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The study uses experimental research methods, surveying 52 adult learners aged 40–55 who completed “English for Business” in the Ukraine–Norway project. Results show high readiness to continue learning (51%). A collaborative teaching strategy model is proposed to minimize barriers, raise motivation, and build a supportive peer learning environment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-english-to-adult-learners-within-extracurricular-activities-at-university-barriers-and-motivation-factors/588911/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-english-to-adult-learners-within-extracurricular-activities-at-university-barriers-and-motivation-factors/588911.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the research purpose of the article?","Question",{"text":112,"@type":113},"To experimentally study adult learners’ readiness to learn English, identify barriers to English study, and develop a model for the teaching environment within university extracurricular activities using a collaborative strategy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the study and what course did they attend?",{"text":117,"@type":113},"The respondents were 52 adult learners aged 40–55 who participated in the Ukraine–Norway project and attended the course “English for Business.”",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching approach is proposed to address barriers and motivation?",{"text":121,"@type":113},"The article proposes a collaborative teaching strategy model that engages adult learners as active participants, supports collaboration with peers, reduces learning barriers, and increases motivation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588911,1792230523,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","TEACHING ENGLISH TO ADULT LEARNERS WITHIN EXTRACURRICULAR  \nACTIVITIES AT UNIVERSITY: BARRIERS AND MOTIVATION FACTORS  \nYashar Alhasov  \nBaku Slavic University, Baku, Azerbaijan  \n[info@bsu.edu.az](info@bsu.edu.az)  \nAnna Verbytska  \nChernihiv National University of Technology, Chernihiv, Ukraine [anna.verbytska@stu.cn.ua](anna.verbytska@stu.cn.ua)  \nTetiana Kolenichenko  \nChernihiv National University of Technology, Chernihiv, Ukraine [tanyakolenichenko@gmail.com](tanyakolenichenko@gmail.com)  \nThe article aims to conduct the experimental research of the adult learners’ readiness to learn English, investigate adult learners’barriers to study English and develop the model of English teaching environment for adult learners within university extracurricular activity based on the collaborative teaching strategy. The hypothesis of the research is that motivation to study the English language among adult learners will be increased after the investigation of their learning barriers and work on their minimisation in the conditions of university extracurricular work within the collaborative learning strategy. In order to achieve the purpose of the research, a set of scientific methods was used: analysis, synthesis, complex analytical method, conceptual system method, factual method, descriptive method, questioning, testing, observing, interviewing and generalisation. Respondents were 52 adult learners (age range was from 40 to 55) who were the participants of the Ukraine-Norway project, who attended the course “English for Business”. The respondents were united into three age groups: 40-45 years; 45-50 years; 50-55 years. The majority of respondents (51%) showed a high level of a readiness to continue the English study process after completing the proposed course. The application of the suggested in the article model will minimise adult learners’ barriers to study English, increase the level of adult learners’motivation to learn English, create a positive learning environment, engage adult learners into the English study process as active participants, promote collaboration and support within the peers.  \nKeywords: English language; adult learners; collaborative teaching strategy; learning barriers; motivation; university extracurricular activities.  \nIntroduction  \nThe traditional attitude towards the target audience of English language teaching is that it is usually represented by kids, schoolchildren, young students and young specialists for their professional purposes. The teaching process is considered to be challenging when the English language students’ position is occupied by adult learners. Today this idea is supported by parents, educators and policymakers to prepare young generation for a future in globalised multilingual world (Cozma, 2015) .  \nNowadays, we live in the age of technology development and high intellectual competition, and every modern person is challenged to meet the conditions of today and be competitive. This can only be achieved by studying to obtaining new competences, in particular foreign language skills. For this reason, most adults feel the need to acquire new knowledge, especially in English language, for self-development, selfimprovement and skills development that make a person competitive in the labour market.  \nAdults’ interest and motivation for English learning may change over time, reflecting changes in opportunities for participation, employment status, workplaces, migration and individual changes related to adult development (Settersten & Lovegreen, 1998) .  \nThe emergence of information society, introduction of new technology, development of international cooperation and the mobility on a labour market increases the importance of adult education and English language learning in particular. Understanding motivation and barriers to adult learning is urgent issue due to the current situation in the globalised world (Chao, 2009) .  \nIn the context of our research, adults are understood to be m","cbCainOpkwKqOK6J","https://ap.wps.com/l/cbCainOpkwKqOK6J","pdf",312268,"English","# Introduction\n## Adult learners and the challenge of teaching English\n## Context and urgency of motivation/barriers research\n## Target group: military servicemen and family members\n## Collaborative teaching strategy and rationale","[{\"question\":\"What is the research purpose of the article?\",\"answer\":\"To experimentally study adult learners’ readiness to learn English, identify barriers to English study, and develop a model for the teaching environment within university extracurricular activities using a collaborative strategy.\"},{\"question\":\"Who participated in the study and what course did they attend?\",\"answer\":\"The respondents were 52 adult learners aged 40–55 who participated in the Ukraine–Norway project and attended the course “English for Business.”\"},{\"question\":\"What teaching approach is proposed to address barriers and motivation?\",\"answer\":\"The article proposes a collaborative teaching strategy model that engages adult learners as active participants, supports collaboration with peers, reduces learning barriers, and increases motivation.\"}]","Teaching English to Adult Learners within Extracurricular Activities at University - Barriers and Motivation Factors | PDF",1792066178]