Language Learning over 50 at the Open University in Poland: An Exploratory Study of Needs and Emotions

Autor/inn/en	Klimczak-Pawlak, Agata; Kossakowska-Pisarek, Sylwia
Titel	Language Learning over 50 at the Open University in Poland: An Exploratory Study of Needs and Emotions
Quelle	In: Educational Gerontology, 44 (2018) 4, S.255-264 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2018.1454389
Schlagwörter	Foreign Countries; Student Attitudes; English (Second Language); Second Language Instruction; College Students; Open Universities; Age Differences; Questionnaires; Semi Structured Interviews; Student Needs; Older Adults; Adult Education; Learning Motivation; Poland + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Offene Universität; Age; Difference; Age difference; Altersunterschied; Fragebogen; Älterer Erwachsener; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Motivation for studies; Lernmotivation; Polen
Abstract	This exploratory, retrospective study, which focuses on the needs, attitudes, and emotions of learners attending English as a foreign language courses at the Open University of the University of Warsaw is part of a larger scale project which aims at answering calls voiced, among others, by Boulton-Lewis (2010) to gather more data from older adults and investigate their attitudes to learning; by Storm and Storm (2015) who highlight the importance of understanding the needs of retirees; and of Yates and Kozar (2015), who say that current research into age effects tends to remain without translation into practical teaching. Fifty-four learners enrolled in English as a foreign language courses were asked to fill in a questionnaire and 16 of them were asked to take part in a semi-structured interview. The analyzed data allow us to point to needs, attitudes, emotions, and challenges of those learners and the need to further explore them in order to offer better tailored courses and to equip teachers with the knowledge and skills necessary to support older adult learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01