Unveiling the “Whys” of Japanese Third-age Learners’ English Language Proficiency

Dominic Bryan S. San Jose; Melona Q. Guitche; Dennis V. Madrigal

doi:10.52006/main.v7i3.1000

Dominic Bryan S. San Jose GLP International School, Nagoya City, Japan https://orcid.org/0000-0001-9089-9336
Melona Q. Guitche University of Negros Occidental-Recoletos, Philippines https://orcid.org/0000-0003-2931-9683
Dennis V. Madrigal University of Negros Occidental-Recoletos, Philippines https://orcid.org/0000-0001-5548-2682

DOI: https://doi.org/10.52006/main.v7i3.1000

Keywords: English as a foreign language, English proficiency, Descriptive-qualitative, Japanese third-age, Japan

Abstract

Japanese third-age English language learners, though growing, are still an under-researched demographic. Grounded on the quantitative results of Japanese third-age learners' English language proficiency (ELP), which is B1 on average, this descriptive-qualitative study explored why the participants got certain levels of ELP. Using the maximum variation sampling, the researchers chose five third-aged Japanese participants from the five cities of Aichi, Japan. The findings reveal two significant themes: motivational factors (with three sub-themes: personal interest, social engagement, and personal enrichment) and factors affecting ELP (with four sub-themes: dynamics of sex and ELP, dynamics of age and ELP, dynamics of education and ELP, dynamics of time and ELP), encourage the examination of learning a language as a means to greater autonomy, cultural sensitivity, and an understanding of the global community. It provides valuable insights for teachers or curriculum designers to improve EFL programs for third-age learners, enhancing accessibility, interest, and effective language acquisition.

Unveiling the “Whys” of Japanese Third-age Learners’ English Language Proficiency

Abstract

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