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When it comes to teaching adult learners, it is often easy to assume that they would be motivated learners considering their level of maturity and longer attention span. However, a higher level of maturity and longer attention span does not necessary equate higher and sustained levels of motivation. In fact, for adult learners, there can be various factors that can potentially weaken their motivation. Some who have been out of the education system for a long time might find it a challenge in the adjustment to being a student again. Others might find it too tiring to have to juggle the demands at work and their personal commitments on top of studying. There could also be some who may have been asked to attend the class out of their own will. Hence, it is also important for teachers to explore ways to motivate adult learners. These are a few ways that would be helpful for teachers of adult learners who are looking at how to motivate them. Firstly, make the lessons relevant and practical to their work. Most adult learners are attending the lessons for a purpose – whether to help them in being able to excel in their work, or to cope with certain demands at work, etc. Adult learners are seeking for knowledge that can be transferable and skills that are applicable to their job. It is important that as a teacher to engage with them to find out about the nature of their work, their purpose of attending the course and the goals they are hoping to achieve. This would help in planning the lessons to be able to cater to the students’ learning needs. For example, a teacher could use examples that students would find relatable to their work setting or have role-play scenarios which simulate situations they would face at work. When the students find the course relevant to them and helps them fulfill their learning goals, it would help to develop higher intrinsic motivation towards learning. Secondly, allow room for them to learn through exploration. Given the level of maturity, adult learners are generally more self-directed, wanting to be able to take charge of their own learning. Hence, they might be less engaged when the lessons involved lengthy lectures or one-way presentations by the teacher. It is therefore important as a teacher to give room to allow the students to participate and explore during the lessons. This could be done in the form of providing the resources (e.g. articles, videos) which the students could look through during a lesson, and then giving them opportunities to present their ideas. Other alternatives could be giving a topic for students to explore on their own and the teacher facilitates discussion where students share their findings. The added benefit of this is that it encourages the students to use the English Language to express their ideas. When the students are involved in the learning, rather than just being taught, they are likely to be more motivated. One of the other ways to motivate students is through making lessons interesting and engaging for the students with the use of games. Games can be adapted to bring out a learning point. According to Ersoz (2000), well-chosen games are highly motivating, not only because they are interesting, but because they give opportunities for practicing the language skills and enhances communication. The learning process becomes fun for the students with the incorporation of games. In addition, there are also possible advantages of encouraging critical thinking, collaborative work and creative problem-solving in a non-threatening manner. Hence, games can be a useful teaching tool for teachers to use as a means to motivate the students. In conclusion, a teacher ought to be mindful that all students (including adult learners) need to be motivated in their process of learning. A teacher should not presume that an adult learner would naturally be or stay motivated in their course of learning. Instead, one of the roles of a teacher includes motivating the students in their learning. For adult learners, the above-mentioned are simply some examples of how teachers can help the students develop motivation so as to enhance their learning. Reference: Ersoz, A. (2000). Six games for EFL/ESL classroom. The Internet TESL Journal, 6(6), http://iteslj.org/Lessons/Ersoz-Games.html (691 words, excluding reference)
