INVESTIGATING AGE-RELATED FACTORS IN SECOND LANGUAGE ACQUISITION: A FOCUS ON ADULT ENGLISH LANGUAGE LEARNERS

Abstract

The interplay between age and language acquisition remains a pivotal topic in second language studies. The Critical Period Hypothesis (CPH) posits that younger individuals have innate advantages for language learning; however, contemporary research increasingly underscores the strengths of adult learners in mastering English. This paper explores how age impacts cognitive, affective, and sociocultural variables in adult learners compared to younger cohorts. Through an integrative review of empirical literature and observational data from adult English Language Teaching (ELT) classrooms, we argue that adult learners can excel in metalinguistic awareness, strategic learning, and motivation, often surpassing younger learners in specific linguistic domains. The findings suggest that age is not a definitive predictor of language success; rather, outcomes depend on the quality of instruction, exposure, and learner identity. The paper concludes with pedagogical recommendations tailored for adult English learners, emphasizing technology integration and strategy-based instruction.