Learner autonomy, motivation, and self-regulated learning. How do these factors interrelate when senior adults learn English as a foreign language?
Learner autonomy, motivation, and self-regulated learning. How do these factors interrelate when senior adults learn English as a foreign language?

Summary/Abstract: Learner autonomy has become a key notion for adult education as it calls attention to the ability of directing one’s own independent learning. Although studies extensively discuss adult learners’ autonomous learning behavior, research on senior learners’ autonomy in the context of foreign language learning (FL) is scarce. Therefore, this paper explores motivational and self-regulatory factors that influence old-aged learners’ independent FL learning. Survey data were collected and analyzed. Findings of multiple regression analyses showed that influential factors of older learners’ autonomous learning behavior are related to goal commitment, positive attitude towards the culture and people of FL, and the ability to control over boredom while studying. Recommendations on supporting senior adults’ learner autonomy development are outlined.

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