Adults' experiences in learning a foreign language in a university classroom: A heuristic study

This heuristic study sought to answer the question: What is the nature of the lived experiences of adults in the context of learning a foreign language (FL) in a formal learning environment? Its theoretical framework was grounded in Knowles' andragogy, Tough's self-directed learning theory, and Mezirow's perspective transformation theory, as well as in the researches of adult foreign language learning and factors that influence that process. The purpose was to understand the adult FL learning process from the adult education perspective and to create an interdisciplinary discourse among the scholarships of adult education, psychology, and linguistics. The qualitative data were collected through interviews and photo-elicitation with 13 adult learners who studied German at a university and also included the researcher's previous and new FL learning experiences. The analysis yielded nine themes and subthemes: (1) interest in foreign cultures, sound and challenges of the languages; (2) interest in family history, heritage, and genealogy; (3) engagement in critical reflection; (4) support and influence from family members; (5) a teacher's positive influence and its impact on learning; (a) instructional approaches; (b) teacher and student rapport; (6) learning experiences; (a) instructional materials and activities; (b) relationship with peers; (7) target country experiences; (8) extrinsic incentives; (a) professional or academic advancement; (b) economic/financial benefit; (9) difficulties, concerns, and problems that evoked perseverance and determination; (a) expressions of learning fears, concerns, and frustration; (b) unpleasant experiences with a teacher.; The literature review revealed that disciplines that are concerned with the adult FL learning process have remained detached from adult learning theories and practices and consequently helpful implications for adult FL instruction and interdisciplinary discourses are lacking.; Some questions for future research included: (1) What are some factors that underlie and influence the temporal aspect of motivation? (2) What are the factors contributing to perseverance and determination? (3) What are factors that may cause stress when learning a FL in the target country?; This study resulted in the development of the FL learning model Adult Foreign Language Learning Process Continuum in a University Classroom, and the adult teaching concept of foreign language andragogy (FLA), and attempted to initiate an interdisciplinary dialogue among the scholarships concerned with adult FL learning.