Adult immigrant learners’ perspectives of language learning experiences

Kamisli M. U.

AUSTRALIAN JOURNAL OF ADULT LEARNING, vol.63, no.1, pp.76-98, 2023 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 63 Issue: 1
  • Publication Date: 2023
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Page Numbers: pp.76-98
  • TED University Affiliated: Yes


The 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 of the 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.