Abstract
This paper examines the influence of age on the learning of English as a second language among adult learners in the Arabic Teachers College (ATC), Gombe. Utilizing a mixed-methods approach that include both qualitative and quantitative, the study analyzes the relationship between age, emotional and cognitive factors, and learning strategies among learners at ATC.120 learners were randomly selected using a structured questionnaire, semi-structured interview, and classroom observation to collect data. Quantitative and qualitative data were collected and were analyze using statistical and thematic analysis. Contrary to the common assumption that younger learners possess an inherent advantage in second language learning, findings from this study revealed that older learners, particularly those aged 46–55, often excel in languageproficiency due to life experience, intrinsic motivation, and strategic learning approaches. However, the findings showed that emotional challenges like anxiety are more pronounced among this group, affecting their learning experience. This paper shows the need for inclusive educational policies that cater to the diverse needs of adult learners, advocating for teaching methods to optimize learning outcomes for all age groups.
Keywords: Second Language Learning, Age Factor, English Proficiency, Adult Education, Motivation, Gombe State
DOI: www.doi.org/10.36349/sojolics.2025.v01i03.005
author/Amatullah Umar Ibrahim & Yunana Ahmed, Ph.D.
journal/Sokoto JOLICS 1(3) | December 2025 |
