An analysis of adult learners' foreign language learning experiences through the lens of the basic principles of andragogy

Purpose: The aim of this study is to examine the foreign language learning experiences of adults of different age and occupational groups within the framework of the basic principles of andragogy. The study aims to evaluate the lived experiences of adults in the process of foreign language learning in terms of need to know, self-concept, past learning experiences, readiness to learn, learning orientation and motivation to learn. Method: The study was conducted using phenomenological design, one of the qualitative research designs. The participants of the study consisted of 29 adults who received foreign language education between 2017-2020, selected by purposive sampling method. A semi-structured interview form was used as a data collection tool. The data were analysed using descriptive analysis technique and the findings were presented in the context of the six basic principles of andragogy. Results: As a result of the research, various findings were obtained regarding adults' foreign language learning experiences. Adults stated that their need to know was not sufficiently met and that they experienced a lack of guidance and support. In terms of self-concept, it was observed that they tended towards self-learning and different strategies. It was understood that family, environment and institutional factors were effective in their past learning experiences. It was determined that employment-oriented and personal development motivation sources stand out in terms of readiness to learn. In the context of orientation to learning, it was determined that domestic and foreign orientated goals were guiding. In terms of motivation to learn, positive and negative factors were found to shape the experiences. Conclusion and Suggestions: Research results show that adult learners' foreign language learning experiences are largely in line with the principles of andragogy. Organising foreign language teaching in the context of adult education by taking these principles into consideration can make adults' learning processes more effective and efficient. In this direction, a foreign language education approach that responds to adults' need to know, supports their self-concept, values their past experiences, encourages their readiness to learn, is appropriate for their learning orientation and increases their motivation is suggested.