Reflections on lifelong learning in english as a foreign language learning: a case study in a colombian university corporation

Abstract

To learn a foreign language such as English could be considered as a big effort in different types of universities, which demands students to see it as a lifelong learning education. Nevertheless, learners do not always see it this way and don’t seem to be ready for such an approach. Therefore, it is relevant to identify what orientations manage toward learning English as a Foreign Language (EFL) and determine their understanding towards the language development and acquisition through the concept of Lifelong Learning (LLL). The following study was conducted considering an instrument designed by the social worker Caroline Proulx (lifelong learning questionnaire), with the purpose of knowing the level of lifelong learning students manage in a private university, in its different modalities regarding the English language learning; the instrument was adjusted with components focused on EFL (English as a Foreign Language). Data was collected using this research tool via online and evaluation ranges were determined to determine how much students at a private university in Medellin enjoy learning the language, considering items such as gender, age, and average scores of the different sections of the instrument. Gender was found to make a significant difference in the students’ LLL orientations, age was seen as a relevant finding in a specific population of learners, and the sections of the questionnaire displayed the aspects to improve in the institution for learning EFL in virtual and physical modalities. Suggestions are given for improving and promoting the learning of the English language through continuing education in the institution, motivating students to not desist from learning the language for their respective careers (that means, develop a lifelong learning attitude), and giving learning techniques to students for learning the language better.