STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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СОNСLUSIОN. Integrating AI into ESL education for Generation Z is not a luxury but a
necessity. The traditional classroom model is increasingly incompatible with the expectations and
realities of digital-native learners. By incorporating AI tools intelligently and ethically, educators can
create more dynamic, inclusive, and effective language learning environments.
However, technology alone is not the solution. The human element—teachers' empathy, cultural
insight, and pedagogical expertise—remains irreplaceable. AI must be viewed not as a teacher
substitute, but as a scaffold that supports and enhances learning, especially for a generation that craves
both autonomy and relevance.
Ultimately, the future of ESL lies in a balanced ecosystem where innovation meets instruction,
and where AI becomes a bridge between language barriers and human connection.
RЕFЕRЕNСЕS:
1.
Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Thousand Oaks,
CA: Corwin Press.
2.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An
Argument for AI in Education. Pearson Education.
3.
Godwin-Jones, R. (2019). “Emerging Technologies: Language Learning with AI.” Language
Learning & Technology, 23(3), 4–10.
4.
Kukulska-Hulme, A. (2020). “Mobile and Intelligent Language Learning.” In Handbook of
Research on Mobile Learning in Contemporary Classrooms. IGI Global.
WHY DO ADULTS STRUGGLE MORE THAN CHILDREN IN LANGUAGE LEARNING?
Orinbaeva Kamila,
1st year student,
University of Innovation Technologies
Abstract.
Language learning is an essential skill in today's world. While children seem to acquire
languages naturally, adults face more difficulties. Research shows that children's brains are more
flexible, making it easier for them to absorb new languages. On the other hand, adults struggle due to
fear, habits from their first language, and slower memory processing. However, this does not mean
that adults cannot learn languages effectively. With the right strategies, such as immersion, confidence
building, and repetition techniques, adults can successfully acquire a new language. This article
explores the reasons behind these challenges and suggests ways to overcome them.
Keywords:
Language learning, brain flexibility, fear, first-language habits, learning strategies.
Introduction
.
Language is an important part of human communication. In today’s global world,
knowing a foreign language helps in work, travel, and social life. Children seem to learn languages
easily, while adults find it harder. Many scientists believe that this is because of differences in brain
function, past experiences, and psychological barriers. This article discusses why adults face
difficulties in learning a new language and how they can overcome them.
Challenges of Language Learning for Adults
One of the main reasons why adults struggle with language learning is brain flexibility. Scientists
call this “brain plasticity”. Young children have a highly flexible brain, which allows them to pick up
new sounds, grammar, and vocabulary naturally. As people grow older, their brains become less
adaptable. Johnson and Newport found that younger learners achieve better fluency than older
learners. This does not mean adults cannot learn, but it requires more effort and practice [4].
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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Another major challenge is first-language interference. Adults already have a strong foundation
in their native language, which affects the way they learn a new language. Odlin explains that adults
often translate directly from their first language, which creates mistakes. For example, in English, the
word order is 'I eat an apple,' but in some languages, the order might be different. If an English speaker
tries to learn Japanese, they might put words in the wrong order because of habits from English [6].
Fear and confidence also play a big role in language learning. Horwitz, Horwitz and Cope found
that many adults feel anxious when speaking a foreign language. They worry about making mistakes,
and this fear stops them from practicing. In contrast, children are less afraid of mistakes and learn
faster because they practice more [3].
However, even though adults face these difficulties, they can still succeed in learning a new
language. Many researchers suggest that adults use specific methods to improve their learning
process.
How Adults Can Overcome These Challenges
One of the most effective ways to learn a language is immersion. Krashen suggested that people
learn better when they are surrounded by the language. Watching movies, listening to music, and
speaking with native speakers help adults absorb the language naturally [5].
Another useful method is spaced repetition. Ebbinghaus showed that reviewing information at
different times helps with memory. Using apps like Anki or Duolingo allows learners to repeat words
and grammar regularly, making learning more effective [2].
Building confidence is also important. Dörnyei explained that motivation helps language learners
speak more. Adults can join language exchange programs or practice speaking with friends to
overcome their fear of making mistakes [1].
Conclusion
.
Language learning is more challenging for adults than for children because of brain
flexibility, first-language habits, and fear. However, with the right methods, adults can still become
fluent. By practicing immersion, using spaced repetition, and building confidence, adults can improve
their learning process. The most important thing is to stay motivated and practice regularly.
References:
1. Dörnyei, Z. (2005). “The Psychology of the Language Learner”. Lawrence Erlbaum
Associates.
2. Ebbinghaus, H. (1885). “Memory: A Contribution to Experimental Psychology”. Dover
Publications.
3. Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). “Foreign language classroom anxiety”.
The Modern Language Journal.
4. Johnson, J. S., & Newport, E. L. (1989). “Critical period effects in second language
learning”. Cognitive Psychology.
5. Krashen, S. D. (1982). “Principles and Practice in Second Language Acquisition”. Pergamon
Press.
6. Odlin, T. (1989). “Language Transfer: Cross-Linguistic Influence in Language Learning”.
Cambridge University Press.
