Using Explicit Instruction of the International Phonetic Alphabet System in English as a Foreign Language Adult Classes

<p style="text-align: justify;">The effects of international phonetic alphabet (IPA) instruction on English as a foreign language (EFL) adult learners’ pronunciation have been well-recognized. However, not many studies on the topic were conducted in the Vietnamese context. Therefore, the current study aims to investigate (1) the impact of IPA learning on Vietnamese EFL adult learners’ pronunciation and (2) adult learners’ perceptions of the effects of learning the IPA system on their pronunciation. The study was designed as an experimental study, following a mixed-methods approach, using the pre-and-post-tests, questionnaires, and interviews to collect quantitative and qualitative data. Thirty-eight adult learners took part in this investigation; they were divided into two groups, nineteen in the control and nineteen in the experimental group. The experimental study lasted ten weeks before the questionnaires and interviews were administered with the participants in the experimental group. The results demonstrated a significant improvement in adult learners’ pronunciation in the experimental group. The participants in the experimental group also highly perceived the positive effects of learning the IPA system on their pronunciation. Pedagogical implications and suggestions were presented at the end of the paper.</p>

Decision Making in English as an Additional Language: Surprises and Advantages

Do adult learners of English make different and sometimes better decisions in English than their monolingual peers and teachers? It is likely, possible, and probable. Using evidence from classroom decision making studies, with over 500 participants, we demonstrate that often adult English learners (henceforth adult Active Bilingual Learners/Users of English [ABLE]) make more accurate decisions in English than first language English speakers, when given time and the ability to utilize their whole linguistic repertoire (i.e., translanguaging). We specifically look at differences in decisions that involve 1) common adverbs of frequency (rare, possible, likely, frequently, etc.) and 2) system 1 (implicit) vs. system 2 (analytical) thinking in cognitive reflection tests, such as math story problems. Understanding these surprising differences and advantages in decision making in English as an Additional Language (EAL) has important practical implications for test preparation and daily instruction for adult ABLE students, and potentially as well for ABLE youth in K-12 schools.

Language learning strategies used by Indonesian learners in IELTS

This study investigated the frequently used language learning strategies (LLS) by Indonesian learners in learning English for a high-stakes exam, IELTS. In addition, differences in the LLS use among participants with different proficiency were examined. Using a quantitative approach, data were collected by using an online survey by utilizing Oxford’s Strategy Inventory for Language Learning (SILL) as the instrument. Sixty-one Indonesian adult learners who had taken IELTS were involved in this study. Their IELTS score indicated their proficiency levels. Data analysis was carried out using Statistical Package for Social Science (SPSS). It involved a descriptive analysis to find the frequency and an independent samples t-test to see the LLS use based on proficiency. The findings revealed that the participants used various LLS in learning English for IELTS. The most frequently used strategies were metacognitive, followed by cognitive, compensative, social, affective, and memory strategies. Meanwhile, the independent samples t-test showed that the difference in the LLS use among participants with different proficiency was not noticeable. Reflecting on the results, it is proposed that English teachers in Indonesia may start growing their learners’ awareness of LLS benefits and teach them to use them properly in their learning English for IELTS.

Queer futuring: an approach to critical futuring strategies for adult learners

Purpose The purpose of this paper is to develop queer futuring strategies that take into consideration adult learners’ needs in support of transformational and sustainable change for social justice and equity. Design/methodology/approach This paper develops the construct of queer futuring, which engages queer theory perspectives in a critical futures framework. Adult learning theory informs queer futuring strategies to support adults and inform education to sustain transformational changes for social justice and equity. Findings With social justice in mind, queer futuring opens spaces and supports opportunities for adults to engage in learning activities that address historical and layered forms of oppression. Building on learning needs of adults to create meaning and make a difference in the world around them, queer futuring strategies provide tools for activism, advocacy and building new relationships and ways of being-with. Research limitations/implications The sustainability of our current system of growth and financial well-being has already been called into question, and the current pandemic provides tangible evidence of values for contribution, connection and concern for others, even in the midst of political strife and conspiracy theories. These shifting values and values conflict of society point to the questions of equity and narrative inclusivity, challenging and disrupting dominant paradigms and structures that have perpetuated power and authority “over” rather than social participation “with” and harmony. Queer futuring is just the beginning of a bigger conversation about transforming society. Practical implications Queering spaces from the perspective of queer futuring keeps the adult learner and queering processes in mind with an emphasis on affiliation and belonging, identity and resistance and politics and change. Social implications The authors suggest queer futuring makes room for opening spaces of creativity and insight as traditional and reified rationality is problematized, further supporting development of emergentist relationships with the future as spaces of possibility and innovation. Originality/value Queer futuring connects ethical and pragmatic approaches to futuring for creating the kinds of futures needed to decolonize, delegitimize and disrupt hegemonic and categorical thinking and social structures. It builds on queer theory’s critical perspective, engaging critical futures strategies with adult learners at the forefront.

Student Parents or Parent Students in Lockdown Pandemic? A Third Space approach

The pandemic has affected families in many ways. Parents, who at the same time are studying, tend to be an under-represented cohort of adult learners, and in this study, their experiences and reflections, on how they navigated through their dual identities during lockdown, are explored. Through an online survey, 91 student parents from 20 different higher education institutions in the United Kingdom shared their views as to how they balanced their parenting and studying responsibilities during lockdown in early 2021. Findings indicate how student parents felt both their roles were impacted rather negatively, but also how the pandemic provided them opportunities for bridging and resisting binaries, through the emergence of a Third Space (Bhabha, H. K. (1994). The location of culture. New York, NY: Routledge; Soja, E. W. (1996). Third space: Journeys to Los Angeles and other real-and-imagined places. Malden, MA: Blackwell). The study shows how student parents re-positioned their identities, identified ways to manage disruptions caused by the lockdown and acknowledged family time and family relationships as very important.

A Comparison of Online Learning Challenges Between Young Learners and Adult Learners in ESL Classes During the COVID-19 Pandemic: A Critical Review

This critical review aims to make a comparison of online learning challenges between young learners and adult learners in ESL classes during the COVID-19 pandemic. The pandemic has forced the closure of schools and institutions and the shift from face to face classes to online learning which forced the learners to adapt with the transformation. The challenges being faced by the young and adult learners were categorized into three themes, namely learning styles, psychological effect and low academic performance. A total of 40 articles were screened from the years 2020 and 2021. Out of those articles, 29 articles were recognized for the adult learners’ challenges and 11 articles for the young learners’ challenges. The findings suggested there were differences of challenges between the young and adult learners. It is important to recognize the challenges faced by these two levels of learners so that these challenges can be addressed accordingly in the future.

Coaching Components That Create Success

This chapter begins with an explanation of coaching and a brief overview of the benefits of coaching. Next, the characteristics of adult learners are described through adult learning theories and principles that provide the foundation for successful coaching. Evidence-based components from research of coaching are presented with practical strategies for implementation. For example, activities such as building rapport, developing and monitoring goals, conducting observations through video, and providing reflective feedback are presented. Additionally, real-world scenarios from the field for both pre-service and practicing teachers are included. The goal is to equip teacher educators with the knowledge and skills necessary to implement aspects of coaching into any class or PD to increase teacher success and student learning.

Using Infographics as an Effective Technological Tool With Adult Language College Students

Infographics are like a map of visual information, and they are free great technological tools to teach visual or text content in an easy, enjoyable, engaging way. This chapter highlights the importance of using infographics with university adult learners in face-to-face and online courses. Infographics allow for higher thinking skills such as evaluation and analysis as the designer makes judgments about the content, design, and quality. They also allow for making syntheses as the designer plans and then builds their infographic. The use of higher thinking skills makes learning the materials more effective and more accessible. The chapter focuses on how to enhance learning and teaching by using visuals through infographics. The use of infographics makes teaching more culturally relevant and allows for creativity. The chapter discusses the benefits of infographics and talks about how teachers can use them in their classes. The chapter also provides some sample lessons with different ideas on using infographics and concludes with some recommendations.

Authentic Assessment in Online Higher Education

Among the increasing pressures on today's higher education providers are the call from employers for improved preparedness of graduates for entering the workforce and the expectation from students that their learning be personalized and targeted toward their unique professional goals. Authentic performance assessment is proposed as an opportunity for higher education to collaborate with industry and create targeted and personalized skills-based performance assessment for adult learners as a means for closing the skills gap between school and work. This chapter provides in-depth descriptions of the characteristics of authentic performance assessment and steps and strategies for creating them.

The Impacts of the Socratic Method and Andragogy on Adult Bible Classes

This chapter addresses the potential use of the Socratic method and andragogical teaching methods in adult Bible classes in parish education. There exist many correlations between Socratic teaching strategies and andragogical philosophy, most notably the assumption that adult learners trend towards thinking of themselves as self-directed learners with a variety of experiences and the capacity to learn through dialogue with facilitators and each other. This chapter first outlines adult Bible classes in the isolated context of Christian parish education as community or non-formal education. Then, the chapter highlights the methods of a particular study in which pastors were trained in Socratic and andragogical methods and then observed for an extended period of time. Conclusions from the study include how Socratic and andragogical methods potentially help to increase learner self-reflection and engagement in similar contexts to the featured study.