A case study of learning strategies of older adults attending an English course

Abstract

This study explores the most frequently used learning strategies of a group of older adults in the city of Cuenca, Ecuador, attending an English course. Sixty-six participants (with an average age of 71.05) responded to the 50-item questionnaire on learning strategies of Oxford (1990). Statistical analyses and an analysis of correlation between sociodemographic variables were conducted to determine the prevailing learning styles of the intervention group and its relationship with the sociodemographic characteristics of the participants. The results indicate that older adults use all the strategies categorized by Oxford, predominantly the metacognitive ones, meaning that they mainly reflect, plan, monitor, and evaluate their own learning process. In addition, the results reveal the positive correlation of the variables age, level of English, and level of education and occupation before retirement. The three last-mentioned were found to be determinant in the preferences of the participants.