Research Summary: EFL learning in adulthood and later life: experiences, beliefs, and context in Basque Official Language Schools

A qualitative study explored the English as a Foreign Language (EFL) learning experiences of adult learners aged 35-69 in Basque Official Language Schools. The research examined their motivations, objectives, perceived challenges and strengths, age-related beliefs, emotional responses, and the impact of the learning environment, including intergenerational classroom dynamics and prior educational background. Data was gathered from 71 learners through questionnaires and semi-structured interviews.

Why it matters

Understanding the specific needs, motivations, and challenges of adult learners, particularly in midlife and later life, is crucial for developing effective educational strategies and programs. This insight can inform the design of learning environments that optimize engagement and success for a diverse age range, supporting lifelong learning initiatives.

Key insights

• The study focused on EFL learning experiences among midlife and older adults in official language schools.
• It investigated motivations, learning objectives, and perceived strengths and difficulties specific to this demographic.
• Age-related beliefs and affective experiences were explored as factors influencing the learning process.
• The influence of the learning context, including intergenerational classroom dynamics, was a key area of analysis.
• A qualitative descriptive design was used, involving questionnaires from 71 learners and interviews with 7 participants aged 35 to 69.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1938989