[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593184-105":3,"doc-detail-593184-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","australian-journal-of-adult-learning-adult-immigrant-learners-perspectives-of-language-learning-experiences","Australian Journal of Adult Learning - Adult immigrant learners' perspectives of language learning experiences","","A qualitative phenomenological study explores adult immigrant learners’ perspectives and motivations for participating in an ESL program through McClusky’s Theory of Margin. Nine adult immigrant ESL students were interviewed, and Creswell’s 1994 process guided data analysis. Findings describe participants’ views of the ESL program, day-to-day learning and speaking challenges, the supports that help them navigate difficulties, and recommendations to improve learning experiences. Policy and practice implications are discussed for adult educators, curriculum, and program developers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/australian-journal-of-adult-learning-adult-immigrant-learners-perspectives-of-language-learning-experiences/593184/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-adult-immigrant-learners-perspectives-of-language-learning-experiences/593184.png","ImageObject",300,407,{"name":42,"@type":43},"Aran","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the study’s main purpose?","Question",{"text":63,"@type":64},"To explore adult immigrant learners’ perspectives and motivations for participating in an ESL program using McClusky’s Theory of Margin.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted and analyzed?",{"text":68,"@type":64},"Nine adult immigrant ESL students were interviewed, and Creswell’s (1994) systematic process informed the data analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges and supports did learners report?",{"text":72,"@type":64},"Learners described challenges related to learning and speaking English in daily life, and discussed support systems that help them manage those difficulties.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593184,1792134345,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",8,"Australian Journal of Adult Learning Volume 63, Number 1, April 2023  \nAdult immigrant learners' perspectives of language learning experiences  \nMerih Ugural Kamisli  \nThe purpose of this qualitative, phenomenological study was to explore adult immigrant learners’perspectives and motivations for participating in an ESL program through the lens of McClusky’s Theory of Margin. Nine adult immigrant ESL students were interviewed about their learning experiences. Creswell’s (1994) systematic process informed the data analysis of the study. The findings ofthe study include adult immigrant learners’perspectives of the ESL program, the challenges (loads) they face in their daily lives in terms of learning and speaking English, the support system (power) that help them navigate through those difficulties, and their suggestions to improve the learning experiences at the ESL program. Implications of this research for policy, adult educators, curriculum, and program developers are explored.  \nKeywords: immigrant ESL learner, adult learners, learner perspective, refugee learners, Theory of Margin  \nThere has been a growing increase in migration flows in the last decades (OECD, 2020) . Migration Report (OECD, 2020) highlights that  \nAdult immigrant learners’perspectives of language learning experiences 77  \nglobally 271 million people have been living outside of their birthplace. The United States has been one of the main destination countries with around 2 million immigrants arriving in 2019. When the aging population and declining birth rate are considered, the increasing immigrant-origin adult population including their U.S.-born children are anticipated to provide an invaluable asset to the economy as a source of talent and almost all labor force growth in the next twenty years (Batalova & Fix, 2015). Immigrants' cultural capital (Lee, 2013)  \nand various abilities benefit U.S. society's social and economic growth (Larrotta, 2019). According to the policy report the U.S. Census Bureau pooled for 2012-2016, more than half of the 44.3 million foreign-born people residing in the U.S., aged 16 and over have limited English proficiency and do not have a high school degree or any degree comparable. However, the reports indicate that fewer than 1.5 million of them used adult education services. Language learning is an essential part of immigrants’ integration into various domains of life (AdamutiTrache, 2013; Chao, 2020) . Adult education programs could benefit many immigrants and refugees in that sense, but the existing system can only meet less than four percent of the current need (McHugh & Doxsee, 2018). Community-based initiatives such as libraries specifically churches have been trying to bridge the gap in language programs as part of their social service for immigrant communities (Durham & Kim, 2019) . However, there is still a critical need to support immigrants in literacy, degree completion, or adaptation to the host culture.  \nPersistence and participation of adult learners with access to language support have been also recurring issues in adult English as a Second Language programs (ESL) (Frye, 1999; Kouritzin, 2000), Adult Basic Education (ABE), or programs for post-secondary education or the workforce (McHugh & Doxsee, 2018; Ouellette-Schramm, 2019) . Beder (1991) in his review of adult literacy programs suggests that adult learners can overcome challenges to participation if motivated. Adult education programs need to adapt their teaching methods to better suit the motivations and personal circumstances of adult students. A recent theoretical framework “L2 Motivation Self System” developed by Dörnyei (2005, 2009) assumes that when learners see a difference between their present state and future ideal self (what they want to achieve), or ought to self (what others expect them to achieve), they maybe motivated to close perceived gaps and achieve desired outcomes. The  \n78 Merih Ugurel Kamisli  \ntheory ofthe L2 Motivation Self Syst","cbCaiqAP9tVYXtl1","https://ap.wps.com/l/cbCaiqAP9tVYXtl1","pdf",210441,23,"English","# Literature Review\n## Motivation and participation in adult ESL programs\n## McClusky’s Theory of Margin and learner experiences","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To explore adult immigrant learners’ perspectives and motivations for participating in an ESL program using McClusky’s Theory of Margin.\"},{\"question\":\"How was the study conducted and analyzed?\",\"answer\":\"Nine adult immigrant ESL students were interviewed, and Creswell’s (1994) systematic process informed the data analysis.\"},{\"question\":\"What challenges and supports did learners report?\",\"answer\":\"Learners described challenges related to learning and speaking English in daily life, and discussed support systems that help them manage those difficulties.\"}]","Australian Journal of Adult Learning - Adult immigrant learners' perspectives of language learning experiences | PDF",1792076777,58,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,128,131,136,139,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":126,"slug":127},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":129,"slug":130},30,"research-report",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":133,"show_sort_weight":134,"slug":135},9,"Religion & Spirituality",20,"religion-spirituality",{"id":134,"doc_module":4,"doc_module_name":25,"category_name":137,"show_sort_weight":134,"slug":138},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":55,"slug":141},"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]