Factors influencing the role of anxiety and self in an instructional foreign language-learning setting for older adults

Despite increased interest and demand for foreign language courses by older adults little is known about the maturational effects on learning and teaching foreign languages to older adults. This study examines factors that negatively and positively influence the foreign language-learning process in older adults in a formal instructional setting. It also investigates factors that cause anxiety and reduced anxiety in older adult learners. Study data suggest that language-learning anxiety in older adults exists within a complex network of inhibiting and enhancing factors, which influence each other in a multidirectional way. The following inhibiting factors were identified: fear of failure, comparison with peers (true beginners verses false beginners), too fast instructional pace that leads to overload, physical limitations relating to age, and three instructional factors: a) too high task level, b) lack of meaningful practices, and c) negative error correction. The following enhancing factors were found: correction of negative perceptions and unrealistic goals, positive classroom atmosphere, positive feedback (being able to do something successfully), small group and pair work, meaningful and relevant practices, appropriate scaffolding, and establishing a positive and secure status in class. The analysis of these identified factors and their interrelationships, together with the specific characteristics of older adults, suggests that older adults need to establish a positive and secure self-image and status within their classroom environment before they participate in the language learning process. The study further suggests that anxiety in older adults is not caused by tasks, practices, or exercises, but by the level of difficulty.