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This study explores the particularities of teaching English to adult learners. It looks at whether adult learners’ comprehension of lessons is slowed down by factors of teaching style or classroom settings. The study uses a questionnaire to collect views of adult learners from the Libyan context. The questionnaire that contains 37 statements measures different aspects of teaching English. It was delivered online using Google Forms. Those aspects include teaching style, preferences of correcting mistakes, willingness of cooperation among adult learners, self-dependence and self-confidence of learners, and preferred techniques to learning grammar and vocabulary. This study also offers a remedial method that is inferred from the experience of the researchers and supported by the results of the data. The results show that adult learners have different perception towards acquiring a foreign language. They agree that they need to better their learning input. The suggested remedial process could be an answer to their needs.
Ethelb et al. (Fri,) studied this question.
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