Ensuring success for adult EFL students

ensuring_success_for_adult_efl_students

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Introduction

In Spain & in many other countries, English language academies play an important role in supplementing the instruction pupils receive in schools. For children & adolescents, academies function largely as after-school “top-up” lessons. Since school-based English classes often amount to only 2-4 hours per week, attending an academy can effectively double pupils’ exposure to 4-8 hours. While this is still far from what is considered sufficient semi-intensive study (i.e. at least 15 hours per week), the additional exposure is nonetheless valuable, & some benefits can be observed in pupils’ progress.

The situation is quite different for adult students. For them, academy courses often represent the only English study they undertake, typically 2-4 hours per week. Although this is better than no study at all, research shows that such limited exposure is unlikely to support desirable development of fluency, accuracy, or complexity. Grammar development, in particular, requires a degree of intensity that cannot be achieved in the “drip-feed” of two short weekly sessions (Llanes & Muñoz, 2009, 2013; Muñoz & Serrano, 2007). Consequently, many adults feel frustrated with their slow progress, often blaming themselves & deciding that English is simply “too difficult” or “not for them.” This points to the need to rethink how adults approach English learning.

The limitations of the conventional academy model for adults

While attending academy lessons twice a week can certainly provide structure, guidance, & some progress, the limited number of hours constrains what students can achieve. Progress in linguistic & communicative competence is possible but generally slower than we would consider reasonable or what many students expect (Collins & Muñoz, 2016). When progress feels too slow, motivation declines, & drop-out becomes common. It is not necessarily the fault of the student, but rather a result of the intensity & design of the programme. The following are concepts, strategies, & suggestions for better meeting adult students’ learning needs.

Comprehensible input (CI) as a foundation

Research over several decades consistently highlights the central role of comprehensible input (CI) in language development. Students of all ages benefit most when they are exposed to large amounts of meaningful, understandable language (‘Input & Interaction: The Cognitive-Interactionist Perspective’, 2015; ‘Input’, 2022; ‘Second Language Acquisition Theory’, 1982). In foreign language contexts such as Spain, where natural opportunities for CI are limited, deliberate inclusion of CI becomes even more important. Some studies even suggest that CI-only curricula can produce substantial progress (Lightbown, 1992; Mason & Krashen, 2015). For these reasons, CI should be regarded as the foundation of any effective English programme.

Extra-curricular study through media

Because CI is so beneficial & often does not require direct supervision, extra-curricular independent study can be a productive avenue for language learning. Students can access an almost limitless supply of English-language media online, including books, articles, videos, podcasts, TV series, films, & MOOCs*. Teachers & librarians can play a key role in guiding students toward material that is at an appropriate level & matches their interests. At lower levels (CEFR A1-B1), such materials are harder to find, so students benefit from more structured support. By contrast, higher-level students (CEFR B2-C2) can make use of most authentic content online with minimal difficulty, including MOOCs for more challenging & academic language use.

Teachers can also help students develop strategies to get the most out of CI, e.g. re-reading or re-listening to texts, or identifying & practising particular language features in context. They can further encourage students to share their experiences & preferences with their classmates, which can increase motivation & engagement.

*Massive Open Online Courses (MOOCs) are free, short courses offered by prestigious universities. They are typically offered in English on a wide variety of topics to suit many interests & are an effective way for students at higher levels of English to study more challenging language.

Assessment, perceptions of progress, & motivation

Adult students often have to balance English study with work, family, & other responsibilities. This makes motivation particularly fragile. External support from teachers & classmates can help adults stay on track. Just as importantly, students need to feel that they are making progress. Seeing tangible improvement is one of the strongest motivators for building self-efficacy & student persistence, i.e. reducing drop-out rates & increasing learning outcomes (Teng & Wu, 2023; Wisniewski et al., 2020).

Low-stakes assessment plays a dual role in effective language curricula. On the one hand, it provides evidence of progress in independent language use, enabling both teachers & students to identify achievements, diagnose difficulties, & adjust instruction accordingly (Brown & Abeywickrama, 2010). On the other, assessment itself can strengthen learning through the well-documented testing effect. Research in applied linguistics & cognitive psychology shows that the act of retrieving & producing language during assessment tasks enhances long-term retention more than re-exposure to the same material (Agarwal et al., 2021; Nation, 2024). In practice, this means that appropriately designed quizzes, recall activities, & communicative assessments not only measure learning but actively consolidate & develop it. By embedding assessment within the curriculum, teachers create regular opportunities for both demonstrating & deepening students’ competence.

Meaningful language use

Adults also benefit when their classroom activities include substantial quantities of purposeful communication, rather than the grammar or vocabulary exercises on isolated, decontextualised fragments of language that we typically find in ELT coursebooks & pedagogical grammars. Communicative tasks allow students to see themselves as users of English, not merely students of it. This strengthens both motivation & competence. Here is a variety of examples of typical task types across a range of English language levels:

  • Planning a trip: researching a destination, comparing options, & agreeing on an itinerary with classmates.
  • Exchanging personal opinions: discussing which film, song, or book is best, or debating a current topic of interest.
  • Giving real instructions: explaining how to play a game, teaching a skill, or describing how to cook a recipe.
  • Storytelling: recounting a funny incident, retelling a personal memory, or creating a collaborative story.
  • Authentic exchanges: writing a short message/email, ordering food, booking a ticket, or doing a job interview.
  • Workplace simulations: participating in a meeting, negotiating deadlines, or resolving a customer complaint.
  • Networking: introducing themselves at a conference, making small talk at a social or professional event.
  • Decision-making: choosing the best candidate for a job based on CVs, or prioritising projects with limited resources.
  • Problem-solving discussions & genre based writing: e.g. “Your company has been asked to reduce its carbon footprint. What steps would you propose? Write your ideas as a proposal.”
  • Practical survival: explaining symptoms at a doctor’s office, dealing with lost luggage at the airport, or asking for help in a foreign city.
  • Opinion-sharing, contrasting, & debate: discussing ethical dilemmas, reacting to a news article, or weighing the pros & cons of new technologies.
  • Media: summarising a podcast or article, then comparing reactions with classmates.
  • Personal projects: preparing a short presentation about their hobby, workplace, city, or culture for an international audience.
  • Authentic correspondence: writing professional emails, responding to invitations, or role-playing customer service situations.
  • Critical thinking: evaluating different sources of information & deciding which is most reliable.

Additionally, when using a learning management system (LMS) such as Moodle in a blended learning context, students can work & collaborate on these tasks both in & out of the classroom thereby increasing interactive & productive language practice time.

Repetition & intensity

Research shows that encountering language items once or twice is rarely sufficient; multiple exposures across different contexts are necessary for retention & productive use in communication but ELT coursebooks rarely provide sufficient encounters (Webb & Nation, 2017). Equally, intensity matters. Studies show that learning is more effective per hour in short but intensive periods (e.g. 15-25 hours per week over 3 or more weeks) than when the same number of hours is spread thinly across months (Llanes & Muñoz, 2009; Muñoz & Serrano, 2007). This implies that adults may gain more from occasional intensive short courses or study abroad experiences than from low-intensity weekly lessons.

The role of an LMS in blended English language learning

A Learning Management System (LMS) such as Moodle offers a flexible, feature-rich platform for integrating face-to-face instruction with online learning opportunities. In blended English language courses, an LMS serves not only as a repository for resources but also as a dynamic space for practice, interaction, & collaboration. Its affordances can enhance students’ exposure to the language, extend opportunities for communication beyond the classroom, & support both autonomy & community in learning (Kohn & Hoffstaedter, 2015; O’Dowd, 2016, 2018). Particularly in Spain, Moodle makes a good choice of LMS because not only is it particularly suitable for language learning activities, but also it is already so widely used in schools, universities, institutions, & companies, that students are likely to already be familiar with using it.

Structured practice opportunities

Moodle allows teachers to create structured practice activities aligned with course objectives. For example:

  • Quizzes & exercises can consolidate & develop language (grammar & vocabulary). Automated feedback helps students review mistakes, identify gaps in their knowledge, & repeat tasks independently.
  • Assignments can provide opportunities for written production, with space for teacher feedback & peer-review.
  • Embedded multimedia content (audio, video, interactive tasks) can expose students to authentic language input with supportive resources alongside, e.g. transcripts, parallel texts, & context-specific glossaries.

Interaction & communication

One of the limitations of traditional classroom-only learning is the restricted time for communication. Moodle’s tools expand interaction beyond class hours:

  • Discussion forums enable students to exchange ideas, debate issues, & share resources, encouraging meaningful written communication.
  • Chats & messaging tools allow synchronous & asynchronous conversation in English. The new Moodle WhatsApp-like messaging functions & mobile app integration make interactive communication more intuitive & spontaneous than ever.
  • Collaborative wikis & glossaries can be co-created by students, reinforcing active engagement with language & concepts.

Sharing & collaboration

Moodle provides spaces where students can contribute & learn from each other:

  • Resource sharing: students can upload articles, videos, or links, curating authentic materials in English.
  • Collaborative projects: groups can work together in forums, wikis, or shared assignments, simulating real-world communication tasks.
  • Peer feedback: structured peer-review activities promote critical thinking & reflection while practising English.

Supporting autonomy & personalisation

Blended learning emphasises student agency, & Moodle supports this by allowing students to work at their own pace:

  • Students can access resources anytime, revisiting difficult material as often as needed.
  • Teachers can differentiate tasks, easily assigning extension activities for more capable students or scaffolding for those who need additional support.
  • Progress tracking, completion reports, & a detailed grade book provide students with visible evidence of their learning, which can increase self-efficacy & motivation.

Extending communicative contexts

Language learning is most effective when students engage in meaningful, authentic communication. Moodle enables a wide range of purposeful tasks, such as:

  • Posting travel plans or personal reflections in a forum for classmates to comment on.
  • Recording & sharing short video or audio messages to practise spoken English.
  • Participating in problem-solving discussions or role-play simulations in asynchronous threads.

Teacher facilitation & community building

Finally, Moodle strengthens the teacher’s role as facilitator. Teachers can:

  • Moderate discussions & encourage interaction in English.
  • Provide timely feedback & encouragement.
  • Create a sense of community of practice (Wenger et al., 2009) where students see themselves not only as students but as active users of English.

In a blended course design, Moodle can transform English language learning from a classroom-limited activity into a continuous, interactive process. By providing structured practice, enabling communication, supporting collaboration, & cultivating student autonomy, Moodle helps extend exposure to English, increase meaningful use, & sustain motivation. In this way, an LMS is not merely a technological add-on but a key element in designing effective, communicative, & student-centred English language programmes.

Implications for adult students

For adults who wish to improve their English more effectively, the traditional academy model is unlikely to be enough on its own. Options that may provide greater benefits include:

  • Engaging regularly with comprehensible input through media, guided by teachers or librarians.
  • Combining academy lessons with structured extra-curricular study to increase weekly exposure.
  • Taking intensive short courses, whether locally or abroad, to accelerate progress, especially in grammar.
  • Prioritising meaningful, communicative tasks over purely form-focused exercises in class.
  • Building motivation & accountability systems, so that students can sustain their effort over time.

Conclusion

English language academies provide valuable support for young students by supplementing their school studies. For adults, however, academy courses are often the sole source of English instruction & the limited hours restrict the rate of progress. Adult students would likely benefit more from a model that emphasises comprehensible input, meaningful communication, independent study, & when possible, periods of intensive learning. By broadening their approach beyond the traditional 2-4 hours per week, adult students can overcome frustration, maintain motivation, & achieve more substantial progress in English.

References