Assignment on Adult Learners

ADULT LEARNERS - HOW THEY ADAPT THE LEARNING PROCESS

1.0    INTRODUCTION

Mazanah et al. (2001), the objectives of adult education are not only used to increase the career opportunities and skills. Adults are also intending to obtain new experiences, socialization and contribute to the society. A continuous education declaration which parallel with the needs involved the adults and importance of lifelong learning was approved in international level (UNESCO, 1999).

Kolb (1984) argues that effective experiential learning entails the possession of four different

abilities: concrete experiments, reflective observation, abstract conceptualization and active experimentation.  In this respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences.  Teaching methods that proposed through adult education principle is different from teaching children (Knowles, 1972). The term of ‘andragogy’ comes from Greek which giving a definition of ‘to lead or educate adults’ (Hartree, 1984). Krajnc (1989), important of the term ‘andragogy’ giving awareness especially to specialist educator that there are not every principle and practice in education are suitable to every level of age.

In Malaysia context (Nor Azizah, 1997), adult education is more emphasize on the human development especially for the adults from rural area. The goal of adult education is to improve self achievement from the aspect of individual knowledge and skills in order to increase quality of life. Human development programs in Malaysia are provided by three major groups: private sector, non-government organizations and government agencies.

There are many literacy classes that conducted by different groups in Malaysia after the establishment of Malaysia in 1963 and those classes develop to Sabah and Sarawak (Mazanah & Associates, 2001). The important period of time for adult education development was during Tun Abdul Razak be the Prime Minister in Malaysia (Sufean, 1993). With the increasing on the importance of education, there is growing awareness among ministries, government agencies, non-government organizations, voluntary 1982).

Adult education is parallel with national education policy. Public sector is playing a crucial role to prepare the facilities and non-formal exercises for adults who have no chance to enroll themselves in formal education (Ministry of Education in Malaysia, 1979). According to Norzaini Azman (2006), government agencies, private sector and society awareness are playing an important role especially from the importance and contribution towards society and country development.

2.0       ADULT ISSUES ON LEARNING ENGLISH LANGUAGE

I find that the English standard of the local public universities students nowadays is completely terrible. The majority of university students speak Malay, Mandarin, Tamil or his/her own dialect rather than English. Their mastery of English is extremely atrocious regardless of race. I think we have overly expected the university and its students. Some students there reflected to me that some lecturers refuse to use English in their lectures and the students also tend to speak in their respective mother tongue. If this is the case, I wonder how university’s student would improve. No wonder there are getting more students choosing private universities or going abroad.  The problem of English language is not only in Malaysia but worldwide. It happened in other countries even in United States and Japan as they are flooded with foreign workers and foreign students as well.  I consider this as an issue because this is the problem that our community has to face for many years. What I can glean from this never-ending rants from various parties about how our students, parents and society really should recognize the importance of mastering English.

If we try to observe some of some governments’ department for example Immigration Department in Putrajaya, surprisingly they have customer service or front desk assistant whom everyday liaise with people from all over countries in the world and yet they could not speak good English.  They even do not understand simple English.  Another scenario is in my firm where I am attached with now, some of the officers or managers barely understand the simple English.  They have a huge problem especially in reading and writing.  This situation is not suppose to happen as from age 7 or as early as 4 until age of 23 we were in school or university studying but yet still have problem to understand and mastering in this language. 

How the new generations going to face the working life after graduating?  How to explore in these very challenging world today?  This problem must be fixed immediately.  The government has to study again how to improve the English educational in Malaysia from primary up to higher level like universities. No doubt some family with English background are very good and successful to conquer this language but this is a minority community.  It's not that people do not recognize the importance. Since the dawn of the English media we have realized that English is an International lingua franca and with that it must be mastered. This realization is already there and hence, we have the mushrooming of language centres.

If we see, mostly intellectual people are from western country. They code sentences from intellects from western.  If we do not understand English language, how are we  able to explore the knowledge. 

3.0       THE PSYCHOLOGY OF ADULT LEARNING

Edward L. Thorndike (1900), he concluded that there are three laws that govern how adults learn:

i.       The law of readiness

We only learn when we are ready to learn.  It includes seeing a need to learn, feeling a desire to learn, being interested in the subject, and having sufficient skills to both comprehend and utilize the new information.

ii.      The law of effect

Nothing succeeds like success.  This law points out that the more success we feel in learning, the more excited we get about learning.  We need to gain pleasure from out learning, and the successful performance of a formerly difficult task is on e of life’s greatest pleasures.

iii.     The law of exercise

In essence, practice makes perfect.  This means that hands-on drill is necessary.  It also means that the more personally we are involved in learning that is, the hearder we work at it the more it engages us and the more we learn.

4.0       THE PRINCIPLES OF LEARNING

There are ten recognized of adult education:

i)            People learn only what they are ready to learn.

ii)          People learn best what they actually perform.

iii)        People learn from their mistakes.

iv)        People learn easiest what in familiar to them.

v)          People favour different senses for learning.

vi)        People  learn methodically and, in our culture, systematically.

vii)      People cannot learn what they cannot understand.

viii)    People learn through practice.

ix)        People learn better when they can see their own progress.

x)          People respond best when what they are to learn is presented uniquely for them.  Each of us is different.

5.0    ADULT LEARNING PATTERNS

The English language has been widely spoken and used in Malaysia for many years, so much so that it has automatically become the second language of the country. Nearly, every household in the cities in Malaysia uses English, even if it is not the first language of the house.

With the world getting smaller due to globalisation, the importance of the English language, which has been dubbed the international trading language, is very much evident. In this Internet and Information Age, in order to achieve international stature, it is important to know the English language as English is the lingua franca.

According to Darkenwald and Merriam (1982, p9), that Adult Education is a process whereby persons, whose major social roles are characteristics of adult status, undertake systematic and sustained learning activities for purpose of bringing about changes in knowledge, attitudes, values or skills.

Duffy & Jonassen (1992), in other hand believed that learning emphasizes the creation of a conducive learning environment. It encourages the learner to construct his own perception of reality based on his or her experiences and beliefs as well as through negotiation with others. This theory called Constructive theory.  Constructivism focuses more on context and the learning process.

Constructivists believe that there is a real world that learners experience and meaning is imposed on the world by the learners, rather than existing in the world independently of them. They also believe that there are many ways to structure the world and there are many meanings or perspectives for any event or concept.

These are what we need to stress on, knowledge, attitudes, values and skills on each adult learners how to improve English language. The changes of these not only involved adult learner but also government, private sector, society and all surroundings us that can contribute to make these changes happened.

Adult education organizations deliver a wide range of education and training services for adults in community. They provide opportunities for people to connect and reconnect with learning at all stage of lives. The division of adult education support adult basic education, adult secondary education and English language. Adult education programs emphasize basic skills such as reading, writing, English language competency and problem solving.

We are increasingly aware of the importance of access to knowledge that technology provides through English. The English language is widely used throughout the world today, and our graduates will be entering the workforce where English proficiency becomes mandatory for your success. For this matter, more and more students either local or international are equipping themselves with the English language by attending special English courses and programmes in Malaysia.

Therefore, it is not surprising to note that this language is being offered by many of the higher educational institutions, not only as a programme by itself but also as a preparatory subject to gain entry into undergraduate programmes offered by the local institutions as well as overseas institutions. The information about andragogy should widely use among adults especially in the effectiveness of the teaching and learning process. Furthermore, instructors in andragogy field should carry out the responsibility to increase the credibility of adult education too.

These days the major language for study in schools, universities and communication
Malaysian has been influenced by the British colonisation period, to use English in their daily transactions. The English language is being used extensively in Malaysia, in commercial or social settings, formal or informal situations – in business transactions, internet communication, advertisements and the entertainment industry.

For some homes, it has become the second language, used in everyday conversation among family members and friends. Some Malaysian homes also use this language as their mother tongue.

Owing to its place of importance in the new knowledge economy, English, as a second language, continues to be a compulsory subject taught at all levels in every Malaysian school. On top of that, the subjects of mathematics and science are being taught in English in schools at all levels.        

At the tertiary level, although the medium of instruction at undergraduate level in the public universities is the National language (Bahasa Malaysia), with effect from the year 2005, English is used to teach the science and mathematics-related subjects. All private higher educational institutions use the English language as the medium of instruction.
                                                                                                                                                                                                                                                                      In a Multi-lingual Society like Malaysia, the advantage for students to learn English is that they will learn the necessary communications skills to equip them for a successful life. The students will not only acquire the relevant study skills required for college or university entrance, but will also be equipped with knowledge essential in the working world. Whether it is for personal satisfaction or social enrichment, or simply to excel in your academic and work endeavours, you will find it advantageous to learn English in the Malaysian multi-lingual environment.

Apart from the public schools, language centres found in all major cities and towns in Malaysia offer English language courses that cater to the individual needs of the people, whether on a personal or professional basis. As such, there are classes which offer English for academic purposes to help students in their academic programmes that are conducted in English, as well as English language classes for specific purposes to help those who need English for career enhancement or development. Such classes are not only popular among the Malaysians but also among the foreigners (students and expatriates living in the country) who may require the English language during their stay in Malaysia, whether for personal or business reasons.

The English language has played and will play an important role in everyone's life. Therefore, the higher educational institutions in Malaysia have seen to it that various levels are designed for English language programmes to accommodate the different levels of proficiency of the individual students and to suit the various needs of different students.

6.0       ADULT LEARNING THEORY

Adult theory learning was developed out of a need for a specific theory of how adults learn.  Most educational theories as well as formal educational institutions were developed exclusively to educate children and youth.  Educational psychologists, recognizing the limitation of formal education theories, developed andragogy, the theory of adult learning. 

Malcolm Knowles is most frequently associated with adult learning.  This model is based on several assumptions:

i)            Adults have the need to know why they are learning something.

ii)          Adults have a need to be self-directed.

iii)        Adult bring more-related experiences into the learning situation.

iv)        Adults enter into a learning experience with a problem-centred approach to learning.

v)          Adults are motivated to learn by both extrinsic and intrinsic motivators.

Adult learning theory is especially important to consider in developing training programs e.g English language for adults in university or organizations because the audience for many such programs tends to be adults, not of whom have not spent a majority of their time in a formal education setting.  They created a program filled with fun and music, in which participants start their own `paradise’.  This reduced trainees’ anxiety, which could have inhibited their learning.  Many adults believe that they learn through experience.  As a result, trainers need to provide opportunities  for trainees to experience something new and discuss it or review training materials based on their experiences.  A common theme in these application is mutuality.  The learner and the trainer are both involved in creating the learning experience and making sure that learning occurs. 

Stimulus Or Message Environment Feedback Reinforcement		Receptions Eyes Ears Nose Skin		Sensory Register		Short-Term Memory		Long-Term Memory
		Effective				Response Generator

The figure 1.1 shows implications of adult learning theory for learning.

Information Processing Theory

Compared to other learning theories, information processing theories give more emphasis to the internal processes that occur when training content is learned and retained.  Figure 1.1 shows a model of information processing.  Information processing theories propose that information or messages taken in by the learner undergo several transformations in the human brain.  Information processing begins when a message or stimuli which could be sound, smell, touch, or pictures from the environment is received by receptors like ears, nose, skin, eyes.  The message is registered in the senses and stored in short-term memory.  The message is then transformed or coded for storage in long-term memory. 

A search process occurs in generated relates to one of the five learning outcomes: verbal information, cognitive skills, motor skills, intellectual skills, or attitudes.  The final link in the model is feedback from the environment.  This feedback provides the learner with an evaluation of the response give.  This information can come from another person or the learner’s own observation of the results of his or her action.  A positive evaluation of the response provides reinforcement that the behaviour is desirable to be stored in long-term memory for use in similar situations.

Thus according to Knowles, our role is to:

·             Model a supportive, cooperative learning climate.

·             Involve our Adult learners in the planning and amount of work in the course.

·             Take the time to find out both the needs and interests of our adult learners.

·             Create of learning objectives based on the needs and interests of our adult student population.

·             Build our courses around a sequenced set of problems for achieving the above objectives.

·             Assess the quality of the learning experience through course evaluations and interviews with the students.

7.0    LEARNING THAT BENEFITED TO ADULT LEARNERS

For all Malaysians mastering in English language will widely open more business opportunity from other countries.  They will have more confident to  trade with us. Because of this, our economy will grow beautifully stable.

Therefore, with the English language as a n second language of the country as well as being spoken by many Malaysians in and outside of their homes, international students will find that Malaysia has an environment conducive for the studying of English.

This will bring good investments for Malaysia not only international students who are studying here but also bring in all the investors who believed and trusted Malaysia, one of English-speaking country.

We have career advancement for workers either in the Malaysia or outside. Malaysians will get more opportunities to work in other countries or to study their abilities and capabilities in new technology.  The skills we learned will be brought back and used for our own good.  This will develop our economy, technology, industry, agricultural and so forth.

We also have two way education benefits, Malaysian students can study abroad or vice-versa.  The foreigners will have more confident to send their children to study in our college or university as the way we conquered the English language, we are as good as others English-speaking country.

Just imagine we would be able to gain more knowledge about others heritage and culture, economic and technology as mostly the books, articles, and journal references are in English. For example, mostly law books are in English therefore, we can solve a lot of cases in court as we have precedent cases to refer.

Malaysia and other countries have more understanding in political issues. The bonding of political issues will be more honest, clear and transparent As per  Merriam and Caffarella point out three factors of society that influence adult learning.  One is demographics – population gets older, adults are better educated and there are more cultural and ethnic diversity.  The second factor is economics and the third is technology.  This is what happened when we resolved the English language issue in Malaysia.

8.0    DATA COLLECTION

The data collection is suitable to collect for case studies English Language for Adults Learning is simple random sampling was used during the questionnaire session to save the time and decreases the logistic problems. We can take from some states in Malaysia such as to do research we can get from Pahang, Perak, Johor, Selangor and Negeri Sembilan.

Cluster sampling was carried out to select the respondents among all the participants who participate in Human Development Program (Alias Baba, 1992).   The sample must be large to get accurate sampling.

9.0    ADULT LITERACY AND THE LADDER OF OPPORTUNITY

Our work as adult literacy educators is central to efforts to rebuild the ladder of opportunity in our country. Adult literacy is deeply embedded in the structure of inequity and opportunity within our society. Our national conversations about equity, economic strength, and stability, as well as opportunity, typically refer to education as a key strategy. But beyond K–12 education, which is without doubt vitally important, adult literacy is also crucial. The following charts illustrate some of the ways education and adult literacy together play a central role.

I choose data analyses from US as Malaysia data difficult to get. These are just to show pattern of adult learning process. Well, these charts are based on analyses of data from the National Adult Literacy Survey (NALS, collected in 1992) and the National Assessment of Adult Literacy (NAAL, collected in 2003), nationally representative surveys and literacy assessments of adults in the United States.  Taken together, they show that the relationships demonstrated in 1992 held steady through the next decade.

The first chart shows the relationship between employment and education and literacy proficiency. The height of each bar is the average number of weeks worked in the previous year by adults with varying amounts of education and literacy.

Chart 1: Average weeks of employment per year by literacy level and educational attainment. Source: Author calculations, National Adult Literacy Survey of 1992.

The chart shows that adults with higher levels of educational attainment and adults with higher levels of literacy proficiency have worked for a greater number of weeks. At any given level of education no high school diploma, a high school diploma, a college degree the more literacy proficiency an individual has, the more weeks of employment.

Indeed, to move toward full employment, adults need both high levels of education and high levels of literacy proficiency. The three-dimensional bars in the figure can be viewed as stepping stones through increasing literacy and education rungs on the ladder of opportunity towards full employment in our society.

In 2003, the picture remained much the same. Chart 2 shows the employment status of adults by their document literacy level, placing the data from 1992 side by side with that of 2003, revealing how powerfully these indicators work together. There is a significant shift in the percentage of adults who are employed as one moves from below basic literacy to proficient levels of literacy. Only 27% and 32% of adults with below-basic literacy were employed full time in 1992 and 2003 respectively, but among those who were proficient, these numbers grew to 68% and 63%.

Chart 2: Percentage of adults in each employment status category, by document literacy

level: 1992–2003.

A similar relationship emerges in the next chart, which displays the percentage of individuals living in or near poverty in 1992 in terms of both literacy proficiency and educational attainment to have good chances of escaping poverty, individuals need high levels of both education and literacy. Educational attainment by itself is not enough.

Chart 3: Percentage of individuals living below poverty line by literacy level and educational attainment. Source: Author calculations, National Adult Literacy Survey of 1992.

At each level of educational attainment, higher levels of literacy are associated with better chances of staying out of poverty. In 2003, the picture remained stubbornly similar. Weekly wages continued to rise with literacy.

Chart 4: Percentage of full-time employed adults in each weekly gross earnings category,

by document literacy level: 2003.

Chart 5: Percentage of individuals who reported voting in the previous five years, by literacy level and educational attainment. Source: Author calculations, National Adult Literacy Survey of 1992.

In 2003, similar patterns were demonstrated. Adults with higher levels of literacy were more likely to vote and volunteer. Once again, the steps up the ladder of opportunity and engagement in our society pass through increasing levels of both literacy and education.

Chart 6: Percentage of adult citizens of voting age who voted in the 2000 election, by prose and document literacy level: 2003.

Chart 7: Percentage of adults who volunteered during the past year, by prose and document literacy level: 2003

This does not mean, of course, that all of these complex problems will miraculously disappear if only we can raise the literacy levels of our adult population. It does reflect, however, how deeply literacy is embedded in a range of issues in our society. Solutions to these problems will very likely involve developing new and more effective ways to increase adult literacy levels over time.

9.0       CONCLUSION

Adult education is an education which consist those who are mature from their age, emotion, thinking and career (Nor Azizah, 1997).  On the other hand, Merriam et al. (1999) defined that adult education as a lifelong learning process which is not fastening by age, space and condition. According to Kim and Creighton (2000), adult education refers to different types of education activities which carried out by different department or unit to increase everyone knowledge in a society after their formal education. Mazanah & Associates (2001) defined that adult education refers to the learning opportunities that are undertaken by adults outside the formal schooling system. Haslinda (2000), adult education also happened during our daily life activities such as reading newspaper, watching television, communication and having sports.

On the other hand, there are no any research that evaluate the similar case, therefore researcher can only choose the model, theory, construct and research instrument based on the principle. A research can be more strong and extensive if the researcher able to work on the exploration with confidence. It is suggested that further research can focus on andragogy field because there still have other aspects that we should take into consideration. For example, effectiveness and acceptable methods. Some of the local researchers, Razali (1987) and Nor Azizah Mohd. Salleh (1997) emphasize on andragogy field. However, in Western country, Knowles (1972, 1984 and 1989), Hartree (1984), Krajne (1989) and Pratt (1993) are widely doing on this kind of research. Andragogy teaching theories which used in Western country should consist into the local research where the centering teaching methods, practicum and interactive should be tested and look appropriately to our country.

Mastering in English as international language bring us so many benefits in economic, education, industry, culture, even in religion. We can translate Al-Quran in English therefore, other country can understand, read, study and learn from it.  In the work place, English should be widely use and can be a career advancement at all level. Therefore, workers must be well versed in English so that will make it easier for them to be promoted.

We also can do a lot of research in the name of science. We can cure new diseases. Some of the words in science even cannot be translated in other language. Learning English will upgrade Malaysians from low level  to the highest level in all aspects of education. That is why English language is very important.  Through learning and mastering English we can cultivate our intellects.  In addition, we would be able to improve a person and social as well.  Organisations will be more effectiveness. 

English language is for adult to learn a lot of things. This learning process for adult or person is lifetime. This will educate a person to be more professional in working environment and social transformation. Quality of healthiness will be improved.  Just one issue – English language can relate a lot of situation, upgrade a lot of aspects in life not only personal needs that become community impacts.

There is a different in adult education from third world countries to western countries.  Third world countries or developing countries like Malaysia, the impact of adult education will be affected to huge things – person: self-esteem, company/industry: well-developed, country: stable economy and community-professionalism.  Malaysia is a developing country but when comes to adult education we follow the same like the third world countries.

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