Abstract:

The goal of this research was to examine the status and problematic issues involved in teaching English to non-formal adult learners. Emerging data can guide improvement of English courses for adult learners. The study addressed two research questions:
(a) What is the current state of teaching English to non-formal adult learners?
(b) How can current teaching of English to non-formal education adult learners be improved?

The data revealed important thematic categories:
(a) course content must be adjusted to meet time limits of adult learners,
(b) non-formal adult learners work and study simultaneously,
(c) adult learners’ study methods and reasons for enrolling vary,
(d) adult learners are familiar with technological tools, especially the mobile phone,
(e) content should be related to learners’ social contexts.

The findings led to the following conclusions:
(a) online learning has considerable potential for devising teaching and learning strategies related to the characteristics of adult learners and their limitations;
(b) online learning modes must meet standards of constructive learning aspects, such as engagement and encouragement;
(c) design and development of online learning courses must be based on a learner-centered orientation;
(d) technological tools are useful for creating content and for promoting interactions within the learning community.

Keywords:

Adult learners, online learning, teaching English online.