Online language learning in the third-age: Concrete recommendations to improve seniors’ learning experiences

ABSTRACT

Online activities have spiked due to the COVID-19 pandemic, including language learning activities. As the world is aging, this affects senior citizens too. Yet, few studies have been conducted studying online (language) learning in this age-group. Moreover, no concrete pointers exist on how to go about such an online language learning course. This paper examines what should be considered when designing and implementing online language learning courses for seniors. To that end we present data from 73 senior language learners from two independent language learning contexts: the Netherlands and Scotland. The data were collected between May 2020 and August 2021. Data includes spoken and written samples from lessons, focus groups, interviews and questionnaires. Given the qualitative nature of the data and the aim of identifying patterns of meaning across the respective datasets, a reflexive thematic analysis (TA) approach was adopted. We employed an inductive approach to coding, using both semantic (explicit or overt) and latent (implicit, underlying) coding frameworks, in order to inform two overarching themes: “Navigating the digital highway” and “Camera ready for new friends.” We discuss these themes and their sub-themes and arrive at concrete recommendations for the third-age language learning classroom.

KEYWORDS:

• Third-age
• language learning
• TALL
• online language learning
• senior citizens
• well-being

Maybe seniors are computer dyslexic, they are not computer illiterate.

(Thomas Bak - AgeLang conference, 2021)

Introduction

The COVID-pandemic has shown an increase in online activities which language learning could be a part of. This affects third-age language learners as well. As people grow older, there is more time and opportunity for leisure activities such as language learning. Seniors might travel more, want to learn a language to communicate with family members (e.g., children’s spouses) that speak another language, or learn a language for personal enrichment purposes. Additionally, recent studies also seem to point in the direction of language learning providing older adults with cognitive benefits (e.g., Antoniou, Gunasekera, & Wong, 2013). Despite the variety of reasons for language learning in older adulthood, very few studies have investigated the process of language learning itself with this age group. Further, there are very few studies on digital language learning in older adulthood that offer concrete pointers on how to go about online language courses. Ware and colleagues (Ware et al., 2017) investigated the feasibility of technology-based courses for seniors in a four-month English course for French seniors. Their results showed communication with the outer world to be a main motivational factor for seniors, and technology presents a tool for that. More specifically, Boulton-Lewis and Tam (2018) suggest the use of blended language learning designs, even by simply using the internet. As the majority of seniors already use technology, they argue that technology can enrich seniors’ learning environment. Crucially, however, the frequency of technological use tends to be less in seniors than for younger people. Seniors, moreover, have not been found to readily embrace new technology in general (Purdie & Boulton-Lewis, 2003; Wu, Damnée, Kerhervé, Ware, & Rigaud, 2015). Still, several studies suggest technology-based senior language courses can be feasible, enjoyable and motivating (Bosisio, 2019; Djoub, 2013; for a review see Ware et al., 2017). Additionally, the use of technology might even have additional benefits on top of learning new language skills: learning how to use technology can add to feelings of achievement (Lee, Yip, Yu, & Man, 2013) and has even been suggested to contribute to well-being and sense of empowerment (Shapira, Barak, & Gal, 2007).

Although the literature so far has thus looked favorably toward the use of technology in the third-age classroom, there are no specific recommendations on how to go about this. Moreover, the studies to date are merely based on intuitions rather than grounded in actual third-age online language class observations. Djoub (2013) does offer a selection of factors that must be considered when designing an online/blended (language) learning course for seniors: (a) a needs analysis prior to the course onset (cf. van der Ploeg, Richter, Lowie, & Keijzer, under review) with questions on the technical skills of participants; (b) relatively simple and intuitive computer programs/software; (c) no exercises that demand speedy processing and time-restricted responses (due to potential working memory problems); (d) the ability to interact with peers and share work and an online environment; and (e) initiation of a reflection process by teachers should about seniors’ learning process specifically in relation to the technology used.

Despite the fact that Djoub’s recommendations offer a framework, they do not offer a concrete handbook on how to design an online (language) course for seniors and the recommendations are not rooted in observations either. In this paper we aim to do exactly this. Our study presents a bottom-up analysis of multi-site observational data, collected during the COVID-pandemic, aiming to answer the research question: What should be considered when designing and implementing online language learning courses for seniors?

Method

Data

The data for this paper originate from different independent language courses and focus groups in both the Netherlands and Scotland comprising a total of 73 learners. As both contexts include language classes, the combination of the Dutch and Scottish data will allow for a stronger generalizability of recommendations for online third-age language classes. The data were collected between May 2020 and August 2021. The Dutch study targeted healthy seniors (i.e., no cognitive deficits) of 65 and older for a three-month English class. Before the start of the course participants signed an informed consent letter explaining the purpose of the study and data management. The study was approved by the ethics committee of the University of Groningen (CETO; ref: 61890455). The Scottish dataset includes participants outside Scotland as the online delivery allowed for participants to join the classes where the time zone difference permitted. This dataset comprises three language learning studies: introductory Spanish and Scots classes as well as German, French, Italian, Japanese, and Polish “Languages for All classes” at the University of Edinburgh’s Center for Open Learning. These studies targeted mixed-age classes of healthy adult learners (i.e., 18 plus). For the purposes of the present discussion, only data from learners of 55 and older are included. Similar to the Dutch study, participants signed an informed consent letter prior to the start of the course and the first research session. The study was approved by the University of Edinburgh PPLS Research Ethics Committee (ref: 440-1819/8).

Figures 1 and 2, and Table 1 below present the data as well as descriptives in more detail. For clarity, we have delineated the dataset as either the Dutch or Scottish data based on where the researchers are located.

Figure 1. Break-down of the Dutch data - English classes and focus group.

Figure 2. Break-down of Scottish data.

Table 1. Descriptive statistics of dataset.

Descriptives/Dataset	Dutch	Scottish
Total number of learners	31	42
Female/Male	22 female, 9 male	24 female, 16 male, 2 prefer not to answer
Age range	65-87	50-74
Mean age	72.4	62.7
Educational level (primary school - doctorate)	Highschool - University	Highschool - Doctorate

Analysis

Data sources include both written and spoken language (see Figure 1 and 2). Spoken data from focus groups/interviews were transcribed orthographically/verbatim¹ and then further analyzed. For specific data sources see Appendix A. Prior to the initial coding stages, all participant names were anonymized.

Given the qualitative nature of the data and the aim of identifying patterns of meaning across the respective datasets, a reflexive thematic analysis (TA) approach was adopted (Braun & Clarke, 2006, 2021). Reflexive TA is a theoretically independent research tool wherein the framing theory must be determined separately, as opposed to a theoretically informed research framework, or methodology (Braun & Clarke, 2020, 2021). This method is used for exploring patterned/across case-meaning (Braun & Clarke, 2020, 2021). TA is not a singular method with a sole set of procedures, but rather can be thought of a family (Fugard & Potts, 2019) or “spectrum of methods – from types that prioritize coding accuracy and reliability to reflexive approaches that emphasize the inescapable subjectivity of data interpretation” (Braun & Clarke, 2021, p. 37). Under reflexive TA, themes (i.e., patterns of shared meaning built upon a central organizing concept) are developed across cases from codes following a recursive six-phase process of: “familiarization; coding; generating initial themes; reviewing and developing themes; refining, defining and naming themes; and writing up” (Braun & Clarke, 2021, p. 39). This inductive approach is especially suited to answer questions related to people’s experiences, views and perceptions and results in themes explaining these views. We adopted a critical realist epistemological stance in our analysis, recognizing situated and interpreted realities influenced by social and cultural resources. Both authors independently immersed themselves in both the Dutch and Scottish data (for this purpose the Dutch data was translated to English). After this data familiarisation process, we conducted the analysis together (involving multiple rounds of coding prior to theme generation) including extensive discussions around not only the data itself but also reflexively considering field notes and impressions from the data collection process, establishing internal validity. While saturation philosophically may not be attainable, the fact that we present data from two different contexts and countries supports generalizability and reliability of our findings. As the language courses took place over many weeks and months, and the authors were the primary researchers in their respective projects, we ensured prolonged engagement. Further, the findings reported here are triangulated across numerous data sources and associated contexts (see Appendix A). We employed an inductive approach to coding, using both semantic (explicit or overt) and latent (implicit, underlying) coding frameworks, in order to inform two overarching themes: “Navigating the digital highway” and “Camera ready for new friends.”

Results and discussion

Figure 3 below guides the reader by depicting a thematic map of the themes and their sub-themes and order in which they are discussed in the two sections below. Results are presented as an analytic narrative, in accordance with the Reflective TA analytic method adopted (Braun & Clarke, 2021).

Figure 3. Thematic map of RTA themes.

Navigating the digital highway

When teaching language to seniors online there are various technological and logistical aspects that need to be kept in mind. This theme focuses on exactly these aspects in our data. In general the technology needs to be kept as simple as possible. This then translates into more specific actions. First of all, regarding the platform through which the course is taught, it is important that this is a platform that can be used immediately. For example, Zoom needs to be downloaded first (and using it from the browser is quite complicated and requires multiple clicks) whereas Google Meet can be used instantly from the browser. When a conferencing platform is used that needs to be installed first, in whatever form, seniors want to be helped: “we’re not good with computers, we need a lesson before the actual lesson on the technological issues” (Hendrika, 85); “New things happen so quickly. [A] bit of an intro from the start to the technology for everyone is the class so we are all on the same page would have been nice” (Isaac, 67). In fact, this is something learners brought up unprompted in both datasets, a lesson that just focuses on how to do all the technological things associated with the course (e.g., accessing the meeting and chat box, (un)muting audio, etc.). This also holds true for the homework, as discussed below. Additionally, when selecting a platform, the type of device learners are most likely to use to access the course should also be taken into consideration. For example, amongst our senior learners, many did not have a computer with a keyboard or mouse but rather a touchscreen tablet.

In accordance with Authors (submitted) our data showed that learners liked doing homework, even online. However, similar to the video conferencing platform, this needs to be made simple. One learner mentioned that “I’m not skillful or experienced on the digital highway and I’m contaminated with a fear of devices. So everything took a long time.” (Hedwig, 80). Indeed, all seniors reported their homework taking them a long time. The most commonly mentioned problems are switching between tabs, the use of applications, websites, and playing media. The problems reflect not only a discomfort with being expected to quickly execute actions/tasks on a computer (e.g., switching between tabs or applications), but also a lack of understanding of how to do so. This is evidenced in the two quotes below:

“I thought this was an awkward way of doing homework. Switching between the article and assignments took a lot of time, but I also wouldn’t know how it can be more efficient. Maybe there are possibilities to put the two pieces of paper next to each other on the PC but I haven’t mastered that technique.” (Sien, 86)

“It took me 20 minutes to understand … Then it was an ‘aha’ moment. Learnt something new on the PC.” (Truus, 69)

Moreover, when selecting the materials for the homework, acuity problems need to be taken into consideration (“A very positive experience, surprised myself. Only negative is to do with the streaming/hearing problems to do with the software and possibly my equipment” (Matilda, 67)). Overall, it is of vital importance that the teacher/researcher is patient while taking seniors on their technology-travels: “I think it is important that you are patient with us as this is all new and we are not proficient in all these computer things. You were [patient] and it made me feel more relaxed and confident” (Renske, 71).

Across both datasets, half of the seniors that dropped out of the classes, did so due to finding the technology too difficult to overcome.

What becomes apparent, however, is that, even in the face of technical challenges, many senior learners enjoyed the online learning opportunity: “I feel I’ve achieved something, having been challenged” (Penelope, 63). As phrased by Aad (75): “the atmosphere during the lessons was great, I enjoy the online group lessons even though I didn’t expect this.” Jude (63) adds to this: “I was surprised how effective online class was versus in person. Online is also very convenient and eliminates travel time”

Camera ready for new friends

A fundamental element of language learning classes is the interaction between people, both among learners and with the teacher. Online learning being more accessible than in person classes was a common point our learners mentioned. All learners in the Dutch study who did not live in Groningen mentioned, without prompting, that they appreciated the online format because they would not have been able to join the classes in person. As Daisy (64), from the Scottish study, describes: “The plus side of online is you can get people from all over. We had someone in Israel, a few people in France, and I am sitting in Scotland.” In some cases where learners lived in more remote areas, the offer of online classes meant they were able to participate where otherwise it would not be possible to commute: “It was great to have people from lots of different places. If it had been in Edinburgh, I wouldn’t have been able to do it” (Phoebe, 54). Not only does an online learning environment allow for more people to join, but this diversity of backgrounds was also appreciated by the senior learners: “[I would like to stay in touch with my classmates] feel like we were starting to get to know each other – particularly lovely as we all have such different backgrounds” (Scarlett, 57). The social relationships developed throughout the language learning classes transferred outside the classroom as well: “Could you tell me Aaf’s last name? I want to send her a request on Facebook” (Cornelia, 67) “The online classes were great, better than most. I enjoyed the company. We have organized a WhatsApp group to stay in touch. I always prefer in person but I am ok with online.” (Hugo, 55).

Learners identified turning on the video stream during class as a fundamental element to not only the social success and feeling of cohesion in the online learning environment, but also the overall learning success: “ … one of the things that I really enjoyed about the class was that I felt I was in a group of people… I certainly felt more engaged in the class because of that … The thing that really stood out to me … the class was really in there, they were really showing up for it and I think keeping the camera on was part of that.” (Poppy, 56). All learners in the Dutch study consistently kept their cameras on as well.

Indeed, the classes were often described favorably as providing structure to an otherwise structureless week in lockdown as well as an activity that provides a sense of achievement and purpose: “…it’s been fantastic to have something to put a structure on the week because knowing what day of the week it was passed by, and it was very difficult … just to have something that would give a sense of achievement was an amazing help” (Avery, 65). Jaap (72) adds to this, “the course was a gift in times of COVID because it provided structure to my week and it allowed me to talk to people.” The importance of having a sense of purpose is well documented in terms of well-being, which has even been connected to lower risk of chronic health conditions (Kim, Shiba, Boehm, & Kubzansky, 2020; Ryff, 2014).

General discussion

From our data we see that, in accordance with the literature, an online language course for seniors can be feasible and even enjoyable (Djoub, 2013; Ware et al., 2017). The suggestions put forward by Djoub (2013) are supported by our reflexive thematic analysis: courses must use simple programs that do not require speedy processing. More concretely, platforms should incorporate both lessons in real-time and homework and should be compatible with tablets. Interestingly, to our knowledge, no such platform exists currently and we highly recommend this topic for future studies. Furthermore, Djoub (2013) mentions that speedy processing should be avoided due to potential working memory problems. In our studies, however, we found that expectations of quick computer tasks should be avoided because seniors often lack enough experience on “the digital highway” for these types of tasks.

Crucially, our data showed that language learning has a very important social component. Third-age language learning, even online, is a “social endeavor” (Duay & Bryan, 2008) which can provide crucial structure, purpose, and transitional friendships which can last beyond the scheduled course. This is in line with Djoub (2013) who suggests online courses should still enable learners to interact with peers. Our results suggest that this can be accomplished by simply chatting during the lessons and, after the course, by creating Whats-App groups and allowing seniors to add each other on social media platforms. Finally, Djoub (2013) states that teachers should encourage learners to reflect on their learning process and, more specifically, relating to technology. Based on our multi-site findings, we suggest starting this as early as possible, preferably before the first lesson by including a “technology lesson” explaining the technology used and empowering seniors to use it. Seniors’ demonstrated classroom agency (van der Ploeg, Willemsen, Richter, Keijzer, & Koole, 2022) will be useful in this context.

Our results are consistently found across both datasets, which were designed and collected independently in different contexts both in terms of location and language. This suggests that our findings are generalizable both in online applied language learning/teaching contexts and in online third-age language learning research. Further, while the data reported here focuses on online language learning classes specifically, language learning can be considered a proxy for other online education. Indeed, all of the five concrete suggestions reported below, might apply to more general online learning of other topics. However, further research is needed to confirm this.

From the data in our multi-site, observational, bottom-up study we can offer concrete recommendations for online (language) courses for seniors:

• Plan a lesson before the course to explain the technology. Additionally, instruction videos can also help;

• Show patience in explaining the technological aspects of the course and repeat these;

• Use low-threshold video conferencing which can be accessed via laptop or, importantly, tablets;

• Incorporate the homework in one, easy to use, platform. The video conferencing could also be integrated here;

• Special attention needs to be paid to ensure a social infrastructure as this can include chatting during the lessons, and helping learners stay in contact by means of Whats-App groups or other social media platforms.

Ethics

The studies were approved by the ethics committees of the University of Edinburgh (PPLS; 440-1819/8) and the University of Groningen (CETO; 61890455).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

The funding associated with the work featured in this article are Gratama, PPLS Research Support Grants, and AHRC Open World Research Initiative grant “Multilingualism: Empowering Individuals, Transforming Societies” (MEITS).

Notes

1. For the Dutch data the quotes were translated into English while attempting to keep the unique character of the original quote.

Appendix A

- Data description

Table A1. Participants and datasets.

Participant Name	Age	Dataset	Source
Aad	75	Dutch	Exit interview at post-test
Avery	65	Scottish	Spanish classes – post-course focus group
Cornelia	67	Dutch	Email to the teacher
Daisy	64	Scottish	Spanish classes – post-course focus group
Hedwig	80	Dutch	Drop-out interview
Hendrika	85	Dutch	Focus group
Hugo	55	Scottish	Scots classes – questionnaire after the course
Isaac	67	Scottish	Spanish classes – feedback after testing sessions
Jaap	62	Dutch	Exit interview at post-test
Jude	63	Scottish	LFA classes – questionnaire after the course
Matilda	67	Scottish	Spanish classes – questionnaire after the course
Penelope	63	Scottish	Spanish classes – post-course focus group
Phoebe	54	Scottish	Scots classes – feedback after testing sessions
Poppy	56	Scottish	Scots classes – feedback after testing sessions
Renske	71	Dutch	Spontaneous feedback during lessons
Scarlett	57	Scottish	Spanish classes – questionnaire after the course
Sien	86	Dutch	Daily diary
Truus	69	Dutch	Daily diary

Table A2. Sources of data.

Source	Number of participants	Average amount of data	Key themes
Daily diary	Dutch: 26	Dutch: 57 dairy comments of about 2 lines (text in diary)	Dutch: Difficulties with technology in order to do the homework; course enjoyment.
Drop-out interview	Dutch: 10 Scottish: 6	Dutch: 5 minutes per person (phone) Scottish: 4 sentences (e-mail)	Dutch: Technology; course difficulty; healthy issues. Scottish: Health issues; scheduling difficulties; technical issues.
Email to teacher	Dutch: 1	Dutch: 5 lines (e-mail)	Dutch: Social contact.
Exit interview at post-test	Dutch: 16	Dutch: 5 minutes per person (Zoom)	Dutch: Course enjoyment; social contact; technology; daily purpose.
Feedback after testing session	Scottish: 6	Scottish: 8 minutes (Zoom)	Scottish: daily purpose, social contact; course design; online learning
Focus group	Dutch: 10 (2 groups of 5; recruited through senior networks in the Netherlands)	Dutch: 2 hours (Google Meet)	Dutch: Course design.
Post-course focus group	Scottish: 15 (9 groups total ranging from 4 to 8 people including all ages)	Scottish: 33 minutes (Zoom)	Scottish: Impact of the teacher; course enjoyment; technology; social contact; patience; daily purpose; course design; online learning
Spontaneous feedback during lessons	Dutch: 11	Dutch: 3 comments per class (33 in total)	Dutch: Technology; patience; social contact.
Questionnaire after the course	Dutch: 16 Scottish: 30	Dutch: 3 sentences (text in questionnaire) Scottish: 3 sentences (text in questionnaire)	Dutch: Technology; social contact; meaning; daily purpose. Scottish: Impact of the teacher; course enjoyment; technology; social contact; patience; daily purpose; online learning