THE ROLE OF FAMILY RESPONSIBILITIES IN ADULT LEARNERS’ MOTIVATION TO LEARN ENGLISH
Keywords:
Adult learners; motivation in language learning; family responsibilities; English language learning; adult education; learning motivation; social factors in education; English teaching for adults; time constraints; work–life balance.Abstract
This article examines the role of family responsibilities in shaping adult learners’ motivation to learn English. The study aims to analyze how family obligations, work–life balance, and social factors influence adults’ motivation in the process of learning a foreign language. The research adopts a qualitative, literature-based approach and relies on secondary data obtained from scholarly articles, books, and academic publications related to adult education and language learning motivation. Relevant sources were identified through academic databases such as Google Scholar and Research Gate using keywords including “adult learners”, “family responsibilities” and “motivation in language learning.” The selected materials were analyzed using content analysis to identify recurring themes related to time constraints, emotional support, and family roles in adult education. The findings indicate that family responsibilities can both support and hinder adult learners’ motivation depending on the level of support and time availability. The study highlights the importance of considering family and social factors when developing effective strategies for teaching English to adult learners.
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