ‘low confidence’ in terms of listening, speaking, English grammar and English writing. On the contrary, they evaluated themselves ‘high confidence’ in English vocabularies and reading competence based on phonics. Meanwhile, one of the findings showed the intrinsic motivation led them to engage in learning English, rather than extrinsic motivation. The most inhibitory factor on the participants’ English learning was found on their cognitive problem due to their aging such as ‘I easily forget what I have learned’. Third, about 54% of the surveyed elderly English participants demanded ‘Speaking’ for the subject that they want to learn most and 9% of the alphabet, 9% of grammar, 17% of English reading and writing were followed. Also, the participants hoped to have following classes including ‘English class at night time’(38.3%), ‘Various English programs such as soap operas in English and travel English’(45.6%), and ‘English classes taught by an English native speaker’(41.5%). This findings provide some pedagogical implications for developing effective lifelong English programs for elderly English learners.
The purpose of this study was to examine the current situation and needs in English learning among elderly learners who aged over 60 attending a lifelong education institute located in Seoul. The research questions were set up as follows: 1) what is the preconception of the need for English learning for the elderly learners currently learning English? 2) what is the current status of English learning for elderly learners who are currently learning English (motivation for learning English, use of English, learning effects, proficiency in English learning, inhibition factors?) For the study, a total of 123 elderly English learners responded to the questionnaires, also six of them were interviewed about their experiences in English learning in depth. The questionaries were analyzed statistically by using SPSS.
The major findings of this study were as follows. First of all, both genders, including males and females felt strong needs in learning English for their daily life. With regards to age, the age sixty group which was the youngest of the participants have the highest needs in learning English for their daily life. Also, the age-eighty group showed 22% higher needs in learning English for the rest of their life than for their daily life. Also, the male group showed twice higher than their counterparts in learning English for their rest of the life. Second, in spite of the strong recognition for learning English, their efforts of usage in English in their current lives were remarkably low. Moreover, the results of efficiency showed ‘low confidence’ in terms of listening, speaking, English grammar and English writing. On the contrary, they evaluated themselves ‘high confidence’ in English vocabularies and reading competence based on phonics. Meanwhile, one of the findings showed the intrinsic motivation led them to engage in learning English, rather than extrinsic motivation. The most inhibitory factor on the participants’ English learning was found on their cognitive problem due to their aging such as ‘I easily forget what I have learned’. Third, about 54% of the surveyed elderly English participants demanded ‘Speaking’ for the subject that they want to learn most and 9% of the alphabet, 9% of grammar, 17% of English reading and writing were followed. Also, the participants hoped to have following classes including ‘English class at night time’(38.3%), ‘Various English programs such as soap operas in English and travel English’(45.6%), and ‘English classes taught by an English native speaker’(41.5%). This findings provide some pedagogical implications for developing effective lifelong English programs for elderly English learners.
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