scholarly journals How to Teach Grammar to Adult ESP Learners at Technical University More Communicatively: Task-Based Approach

2020 ◽  
Vol 7 (1) ◽  
pp. 54
Author(s):  
I. Lytovchenko ◽  
Y. Lavrysh ◽  
V. Lukianenko ◽  
O. Ogienko
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Communicative Language Teaching ◽  
Grammar Instruction ◽  
Grammar Acquisition ◽  
Learner Centeredness ◽  
Comparison Of The Results ◽  
Types Of Instruction ◽  
Grammatical Structures ◽  
Production Approach

<p class="Abstract">The article is devoted to comparison of the effectiveness of grammar acquisition by adult learners in two types of instruction – based on the traditional PPP (Presentation, Practice, Production) approach and TBL (Task-Based Learning) approach – in ESP university classes. We conducted a qualitative research in which we tried to incorporate grammar instruction in communicative language teaching and for that purpose selected two groups of students (the PPP group and the TBL group). They were taught five topics, each with a focus on particular grammar items. The comparison of the results we obtained showed that students’ achievement in the TBL group increased more substantially than in the PPP group. Also, the majority of students in the TBL group liked learning grammar at the point of need, which we consider particularly important, since it stimulated their motivation and contributed to the acquisition of grammatical structures. When considering the positive aspects of our experience of using TBL and task-based grammar learning in particular, we should first of all point out its learner-centeredness which provides a number of advantages in teaching adult students: the focus on real communication, addressing the students’ needs by putting them into authentic communicative situations, encouragement of students’ responsibility for their own learning, exposure of students to a wide variety of language, including grammar, ability to motivate students.</p>

Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs

2021 ◽  
pp. 104515952098836
Author(s):  
Alexander C. Gardner ◽  
Heather N. Maietta ◽  
Philip D. Gardner ◽  
Niki Perkins
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Postsecondary Education ◽  
Work Experience ◽  
Adult Learner ◽  
Educational Aspirations ◽  
Academic Program ◽  
Extrinsic Factors ◽  
Learner Motivation ◽  
Post Secondary

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

Predictors of transfer behaviours in adult university students

2021 ◽  
pp. 147797142199278
Author(s):  
Charlie Potter
Keyword(s):  
High School ◽  
Adult Learners ◽  
Adult Students ◽  
Transfer Students ◽  
Quantitative Methods ◽  
High School Graduates ◽  
College Completion ◽  
Enrollment Patterns ◽  
Adult Transfer

Adult students are critical to addressing the college completion crisis. Retention and completion for adults lags behind students who enter college directly from high school. However, higher education has largely been built around service to younger high school graduates, and institutions are slow to change. A shift in focus to accommodate the needs and interests of adult learners will require additional research regarding the enrollment patterns and behaviours of adult students. This study uses quantitative methods and the Beginning Postsecondary Students 12/14 dataset to consider the role of transfer in the experience of the adult learner, with specific attention to the characteristics, demographics and experiences of adult transfer students as well as the predictors of reverse and lateral transfer behaviour in adult student populations.

scholarly journals Issues in developing the learning motivation of adult learners for studying foreign languages

2020 ◽  
Vol 133 (4) ◽  
pp. 99-105
Author(s):  
А.А. Palina ◽  
◽  
T.A. Kokhanover ◽  
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Teaching Practice ◽  
Native Speakers ◽  
Foreign Languages ◽  
Educational Activity ◽  
Learning Needs ◽  
Distinctive Features ◽  
Experimental Training ◽  
Basic Learning

This article highlights issues of formation a motivation to learn foreign languages in adult students. The teaching practice shows that working with students of different ages has its own distinctive features, and teaching adults has its own specifics. This article considers such element of educational activity as motivation, and particularities of its formation namely in adults. It presents the basic learning needs of adults, their requirements for the pedagogical process, as well as possible difficulties in teaching them. It provides the list of conditions and principles necessary for successful development and maintenance of adult students’ motivation. The article suggests such method as correspondence with native speakers of a foreign language. It describes the conduct of experimental training using the proposed method, which is supported by the results of a survey to identify the level of adult students’ motivation.

The Cost of Convenience

2014 ◽  
pp. 308-332
Author(s):  
Jessica Miles
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Adult Learners ◽  
Sleep Quality ◽  
Adult Students ◽  
Adult Health ◽  
Health Issues ◽  
Raising Awareness ◽  
The Cost ◽  
Education Courses

Adult education tools have transformed over the years to become very Internet-based. Distance education courses represent one of the fastest-growing sectors within higher education and as an elected form of education for adult learners. Nontraditional students play an important role in the continued growth of this educational modality and are using distance education courses to further their knowledge, skills, and careers. Additionally, this tool is enabling adults who might otherwise be unable to participate in learning opportunities because they are place-bound to have access to a wealth of information and courses available through distance education courses. In regards to adult health, research has identified potential impacts on academic success including sleep quality and external responsibilities, such as work and caretaking. Nontraditional, adult students are increasingly pressured with greater external responsibilities that in turn may affect their sleep quality, creating a sort of chain reaction of potential academic obstacles. Raising awareness of these health issues and impacts is important in setting up adult learners, especially those taking distance education courses, with the greatest opportunities for academic success. This chapter explores distance education.

The New Normal

2021 ◽  
pp. 88-120
Author(s):  
Simona Laurian-Fitzgerald ◽  
Carlton J. Fitzgerald ◽  
Carmen Alina Popa ◽  
Laura Bochis
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Adult Students ◽  
Learning Preferences ◽  
Collaborative Relationships ◽  
Student Centered ◽  
New Normal ◽  
Task Oriented ◽  
Successful Students ◽  
Learn Task

Adult learners are different from younger learners. Many have taken Knowles' ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-centered online learning.

scholarly journals Work, Family and School – Balanced Postgraduate Programs for Full-Time Workers in Finland

2019 ◽  
Vol 12 (3) ◽  
pp. 14
Author(s):  
Matti Koivisto
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Returning Students ◽  
Full Time ◽  
Part Time ◽  
School Roles ◽  
Work Family ◽  
Dispositional Barriers ◽  
Full Time Employment ◽  
Working World

Today employees have to update their knowledge, skills and competencies to excel in the working world. Therefore, the number of adult students has increased in all forms and levels of education including universities. Adult students bring non-traditional characteristics to campuses including part-time enrollment, full-time employment, and increased family obligations.  In this paper, an analytical model for analyzing different roles of professionals returning to university is developed. The model is then applied to describe the current support systems for adult learners in Finland and to analyze a Finnish postgraduate program solely targeted for professional returning to college. The findings of the study suggest that programs dedicated to adult learners help returning students to find a better balance between their work, family and school roles and thus overcome more easily the institutional, situational and dispositional barriers to study.

scholarly journals Methodologies for Teaching English to Adult Students in Spanish Vocational Education Programs

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Sergio Castañeda
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Older Adult ◽  
Language Production ◽  
Real Life ◽  
Teaching English ◽  
Structured Interviews ◽  
Diverse Classrooms ◽  
Diverse Groups ◽  
Older Adult Learners

This paper explores strategies used by teach- ers of English in Spain to compensate for learning limitations  associated with student age. As part of a qualitative study of multiple cases, twenty teachers from different voca- tional programs volunteered to participate in semi-structured interviews. The interviews revealed the difficulties that older Spanish adult students experience in learning Eng- lish in age-diverse classrooms. The findings specifically indicate that older adult learners face numerous obstacles in oral compre- hension and language production because of the translation and grammatical method- ologies with which they were educated. A further obstacle is their younger classmates’ linguistic superiority. Special attention  is paid to the methodologies used by teachers of age-diverse groups, including material speci- ficity, real-life practice, repetition and system- atization, skill-oriented tasks, and collabora- tive or cooperative learning.

Virtually Onboarding and Supporting Adult Students in College Using Web 2.0 Technologies

2010 ◽  
pp. 1013-1030
Author(s):  
Pamela M. Golubski
Keyword(s):  
Academic Success ◽  
Adult Learners ◽  
Web 2.0 ◽  
Adult Students ◽  
Social Adjustment ◽  
Academic Preparation ◽  
Full Time ◽  
Web 2.0 Technologies ◽  
Difficult Time ◽  
College Staff

The transition to college is a difficult time for most students. Students experience changes in interpersonal and social adjustment, academic and career concerns, as well as personal change (Bishop, Gallagher, & Cohen, 2000). For adult learners this transition can be further complicated by working full-time and family responsibilities. Thus, failure of any student to not successfully adjust and acclimate into his or her new college community can greatly affect the student’s persistence and academic success (Tinto, 1993). While most colleges offer a short term in-person orientation to help new traditional-aged students integrate into a college campus, adult students are often left without an option. Though, an alternative method of orienting, acclimating, and supporting adult learners might be realized through the use of virtual and Web 2.0 technologies. Through this method, college staff and faculty members can onboard adult students to campus by virtually interacting, advising, communicating, and supporting them. Additionally, a virtual onboarding program can encourage adults to socialize with their peers and be acclimated to campus support services and offices, in an effort to increase a student’s social integration and interaction, academic preparation and success, and college adjustment.

Adult student preferences: Instructor characteristics conducive to successful teaching

2017 ◽  
Vol 23 (1) ◽  
pp. 49-60 ◽  
Author(s):  
Lindsay A Phillips ◽  
Carolyn Baltzer ◽  
Lisa Filoon ◽  
Cynthia Whitley
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Adult Student ◽  
Student Preferences ◽  
Qualitative Survey ◽  
Clear Communication ◽  
Instructor Characteristics ◽  
Successful Teaching

Purpose This study examined adult students’ perspectives on what characteristics make for successful teaching and learning environments in the adult student classroom. Methodology One hundred and thirty-two adult students (ranging in age from 22 to 70) participated in a mixed methods (quantitative and qualitative) survey. Findings Adult students seem to prefer instructors with knowledge and respect for adult learners, applied experience in the fields in which they teach, and those who have clear communication, and are fair and understanding. Participants viewed not understanding or respecting adult students and being arrogant or condescending as problematic characteristics for instructors to have.

Teaching and Practice: Composing Texts, Composing Lives

1994 ◽  
Vol 64 (4) ◽  
pp. 427-450 ◽  
Author(s):  
Sondra Perl
Keyword(s):  
Adult Learners ◽  
Critical Pedagogy ◽  
Adult Students ◽  
Teaching Practice ◽  
Composition Studies ◽  
Literary Texts ◽  
Feminist Studies ◽  
Learning And Development ◽  
Reader Response Theory ◽  
A Site

In this article, Sondra Perl draws on the work of theorists in composition studies, reader response theory, critical pedagogy, and feminist studies to explicate a pedagogy that incorporates her own learning and development with that of her adult students. She emphasizes not only the importance of her students' responding critically to various literary texts, but also the importance of teachers' critically analyzing the texts of their teaching practice. Perl asserts that a classroom of adult learners has the potential to be a supportive milieu in which both students and teachers use writing as a way of brining their own experience to their interpretation of texts. In this way, Perl believes, students and teachers alike author their coming together, and the classroom becomes a site in which they compose not only texts, but also themselves.

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