Teaching Adult Learners: Creating Motivational Spaces in Second Language Education

Abstract Emphasising the linguistic, social, and pedagogical elements shaping Italian adult students' English language learning, this thesis explores how these factors may influence their learning outcomes and experiences in the English as a Foreign Language (EFL) framework. It investigates the cognitive processes involved in learning English, the impact of social interactions and cultural circumstances on motivation, the emotional obstacles students encounter, and the pedagogical techniques that can be used in an Italian context to promote language growth. Motivation, which determines how students interact with English learning, is the focus of this paper. The study investigates both internal and external elements affecting student motivation as well as their language competency using these elements. Focussing on speaking skills, the study addresses the challenges Italian students have in developing English proficiency and emphasises how language anxiety, cultural attitudes, classroom dynamics, and motivational levels may influence their learning process. Emphasising how constructive feedback increases students' confidence, motivation, drive, and fluency in English, the thesis also looks at the vital part feedback plays in language learning. This study adds to the larger debate on improving English teaching strategies and provides useful ideas for teachers to better assist Italian students in overcoming learning obstacles and attaining more success in their language acquisition path, hence addressing students' varied needs in multilingual settings.

Abstract Emphasising the linguistic, social, and pedagogical elements shaping Italian adult students' English language learning, this thesis explores how these factors may influence their learning outcomes and experiences in the framework of English as a Foreign Language (EFL). It investigates the cognitive processes involved in learning English, the impact of social interactions and cultural circumstances on motivation, the emotional obstacles students encounter, and the pedagogical techniques that can be used in an Italian context to promote language growth. Motivation, which determines how students interact with English learning, is the focus of this paper. The study investigates both internal and external elements affecting student motivation as well as their language competency using these elements. Focussing on speaking skills, the study addresses the challenges Italian students have in developing English proficiency and emphasises how language anxiety, cultural attitudes, classroom dynamics, and motivational levels may influence their learning process. Emphasising how constructive feedback increases students' confidence, motivation, drive, and fluency in English, the thesis also looks at feedback's vital role in language learning. This study adds to the larger debate on improving English teaching strategies. It provides useful ideas for teachers to better assist Italian students in overcoming learning obstacles and attaining more success in their language acquisition path, hence addressing students' varied needs in multilingual settings.