The Role of Self-Assessment in Improving Oral Fluency in Adult EFL Learners

Abstract

Adult EFL learners have several obstacles to overcome when they start their second language learning journey. This research examines the challenges that adult learners encounter while trying to become proficient in English. As the renowned linguist Henry Widdowson noted learning a language is a complex process, with obstacles that can be especially intimidating for adult learners. Widdowson drew attention to the cognitive difficulties that people encounter when learning a second language since they must adjust to new linguistic patterns in addition to struggling with well-established ones in their mother tongue. Adult learners may experience dissatisfaction and self-doubt because of these obstacles; thus, it is critical to recognize the particular challenges they face when learning a language (Widdowson, 1978). The article also highlights the challenges that adult learners of EFL face in class, with a specific focus on the issues arising from the literal translation of Spanish words and expressions (false cognates). This issue has been a part of my personal experience as an online teacher. I have encountered students who are not only adults but also, an age range from 35 to 60 years old, and their English level according to the CEFR is A2, making the learning process even more complex. Through an analysis of existing literature, language acquisition theories, and empirical studies, this paper aims to shed light on the difficulties that EFL adult learners face in the process of acquiring English proficiency. The findings underscore the importance of targeted language instruction strategies to address these challenges.