Online language learning in the third-age: Concrete recommendations to improve seniors’ learning experiences

ABSTRACT

Online activities have spiked due to the COVID-19 pandemic, including language learning activities. As the world is aging, this affects senior citizens too. Yet, few studies have been conducted studying online (language) learning in this age-group. Moreover, no concrete pointers exist on how to go about such an online language learning course. This paper examines what should be considered when designing and implementing online language learning courses for seniors. To that end we present data from 73 senior language learners from two independent language learning contexts: the Netherlands and Scotland. The data were collected between May 2020 and August 2021. Data includes spoken and written samples from lessons, focus groups, interviews and questionnaires. Given the qualitative nature of the data and the aim of identifying patterns of meaning across the respective datasets, a reflexive thematic analysis (TA) approach was adopted. We employed an inductive approach to coding, using both semantic (explicit or overt) and latent (implicit, underlying) coding frameworks, in order to inform two overarching themes: “Navigating the digital highway” and “Camera ready for new friends.” We discuss these themes and their sub-themes and arrive at concrete recommendations for the third-age language learning classroom.

KEYWORDS:

• Third-age
• language learning
• TALL
• online language learning
• senior citizens
• well-being

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics

The studies were approved by the ethics committees of the University of Edinburgh (PPLS; 440-1819/8) and the University of Groningen (CETO; 61890455).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

1. For the Dutch data the quotes were translated into English while attempting to keep the unique character of the original quote.

Additional information

Funding

The funding associated with the work featured in this article are Gratama, PPLS Research Support Grants, and AHRC Open World Research Initiative grant “Multilingualism: Empowering Individuals, Transforming Societies” (MEITS).