How can we motivate adult language learners?

Ken Beatty
Two Adult students studying in a library, one with a laptop, the other writing

The problem of motivation

Have you ever had a problem like Jaime?

One of my TESOL graduate students in Colombia does. She has a dream job, teaching English at a country club near Bogota. The club attracts international visitors who come to stay, swim, play tennis and golf. Her job is to improve the English skills of everyone from the club’s hotel staff to the tennis coaches, lifeguards, and golf caddies. Most are highly motivated.

Except for Jaime.

Jaime, a golf caddy, would slump into class each day, throw down his bag, sit at the back, and automatically take out his phone.

“Jaime, could you take out your book, please?”

“Forgot it, teacher.”

“Jaime, could you answer the question?”

“No idea, teacher.”

She tried everything to motivate him, but nothing seemed to work. So, imagine her surprise one day when she walked into class to find him sitting at the front, book open, sharpened pencils ready, and no phone in sight. Although she found it surprising, she didn’t want to embarrass him and instead taught the lesson as normal. Jaime’s hand shot up constantly, either asking her to repeat a point while he took careful notes, or attempting to answer each of her questions.

What changed? By the end of the week, she had to find out and asked him to stay behind.

“Because I only speak Spanish,” he sighed, “I only work for local golfers. But I just found out that the caddies who speak English and carry clubs for the international golfers get tipped ten times as much.”

Jaime had discovered one of two major reasons for adults to learn a second language: career progression. The other, if you can’t guess, is love...removing language as a barrier to intimacy.

Transferring motivation

Everyone is motivated about something and that motivation can be translated to the classroom. For example, without mentioning language learning, ask your students to list a few things they have been motivated about in the past, and identify the principles involved.

Let’s say a student is motivated to improve her soccer skills. Beyond “It’s fun!”, dig deeper and you’ll uncover things such as understanding personal potential, doing something social, and not letting down teammates. If you substitute classmates for teammates, you can see that these are all motivations for learning a language. There are countless more, but focus on what is personal for each student.

Enemies of motivation

Beyond a lack of awareness about the advantages of learning English, here are three enemies of motivation.

Enemy 1: I’m shy.

It’s a simple truth that more outgoing people have an easier time learning a language; they’re more willing to make an effort and continue trying until they succeed.

Naturally shy people will still learn – sometimes focusing more on reading and writing – but there are ways to help them be more outgoing. For example, language games can help shy students by increasing a sense of competitiveness and lowering their affective filters, the emotions that interfere with language acquisition such as anxiety and a lack of self-confidence (Krashen, 1992). The connection is confidence; build up students’ confidence and they will be more motivated.

Enemy 2: If I don’t speak, I won’t make mistakes.

This issue is often a byproduct of constant teacher interruptions and comments on students’ language use. Be patient, give students time to think before they answer, and don’t always take the answer from the first person to raise a hand. Consider asking everyone to raise their hands before asking one student.

When you give feedback, focus on errors and ignore mistakes. We all make mistakes in our first and second languages when we speak and generally know we are making them. It’s just that we may be temporarily distracted. Errors, on the other hand, are mistakes that are repeated and the speaker is unaware of them. This leads to fossilization and challenges remediating them. Focus on systematic errors instead of mistakes.

Also, as a general rule, when students are speaking, observe the same politeness you would with anyone else. Avoid interrupting, and offer corrections later, perhaps privately or in a note.

Enemy 3: I don’t have time.

Many adult language learners are heavily committed to other activities; families and work obligations leave them little time to study. However, others may assume they are busy. As a language task, ask students to write a schedule of their typical day and explain what they do hour by hour.

While studying cello in my 30s, I was fortunate to come across a book by educator John Holt (1991) who also learned cello as an adult. In the book, he said that if you do anything new in a major way, make room in your life by giving up something else. For students, that something else may be part of their social life.

But even the busiest students have a few minutes between tasks… time waiting in lines, or on a bus. Using a phone app can provide practice.

Motivation over time

Students tend to be motivated to different degrees as they progress through a language. At first, students will make rapid progress and have high expectations about learning English. However, as they advance, their progress becomes less noticeable. This can be a difficult time for students.

Try using 'imagining sessions' with students, where they roleplay themselves 20 years from now as fluent English speakers. What will they be doing? Maybe they’ll be English teachers themselves! Share your journey to becoming someone who now teaches English. Perhaps you were once a golf caddy named Jaime.

Explore our educator section to see how we can help improve your teaching

References

  • Holt, J. (1991). Never too late. Perseus: Cambridge, MA.
  • Krashen, S. (1992). .

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    4 key challenges in secondary education

    By Anna Roslaniec

    Let’s examine four of the most common challenges secondary teachers have and look into some strategies to help solve them.

    1. My students are afraid of making mistakes

    You’re not alone! Many teachers say their teenage students are quiet and unwilling to answer questions in class. Sometimes, this might simply be because they don’t know the answers, but more often than not, they are nervous about making mistakes.

    When children grow into teenagers, they tend to become more self-conscious and worried about what their peers think of them – and making mistakes in public is a big no-no for them. However, there are several ways to facilitate a safe learning environment where your students are happy and willing to talk. Sometimes, though, it takes a little experimentation. Here are some things you can try:

    Celebrate mistakes

    When students make mistakes, ensure that you praise them for taking a risk or making an effort. Correct their errors and be clear with the rest of the class that the only way to learn is to try new things.

    Be firm

    Don’t tolerate any bullying or laughing when someone gets an answer wrong. If your students fear that others will mock them for their efforts, they’ll stay quiet. So make sure you have clear rules and that your students understand that mistakes are normal and to be expected.

    Have students discuss their answers in pairs or groups

    If your students are painfully shy and afraid of making mistakes, avoid picking on individuals to answer questions in front of the class. Instead, when asking a question, tell your students to discuss it in pairs or small groups first. This will allow them to formulate their ideas and feel more confident. Afterwards, you can ask the pairs to share what they discussed – leading to a natural open-class discussion.

    Listen to your students

    Another, powerful way of engaging your students in discussion is to listen to a conversation they are having with their partners and then express how impressed you are with their ideas during a feedback session. E.g. “You said X, which I thought was very interesting. Could you explain this to the class? It was a great idea.” This gives them the confidence to share their thoughts.

    2. My students are not engaged with the activities I choose

    This is another very common problem for teachers of teenagers. You spend a lot of time thinking of fun, interesting activities – then, when you present them to the class, your students look away and say they’re bored. Soon enough, you’ll get frustrated and not know how to re-engage them. Here are some ideas to help:

    Get to know your students

    Without fail, the best way to engage your students is by getting to know them as individuals over the year. Find out about their hobbies and interests outside of school, and learn what makes them laugh and what worries them. Use your knowledge of your students to find interesting books to read, videos to watch, or relevant subjects to discuss. This way, you’ll deliver tailored lessons your students find truly interesting and useful.

    Allow a degree of autonomy

    Sometimes quietness is also a sign of disengagement with the learning materials. To get past this obstacle, you can get your students to brainstorm things that interest them in groups, list them on the board and have a class vote on the topic of their next class project. As a teacher, you always have the power to veto inappropriate ideas, but giving students a voice is a powerful way of making them feel valued and involved in their own education.

    Make things (a little) competitive

    Even teenagers love games! And play is an integral part of learning, as it allows our students to be themselves, have fun, and communicate freely at the same time. By allowing them to play language-focused games in class, they’ll soon forget their inhibitions and start talking.

    3. My students just want to do grammar exercises

    Language is all about communication, speaking, listening, reading and writing – yet all your students want to do is grammar exercises. Frustrating as this is, it’s probably a sign that our students are not confident in their speaking or listening abilities. Here’s what you can do:

    Encourage free language practice

    Grammar activities are very structured and there is often a clear answer. Day-to-day communications, however, are much freer, which can intimidate less confident students. This activity will help you combine the two aspects of language learning:

    • Put students in small groups and give them a set of cards with exciting topics printed on them—for example; music, sports, environment, school, vacations, friends, food.
    • Tell students that they should each choose a card and speak freely about their topic for 30 seconds – the short time will help them overcome their fear of speaking and can be gradually increased as they get used to this type of activity.
    • Have students record themselves when they are speaking and then, when they listen back, have them identify the grammatical structures they used.

    They should write down and correct any mistakes under your guidance. Not only will this get students used to talking and encourage a lot of emergent language, but it will also help them feel they are practicing grammar.

    If your students really enjoy learning grammar, you can ‘flip’ your grammar activities and make them more communicative. First, provide them with a series of sentences or listening clips which have a common grammatical structure (second conditional sentences, for example).

    Then have students work together (in English) to identify how the language is structured, so they can discover the grammar point for themselves. This not only gets them talking, but they are doing something they feel confident at.

    4. My students are bored of all the repetition

    Repetition is an important part of language learning. By practicing things over and over again, your students will come to understand it better and will be able to produce the language more easily. However, repetition is often quite dull, especially for fast learners. Here’s how you can make things more interesting for your teenage students:

    Use a greater variety of activities to engage your learners

    If you’ve been teaching your students a particular set of vocabulary, a grammatical structure, or some pronunciation rules, think about how else they can practice them.

    For example, instead of drilling pronunciation over and over again, ask students to think of all the words they can think of that have the same sound in them (e.g. book, look, cook, shook, etc.). This will help them ‘hear’ the sounds in their heads and improve their understanding of other words.

    If you have been learning vocabulary through reading, have students write or tell stories that incorporate the words.

    The idea is not to stop repeating the target language or skill, but to practice it in different ways. Apply this principle to other areas of language learning so your students won’t feel like they are repeating things.