Instructional Design in Adult Language Teaching: Challenges and Principles That Shape Adult English Language Learning in Serbia

Learning a foreign language requires a substantial amount of time, energy, and dedication, and it often becomes even more demanding and challenging when undertaken in adulthood. Therefore, the present study investigates adult learners’ needs and approaches to learning English from two perspectives – as viewed by learners and teachers – so as to explore adult English language learning in Serbia. Adult learners’ and teachers’ perspectives are compared to identify the key points of convergence and divergence. The present study aims to answer two research questions: (1) What are the overlapping and diverging points in how adult English language learners and teachers in Serbia perceive learners’ needs and approaches to language learning? and (2) How can bridging the gap between their perspectives make the instructional design process more effective? Quantitative analysis was used to process the data obtained from the research. The present study employed two questionnaires distributed to adult English learners (n = 22) and teachers (n = 4) in an online language school in Serbia. The questionnaires contained comparable closed-ended questions about adult English learners’ and teachers’ perceptions of different aspects of English learning. The most evident intersections emerged between the two groups in their views of learners’ level of motivation, effective learning environments, learning approaches and strategies, teacher support, and use of technology. The mismatch between the views of the two groups emerged to some extent in nearly all categories, most prominently in terms of motivational factors, lifelong language learning, effective group sizes, commonly faced challenges, past learning experiences, cultural aspects, and learner involvement in course development. The interpretation of the findings indicates that the perspectives and expectations of learners and teachers need to be better aligned so as to allow for more effective language learning and teaching and a more learner-centred approach to instructional design.