This study explores the most frequently used learning strategies of a group of older adults in the city of Cuenca, Ecuador, attending an English course. Sixty-six participants (with an average age of 71.05) responded to the 50-item questionnaire on learning strategies of Oxford (1990). Statistical analyses and an analysis of correlation between sociodemographic variables were conducted to determine the prevailing learning styles of the intervention group and its relationship with the sociodemographic characteristics of the participants. The results indicate that older adults use all the strategies categorized by Oxford, predominantly the metacognitive ones, meaning that they mainly reflect, plan, monitor, and evaluate their own learning process. In addition, the results reveal the positive correlation of the variables age, level of English, and level of education and occupation before retirement. The three last-mentioned were found to be determinant in the preferences of the participants.

Reading represents a significant skill for knowledge acquisition. Nevertheless, many people cannot read properly, which may entail a serious limitation to their study, work, or other aspirations. The purpose of this research work is to determine the reading comprehension level and reading speed of English language students at the University of Cuenca, Ecuador, as well as the impact of sociodemographic factors and the use of reading strategies on these levels. The participants were 400 students who were taking English courses during September 2019 to February 2020 semester. The students completed a questionnaire on sociodemographic factors, took reading tests to determine their reading speed and comprehension, and then completed another questionnaire on reading strategies. The results show a high level of reading comprehension in English but a below-average reading speed, in part due to certain external factors. Given these results, research-based intervention is highly recommended to improve reading levels.

The education of older adults is of special interest to instructors and researchers involved in lifelong education. There is not an overabundance of research in the area of the learning styles of this age group, and the exploration of it might produce significant insights about materials and methodologies that may meet their learning needs successfully. This study analyses the learning styles preferred by a group of older adults in the city of Cuenca, Ecuador. Sixty-six participants (with an average age of 71.05) taking English as a foreign language course responded to the 44-item questionnaire on learning styles by Felder & Soloman (1997). The information of the respondents using statistical and correlation analyses permitted to define the prevailing learning styles and its relation with the sociodemographic characteristics of the participants. The results indicate that older adults express preference for the sensing, active, visual, and sequential styles, being people who tend to work better with facts rather than theories. They also like teamwork, prefer images to sounds, and are methodical in their learning process. In addition, the results reveal the positive correlation of the variables age, level of English, and level of education and occupation before retirement. The two last-mentioned were found to be determinant in the preferences of the participants. Keywords: Older adults, learning styles, lifelong learning, EFL. RESUMENEl aprendizaje en la tercera edad es de especial interés para docentes e investigadores involucrados en la educación permanente. Un ámbito probablemente poco conocido es el de los estilos de aprendizaje de este grupo etario, cuyo estudio podría desvelar aspectos significativos sobre materiales y metodologías que podrían cubrir sus necesidades de aprendizaje. Este trabajo analiza los estilos de aprendizaje preferidos por un grupo de adultos mayores en la ciudad de Cuenca, Ecuador. Un total de 66 participantes (con edad promedio de 71.05 años), que tomaron un curso de inglés como lengua extranjera, respondió el cuestionario de 44 ítems sobre estilos de aprendizaje de Felder & Soloman (1997). Se llevó a cabo análisis estadísticos y análisis de correlación entre variables sociodemográficas con el propósito de determinar los estilos de aprendizaje preponderantes del grupo intervenido y su relación con las características sociodemográficas de los participantes. Los resultados señalan que los adultos mayores, en su mayoría, tienen preferencia por los estilos sensitivo, activo, visual, y secuencial, siendo así personas que tienden a trabajar mejor con hechos antes que con teorías, que gustan del trabajo en equipo, que prefieren imágenes a sonidos, y que son metódicos en su proceso de aprendizaje. Además se evidenció la correlación positiva de las variables edad, nivel de inglés, y nivel de educación y ocupación antes de la jubilación, siendo las dos últimas variables las determinantes en las preferencias de los participantes. Palabras clave: Adultos mayores, estilos de aprendizaje, a...