The Six Characteristics of Andragogy and Future Research Directions in EFL: A Literature Review

Abstract

The way in which adults learn is distinctive to how children learn, hence Andragogy differs from Pedagogy and so do the implications. Although several studies have attempted to discuss the andragogy and its principles, only few studies investigate its implementation and the practical guidance on how to employ each characteristic in the teaching and learning process. To fill this void, this paper reviews the concept of andragogy and highlights its six characteristics: self-concept, experiences, readiness to learn, motivation, need to know, and problem-centred learning. Employing a narrative review of 18 journal articles from reputable international journals, the study’s findings suggest that the six characteristics/principles of andragogy are applicable in designing teaching and learning materials, teaching activities, and assignments enacted by teachers. Future research is encouraged to delve into the practice of the six characteristics of andragogy in the teaching of English as a foreign language. The differences between adults and children learning and directions for further research in teaching English as a Foreign Language (EFL) is also discussed at the end of study.

Applying andragogy for integrating a MOOC into a formal online learning experience in computer engineering

“…According to Knowles [ 12 ], andragogy is the art and science of adult learning, referring to any form of adult learning as opposed to child learning (pedagogy) [ 22 ]. Knowles defined four basic principles about the characteristics of adult learners, which were later expanded with a fifth principle [ 22 ], intensively used in the literature [ 23 , 24 ]. Self-concept.…”

Teachers' informal learning characteristics in using open educational resources in relation to their innovative work behavior

“…Researchers emphasize that andragogy is the most preferred learning method for adult learners (El-Amin, 2020). By adopting the andragogy concept, the six associated characteristics can be reinforced in teachers to be independent, self-directed, problem-solving-oriented and internally motivated (Purwati et al ., 2022). Andragogy is critical for creating effective experiences and training teachers to use OER.…”

Non-Traditional Adult Learners After COVID-19: Applying National Standards for Online Teaching in Human Service Education

“…This standard expands this principle by presenting the requirement that the online educator have the appropriate level of education and credentials in the field to teach, be a reflective practitioner, and someone who understands the importance of staying up to date in their own discipline (National Standards for Quality Online Learning, 2019;Phelps & Vlachopoulos, 2020). Incorporating this standard into andragogical human service classrooms, the online human service educator should create collaborative learning environments by encouraging peer to peer interaction and recognize each student as a contributor to the learning experience (Purwati et al, 2022). Considering the competency of the human service educator, ongoing engagement in professional development related to the content area in which they are teaching as outlined in standard 39 of the NOHS ethical code (NOHS, 2015).…”