Consequences of Late English Learners

DOI: https://doi.org/10.33650/ijoeel.v7i2.12199

Authors (s)


(1)  Ika Alfiani   (Universitas PGRI Adi Buana Surabaya)  
        Indonesia
(2) * Eliasanti Agustina   (Universitas PGRI Adi Buana Surabaya)  
        Indonesia
(3)  Rahmat Setiawan   (Universitas PGRI Adi Buana Surabaya)  
        Indonesia
(*) Corresponding Author

Abstract


This study investigates the consequences experienced by late learners and explores how these learners perceive the challenges and benefits throughout their language acquisition journey. Utilizing a sequential explanatory mixed-method approach, quantitative data were gathered from 50 participants via a structured questionnaire and followed by qualitative interviews with four individuals representing early and late English learners. The quantitative findings revealed that late learners frequently face difficulties in grammar, pronunciation, and fluency accompanied by lower self-confidence and declining motivation. These challenges are aligned with the Critical Period Hypothesis (CPH) and Krashen’s Affective Filter Hypothesis, which attribute age and emotional factors as key barriers in second language acquisition. However, qualitative data suggest that strong instrumental motivation, self-directed learning strategies, and the use of digital tools help late learners overcome these limitations. Despite cognitive constraints, age was not the sole determinant of success. Learning outcomes were influenced by learner ability, technological engagement, and environmental support. The study concludes that pedagogical strategies should address both the technical and emotional needs of late learners and suggest policy reform that includes flexible start times, digital resources, and age-appropriate support systems.

Keywords

Late Learners, Second Language Acquisition, Critical Period Hypothesis



Full Text: PDF



References


Agustina, E., & Cahyono, B. Y. (2017). Perceptions of Indonesian Teachers and Students on the Use of Quipper School as an Online Platform for Extended EFL Learning. Journal of Language Teaching and Research, 8(4), 794. https://doi.org/10.17507/jltr.0804.20

Alfarisy, F. (2021). Kebijakan Pembelajaran Bahasa Inggris di Indonesia dalam Perspektif Pembentukan Warga Dunia dengan Kompetensi Antarbudaya. Jurnal Ilmiah Profesi Pendidikan, 6(3), 303–313. https://doi.org/10.29303/jipp.v6i3.207

Andanty, F. D., Setiawan, R., Agustina, E., Susanto, F., Soelistijowati, J. O., & Sukma Dewi, A. (2024). Vocabularies In Context (VONTEXT): Sebuah Levitasi Teknik Pengajaran Bagi Guru Bahasa Inggris Sekolah Dasar. Pancasona, 3(1), 49–64. https://doi.org/10.36456/pancasona.v3i1.8708

Ang, W. S., & Md Yunus, M. (2021). A Systematic Review of Using Technology in Learning English Language. International Journal of Academic Research in Progressive Education and Development, 10(1), Pages 470-484. https://doi.org/10.6007/IJARPED/v10-i1/9138

Ariin, V. K. (2024). Pengajaran Bahasa Asing (Inggris) di PAUD Reguler. Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal), 10(1), 61. https://doi.org/10.24114/paedagogi.v10i1.58927

Bailey, F., & Kadhum Fahad, A. (2021). Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning. Arab World English Journal, 12(2), 540–550. https://doi.org/10.24093/awej/vol12no2.36

Bakhodirkhonova, R. B. qizi, & Ziyadullayeva, A. A. (2024). Challenges Of Learning Foreign Languages Among Adults. Golden Brain, 2(7). https://doi.org/10.5281/ZENODO.10801890

Baumert, J., Fleckenstein, J., Leucht, M., Köller, O., & Möller, J. (2020). The Long‐Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School: A Narrative Review and Empirical Study. Language Learning, 70(4), 1091–1135. https://doi.org/10.1111/lang.12414

Bonita, E., Suryana, E., Hamdani, M. I., & Harto, K. (2022). The Golden Age: Perkembangan Anak Usia Dini dan Implikasinya Terhadap Pendidikan Islam. Tarbawiyah : Jurnal Ilmiah Pendidikan, 6(2), 218. https://doi.org/10.32332/tarbawiyah.v6i2.5537

Chen, H., & Huang, Y. (2024). The Impact of Digital Learning Platforms on Student Motivation in High School. Journal of Education, Humanities and Social Sciences, 39, 391–395. https://doi.org/10.54097/fab4wb46

Ellis, N. C. (2002). Frequency Effects In Language Processing: A Review with Implications for Theories of Implicit and Explicit Language Acquisition. Studies in Second Language Acquisition, 24(2), 143–188. https://doi.org/10.1017/s0272263102002024

Faridatuunnisa, I. (2020). Kebijakan dan Pelaksanaan Pembelajaran Bahasa Inggris untuk SD di Indonesia.

Heidlmayr, K., Ferragne, E., & Isel, F. (2021). Neuroplasticity in the phonological system: The PMN and the N400 as markers for the perception of non-native phonemic contrasts by late second language learners. Neuropsychologia, 156, 107831. https://doi.org/10.1016/j.neuropsychologia.2021.107831

Hertiki, H., Nurbani, A. N., Setiawan, R., Agustina, E., & Mayangsari, S. (2024). Ambivalences of Technological Literacy and Cognitive Growth: A Learning Classroom Dynamic in the Disruptive Era. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 7(6), 6121–6128. https://doi.org/10.54371/jiip.v7i6.5007

Hidayat, S., & Devi, W. S. (2024). Meninjau Fenomena Kurang Minat Bahasa Inggris di Sekolah: Sebab, Tantangan, Dampak, dan Solusi.

Mardalena, I., Kartini Lasman, D., & Silfania Zahra, Z. (2022). Sastra Dan Nasionalisme Di Sekolah Internasional. ALINEA : Jurnal Bahasa, Sastra dan Pengajarannya, 2(1), 1–12. https://doi.org/10.58218/alinea.v2i1.151

Mezia Kemala Sari, Yoni, E., Ariani, S., Syam, E., & Rasyida, F. (2025). The Role of Technology in Facilitating the Acquisition of Pragmatic Competence in Online English Language Learning. Journal of Pragmatics Research, 7(1), 21–33. https://doi.org/10.18326/jopr.v7i1.21-33

Montero Perez, M. (2020). Multimodal Input In Sla Research. Studies in Second Language Acquisition, 42(3), 653–663. https://doi.org/10.1017/s0272263120000145

Olaghere, A. (2022). Reflexive Integration of Research Elements in Mixed-Method Research. International Journal of Qualitative Methods, 21, 16094069221093137. https://doi.org/10.1177/16094069221093137

Palupi, D., Triastuti, A., & Romios, L. (2021). The Relationship between Learners’ Starting Age in Learning Second Language and Their Choice of Language Learning Strategies (LLS). Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 5(2), 355. https://doi.org/10.26858/eralingua.v5i2.18272

Prela, L., Dąbrowska, E., & Llompart, M. (2024). Beyond age: Exploring ultimate attainment in heritage speakers and late L2 learners. Frontiers in Psychology, 15, 1419116. https://doi.org/10.3389/fpsyg.2024.1419116

Qi, X., & Chen, Z. (2025). A Systematic Review of Technology Integration in Developing L2 Pragmatic Competence. Education Sciences, 15(2), 172. https://doi.org/10.3390/educsci15020172

Rosa, E., Destian, R., Agustian, A., & Wahyudin, W. (2024). Inovasi Model dan Strategi Pembelajaran dalam Implementasi Kurikulum Merdeka: Inovasi Model dan Strategi Pembelajaran dalam Implementasi Kurikulum Merdeka. Journal of Education Research, 5(3), 2608–2617. https://doi.org/10.37985/jer.v5i3.1153

Setiawan, R., & Agustina, E. (2022). Literary Works for Early-Age Students: Knitting Social Class, Literacy, & Culture in Parenting Blockades. Journal of English for Academic and Specific Purposes (JEASP), 6(2). https://doi.org/10.18860/jeasp.v6i2.25367

Singleton, D., & Leśniewska, J. (2021). The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment? Languages, 6(3), 149. https://doi.org/10.3390/languages6030149

Susfenti, N. E. M. (2021). Pembelajaran Bahasa Inggris Untuk Anak Usia Dini. Jurnal Studi Gender dan Anak, 8(01), 50. https://doi.org/10.32678/jsga.v8i01.5858

Tuyen, T. N. T. (2021). A Study on Golden Age for Vietnamese learners of English. https://doi.org/10.31219/osf.io/3r9cy

Wibowo, A. H., & Agustina, E. (2024). The Analysis Of Second Language Acquisition In Children Vs Adults. Journal of Education and Research, 3(2).

Widmer, F. (2021). A sequential explanatory mixed method research study of teachers’ perceptions and perspectives of high quality movement in the classroom. State University College of Education, Health, and Human Services. https://doi.org/10.26041/FHNW-7737

Yulia, R., & Eliza, D. (2021). Pengembangan Literasi Bahasa Anak Usia Dini. Golden Age : Jurnal Pendidikan Anak Usia Dini, 5(1), 53–60.


Dimensions, PlumX, and Google Scholar Metrics

10.33650/ijoeel.v7i2.12199


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Ika Alfiani, Eliasanti Agustina, Rahmat Setiawan