Unveiling the “Whys” of Japanese Third-age Learners’ English Language Proficiency

Bibliographic Data

ID19587730
AuthorsDominic Bryan S San Jose (0000-0001-9089-9336), Melona Q Guitche (0000-0003-2931-9683, University of Negros Occidental – Recoletos), Dennis V Madrigal (0000-0001-5891-2473, University of Negros Occidental – Recoletos)
Year2024
Volume7
Issue3
Pages60-73
Publication date2024-12-17
Open AccessYes
TypeARTICLE
VenuePhilippine Social Science Journal (JOURNAL)
Journal identifiersISSN: 2672-3107 • E-ISSN: 2704-288X
PublisherUniversity of Negros Occidental - Recoletos (PUBLISHER)
DOI10.52006/main.v7i3.1000
OpenAlexW4405497794
LanguageEN
Citations received3

Japanese third-age English language learners, though growing, are still an under-researched demographic. Grounded on the quantitative results of Japanese third-age learners' English language proficiency (ELP), which is B1 on average, this descriptive-qualitative study explored why the participants got certain levels of ELP. Using the maximum variation sampling, the researchers chose five third-aged Japanese participants from the five cities of Aichi, Japan. The findings reveal two significant themes: motivational factors (with three sub-themes: personal interest, social engagement, and personal enrichment) and factors affecting ELP (with four sub-themes: dynamics of sex and ELP, dynamics of age and ELP, dynamics of education and ELP, dynamics of time and ELP), encourage the examination of learning a language as a means to greater autonomy, cultural sensitivity, and an understanding of the global community. It provides valuable insights for teachers or curriculum designers to improve EFL programs for third-age learners, enhancing accessibility, interest, and effective language acquisition

Language assessment · Linguistics · Computer Science · EFL/ESL Teaching and Learning · History · Philosophy · Psychology · Second Language Learning and Teaching

Tools

Open DOIOpen Access