Reflections on lifelong learning

in english as a foreign language

learning: a case study in a

colombian university corporation

Reflexiones sobre el aprendizaje permanente en

inglés como lengua extranjera: un estudio de caso

en una corporación universitaria colombiana

Recibido: 19 de enero de 2024

Aceptado: 14 de junio de 2024

DOI: 10.22517/25393812.25536

pp. 130-156

Como citar este artículo APA7:

Bendeck, J. y Cardona, J. (2024). Reflections on lifelong learning in english as a foreign language

learning: A case study in a colombian university corporation. Revista Miradas, 19(1), 130-156.

Juan Habib Bendeck Soto^*

juan.bendeck@uniremington.edu.co

Jairo León Cardona Jiménez^**

jairoleon01@gmail.com

*

Magíster en Educación (Tecnológico de Monterrey). Ingeniero de Sistemas (Universidad Simón

Bolívar). Profesor Asistente de inglés como Lengua Extranjera – Uniremington Medellín.

^**Magíster en Epidemiología (Universidad de Antioquia). Profesor Asociado.

Juan Habib Bendeck Soto

Jairo León Cardona Jiménez

131

Abstract

Learning a foreign language like English requires signiﬁcant eﬀort in various univer-

sities, prompting students to view it as a lifelong educational pursuit. Nevertheless,

learners do not always see it this way and do not seem to be ready for such an approach.

Therefore, it is relevant to identify what orientations guide learning English as a Fo-

reign Language (EFL) and determine their understanding of language development

and acquisition through the concept of Lifelong Learning (LLL). This study used Jean

Proulx’s lifelong learning questionnaire to assess the level of lifelong learning among

students in diﬀerent English language learning modalities at a private university; the

instrument was adjusted with components focused on EFL (English as a Foreign Lan-

guage). Data was collected online, and evaluation ranges were established to assess

how much students at a private university in Medellin enjoy learning the language,

considering items such as gender, age, and scores in speciﬁc areas like motivation,

perseverance, self-regulation, and curiosity. Gender was found to make a signiﬁcant

diﬀerence in the students’ LLL orientations; age was seen as a relevant ﬁnding in a

speciﬁc population of learners. The sections of the questionnaire revealed areas for

improvement in the institution’s EFL program, particularly in enhancing students’

motivation, perseverance, self-regulation, and curiosity. Suggestions are given for im-

proving and promoting the learning of the English language through continuing edu-

cation in the institution, motivating students to develop a lifelong learning attitude for

their respective careers, and providing learning techniques to help students improve

their language skills.

Keywords: Lifelong learning, higher education, adult education, English as a Foreign

Language.

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Resumen

Aprender una lengua extranjera como el inglés requiere un esfuerzo signiﬁcativo en

varias universidades, lo que lleva a los estudiantes a verlo como una actividad educati-

va que dura toda la vida. Sin embargo, los alumnos no siempre lo ven así y no parecen

estar preparados para ese enfoque. Por lo tanto, es relevante identiﬁcar qué orienta-

ciones guían el aprendizaje del inglés como lengua extranjera (EFL) y determinar su

comprensión del desarrollo y adquisición del lenguaje a través del concepto de Life-

long Learning (LLL). Este estudio utilizó el cuestionario de aprendizaje permanente

de Jean Proulx para evaluar el nivel de aprendizaje permanente entre estudiantes en

diferentes modalidades de aprendizaje del idioma inglés en una universidad privada;

el instrumento se ajustó con componentes enfocados en EFL (inglés como lengua

extranjera). Los datos se recopilaron en línea y se establecieron rangos de evaluación

para evaluar cuánto disfrutan los estudiantes de una universidad privada de Mede-

llín aprendiendo el idioma, considerando elementos como género, edad y puntajes

en áreas especíﬁcas como motivación, perseverancia, autorregulación y curiosidad.

Se encontró que el género marca una diferencia signiﬁcativa en las orientaciones de

LLL de los estudiantes; la edad se consideró un hallazgo relevante en una población

especíﬁca de estudiantes. Las secciones del cuestionario revelaron áreas de mejora

en el programa de inglés como lengua extranjera de la institución, particularmente

en mejorar la motivación, la perseverancia, la autorregulación y la curiosidad de los

estudiantes. Se dan sugerencias para mejorar y promover el aprendizaje del idioma

inglés a través de la educación continua en la institución, motivando a los estudiantes

a desarrollar una actitud de aprendizaje permanente para sus respectivas carreras y

brindando técnicas de aprendizaje para ayudar a los estudiantes a mejorar sus habili-

dades lingüísticas.

Palabras clave: Aprendizaje permanente, educación superior, educación de adultos,

inglés como lengua extranjera.

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Introduction

e university corporations in Colombia are characterized by promoting technical, techno-

logical and professional studies, and become a more accessible option for many students in

the country, and also, being able to speak a foreign language helps students become more

employable and with better job opportunities in a local or international environment (Deveci,

2015).

Nowadays, a common perception in the learning process is: the more we learn, the

more we earn (James, Guile, and Unwin, 2013). is is where the concept of lifelong learning

comes into play. It goes beyond just learning and has gained more interest over the years, be-

ing researched at various academic levels (Agudo-Peregrina et al., 2014; Dascalu et al., 2016;

Dunlap and Lowenthal, 2013).

Now, the education regarding the learning of English as a second or foreign language

is generally not well received in these institutions by many students who come from public

or private schools, since the basics of the language are not taught eﬀectively, leading to cur-

ricula lacking in content or added value in the teaching and learning of the language (Bernal

Castañeda, 2017; Castañeda, 2016). In addition, once these students begin their learning pro-

cess in higher education, they do not consider English as an option or added value in their

professional proﬁle to enhance their careers at the end of their studies, indicating a lack of

motivation or knowledge of the importance of handling a second language nowadays (Agu-

do-Peregrina et al., 2014; Dascalu et al., 2016).

As a result, it is essential to help our students understand that there are various reasons

for studying English, such as pursuing a personal hobby or aiming for a more fulﬁlling career

in the future. Students should recognize their right to choose their own reasons for learning

English and how they might use the language in their lives. Todaka (2020) notes that research

on EFL students’ language learning continues to highlight motivation as a crucial factor for

success in the foreign language learning process (Lamb, 2017; Boo et al., 2015).

Even though lifelong learning is not currently managed within the country since there

are no laws deﬁned by the State regarding the learning process aﬅer graduation, it is surpris-

ing to ﬁnd out why students do not see the learning of the English language as an enhancer of

their professional proﬁles. is could be due to various factors such as lack of motivation, co-

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operation, leadership, or ineﬀective teaching methodologies used to teach a second or foreign

language. Additionally, students may have a limited understanding of the concept of being a

lifelong learner.

With regard to factors like gender, age range, and average scores in the key areas de-

ﬁned by Coskun and Demirel (2012) in their LLL questionnaire—motivation, perseverance,

self-regulation, and curiosity—this study aimed to research and review the levels of lifelong

learning among students at a University corporation in Medellin. is research would provide

valuable insights for future studies on enhancing English language learning in similar educa-

tional contexts.

In the development of this study, the following 3 research questions were generated:

1. How do the levels of lifelong learning of students in a University corporation learning

English as a foreign language compare?

2. How do the lifelong learning orientations of these students diﬀer according to their

gender and age?

3. How do the lifelong learning orientations of these students vary depending on their

motivation, self-regulation, perseverance, and curiosity?

eoretical Background

e concept of lifelong learning encompasses a wide range of activities aimed at developing

knowledge, skills, and qualiﬁcations for personal, social, or professional reasons. UNESCO

(1984) deﬁned lifelong learning as “any learning activities developed lifelong, with the ob-

jective of developing knowledge, skills and/or qualiﬁcations because of personal, social or

professional reasons.” Preece (2013) further elaborated that the term “lifelong learning” refers

to a broad range of activities that encompass formal, informal, and widespread learning, char-

acterized by a systematic understanding and vision.

e lifelong learning approach has been extensively researched over the years in many

countries. Numerous studies have deﬁned it in both general and speciﬁc environments, con-

sidering personal and academic contexts as key references in the lives of learners who adopt

this approach (Klug, Krause, Schober, Finsterwald, and Spiel, 2014; Özcan and Uzunboylu,

2012; Demirel, 2011; Gorghiu, Gorghiu, Doan, and Gerçeker, 2013). Lifelong learning is un-

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derstood as a process involving continuous change, where individuals seek to acquire skills

and abilities in various areas of knowledge throughout their lives. is approach helps indi-

viduals meet their daily needs and adapt to new learning techniques and behaviors (Özdamli

and Özdal, 2014). As Demirel (2011) and Gorghiu et al. (2013) emphasize, lifelong learning

involves recognizing oneself and the world through innovation, incorporating new learning

techniques, and adapting new behaviors.

When the concept of lifelong learning is taken to the academic environment, the ap-

proach is more focused on preparing students for their professional ﬁelds, within their career

studies or by applying for continuing education extensions aﬅer graduation.

e following study comprised 3 aspects from the lifelong learning approach, which

were present among the development of the research.

Lifelong Learning

e ability to learn is one of the most outstanding qualities of human beings. at is when the

concept of lifelong learning appears and proves itself as constant and goes beyond the formal

ﬁeld of education. To this day, aﬅer several decades of international recognition and institu-

tional support, it continues to be a topical issue at all educational levels (from early childhood

education to higher education) and in all ﬁelds (national and international) (UNESCO, 1984;

Preece, 2013).

UNESCO has been working on the concept of Lifelong Learning (LLL) since the

1970s, proposing it as a new paradigm for education and learning in the 21st century, in

view of the construction of the “knowledge society” and the “learning society,” in a context

in which information and knowledge are expanding rapidly and life expectancy is increasing

worldwide (UNESCO, 1984).

e concept of lifelong learning encompasses a wide range of activities aimed at de-

veloping knowledge, skills, and qualiﬁcations for personal, social, or professional reasons.

UNESCO (1984) deﬁned lifelong learning as “any learning activities developed lifelong, with

the objective of developing knowledge, skills and/or qualiﬁcations because of personal, social

or professional reasons.” is deﬁnition highlights the importance of continuous learning

beyond formal education, emphasizing its role in personal and professional development.

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Preece (2013) elaborates that lifelong learning includes formal, informal, and wide-

spread learning activities, which contribute to a systematic understanding and vision. e

International Labour Organization (ILO, 2006) also supports this view, stating that lifelong

learning helps people maintain and advance their knowledge, skills, and moral character.

ese deﬁnitions underscore the importance of lifelong learning in adapting to the

rapid changes in knowledge and technology. For the present study, understanding these broad

deﬁnitions helps to frame the investigation into how students perceive and engage with life-

long learning, particularly in the context of learning English as a foreign language. Recog-

nizing the value of lifelong learning can aid in developing strategies to enhance students’

motivation, self-regulation, perseverance, and curiosity, ultimately improving their language

acquisition and professional prospects.

Table 1 contrasts traditional learning models with lifelong learning models, emphasiz-

ing the shiﬅ from basic skills and knowledge absorption to education set in continuing work

activities and knowledge development. is table illustrates key diﬀerences in approaches,

such as the mode of learning, the role of trainers, methods of solving problems, and the struc-

ture of assessment.

Table 1

Characteristics of traditional learning and lifelong learning models

Traditional Learning

Basic skills

Lifelong Learning

Emphasis

Mode

Education set in continuing work activities

Knowledge development

Appear incidentally from work cases

Engage in work practice (Facilitating)

Constructed

Knowledge absorption

Defined by curricula

Expound subject matter (Teaching)

Given

New Topics

Trainers

Problems

Method of Solution

Role

Mostly personal work

Expertise model

Group work

Reciprocal learning

Assessment

Structure

Basis for promotion

Pedagogy (logical structure)

Guide learning strategies

Work activity

Note. Soni (2012)

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is table, sourced from Soni (2012), provides a clear framework to understand the evolution

from traditional to lifelong learning paradigms. It underscores the need for educational insti-

tutions to adopt lifelong learning approaches to better prepare students for the dynamic and

ever-changing professional environments.

Lifelong Learning And English As A Foreign Language

Foreign language proﬁciency is no longer merely a prerequisite for graduation. e

ability to communicate in a second language is essential in today’s globalized and ﬁercely

competitive society. Students must be able to express themselves more clearly, communicate

their meanings more eﬀectively, and overcome their anxiety about conversing in a foreign

language through meaningful learning and lifelong learning approaches (Bernal Castañeda,

2017; Castañeda, 2016).

One of the main goals of higher education is to prepare students for success in their

personal and professional lives aﬅer graduation, providing them with the necessary informa-

tion, skills, and behaviors to navigate a complex, globalized “super complex” society (Bar-

nett, 2000). e purpose of language education is signiﬁcantly altered when viewed from this

angle. It is no longer aimed at “mastering” one, two, or even three languages with the “ideal

native speaker” as the goal. Instead, creating a language repertoire with spaces for all linguistic

skills is the objective (Lasagabaster, 2014).

e development of a young person’s motivation, ability, and conﬁdence in addressing

new language experiences outside of school becomes crucial once it is recognized that lan-

guage acquisition is a lifelong endeavor. Consequently, the employment of a foreign language,

with a particular emphasis on English, has shiﬅed from being a privilege to a necessity in

various productive sectors. English has become increasingly important worldwide due to glo-

balization and is now regarded as the universal business language (Biava and Segura, 2010).

e development of a young person’s motivation, ability, and conﬁdence in address-

ing new language experiences outside of school becomes crucial once it is realized that lan-

guage acquisition is a lifelong endeavor. Consequently, the employment of a foreign language,

particularly English, has shiﬅed from being a privilege to a necessity in various productive

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sectors. According to Biava and Segura (2010), English has become increasingly important

worldwide due to massive globalization, making it the universal business language.

Because English is a global language and a common tongue worldwide, there is an

increasing need to pique interest among students and educators and develop innovative and

eﬀective strategies for improving English competence. Additionally, “the ultimate purpose of

foreign language instruction is to foster a lifetime interest in learning and intellectual devel-

opment” (Dimova, 2012, p. 21). Learning a foreign language, particularly English, may be a

lifetime passion fueled by intellectual curiosity or a pursuit of casual or serious leisure, claims

Kubota (2011). Equally important, Coskun and Demirel (2012) and Karakus (2013) were

able to disclose university students’ lifelong learning dispositions and competencies in their

studies.

Key Competences In Lifelong Learning For Eﬂ

e notion of lifelong learning is supported by the fact that learning a foreign language is an

ongoing endeavor. Since language is woven into the very fabric of existence, it cannot only be

studied in language classrooms (Deveci, 2015). To achieve personal fulﬁllment, learners must

continuously develop their skills and competences by actively participating in their society

and ensuring they are prepared for a constantly changing workforce.

Students must possess the necessary abilities to take advantage of the learning oppor-

tunities available throughout their lives to improve communication eﬃciency, highlighting

the signiﬁcance of lifelong learning (LLL) skills. Developing these skills is crucial for adapt-

ing to various contexts and enhancing overall learning experiences. ere have been several

attempts to identify overarching categories of skills, and one of these has been developed by

Coskun and Demirel (2012), who categorized lifelong learning skills into four broad areas:

motivation, self-regulation, perseverance, and curiosity. e vast scope of learning through-

out life makes it diﬃcult to provide a deﬁnitive list of typical skills a lifelong learner should

exhibit.

Motivation is the method of allocating energy to maximize the fulﬁllment of needs

(Pritchard and Ashwood, 2008), and it can be either intrinsic or extrinsic. Extrinsic motiva-

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tion, as Ryan and Deci (2000) describe, involves doing something because it leads to a sepa-

rate consequence, such as a reward or the avoidance of punishment. Intrinsic motivation, on

the other hand, is deﬁned as doing something because it is naturally interesting or pleasur-

able. According to Deveci (2013), intrinsic motivation can be attained if actual learning usage

is acknowledged. Falk (quoted in Holt, 2001) notes that language learners’ intrinsic motiva-

tion increases if they are enthusiastic about engaging with the culture of the people whose

language they are learning. In order for learning to be lifelong, motivation must be intrinsic.

Another category of LLL skills is self-regulation, which incorporates self-directed

learners who are intrinsically motivated. Self-regulated learners are also capable of changing

their learning processes to ﬁt diﬀerent settings (Knapper and Cropley, 2000).

e third category of LLL skills is perseverance, deﬁned by Rovai (2003) as the prac-

tice of pressing forward in the face of challenges. Additionally, Zimmerman (2002) describes

perseverance as the sustained eﬀort to overcome obstacles and achieve long-term goals. ese

deﬁnitions imply that persistent people continue their eﬀorts despite challenges and failures,

particularly in the context of learning.

e fourth category of lifelong learning skills is curiosity. Litman (2005) characterizes

curiosity as a will to know, to see, or to feel, which engages exploratory behavior directed to-

wards acquiring new information. is intrinsic desire to learn drives individuals to seek out

new experiences and knowledge, making it a critical component of lifelong learning.

ese categories suggest that for individuals to develop these skills themselves, they

must feel the necessity to obtain new knowledge and be involved in new learning experiences.

is likely leads to the development of intrinsic motivation for learning. Curiosity and moti-

vation are interlinked because curiosity drives the desire to learn new things, while motiva-

tion provides the energy and persistence needed to pursue this learning. According to Deveci

(2015), intrinsic motivation can only develop when individuals ﬁnd personal relevance and

satisfaction in their learning experiences. erefore, fostering a persistent attitude towards

learning necessitates a signiﬁcant amount of learning commitment and the engagement of

both curiosity and motivation.

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Method

is study employed a quantitative descriptive research design, which is used to observe, de-

scribe, and document aspects of a situation as it naturally occurs (Karasar, 2009). e focus

of this design is to provide a detailed account of the current state of phenomena without ma-

nipulating any variables. A total of 120 students participated in this study, all of whom were

from a private university corporation studying English as a foreign language in online and

face-to-face modalities. Female participants accounted for 76 students, while male students

accounted for 44, with the majority belonging to the face-to-face modality. e ages of the

participants varied from 17 to 60.

e data for this study were collected using an online questionnaire, adapted from a

questionnaire designed by Jean Proulx (2004). is instrument focused on lifelong learning

aspects provided by the author. e questions were adjusted to focus on EFL learning and

were based on the competencies created by the European Council and Parliament (2006).

e modiﬁed questionnaire comprised two sections. e ﬁrst section aimed to collect data

on demographics: gender, career of study, type of program, and place of birth. e second

section was based on the Lifelong Learning Tendency Scale (LLLTS), developed by Coskun

and Demirel (2012). is instrument was applied in Spanish and adjusted to the principles

of the study in some questions. Certain statements were slightly modiﬁed to reﬂect language

learning experiences from the LLL concept.

As described earlier, the questionnaire comprises 15 questions, organized in four sub-

sections: a) motivation (4 items), b) perseverance (4 items), c) self-regulation (4 items), and

d) curiosity (3 items).

e Survey assessment scale was established in the following way:

0-15: Enjoys learning the language and do it with passion

16-30: Enjoys learning the language

31-45: Likes learning the language, but does not do it with passion

46-60: Does not enjoy learning the language (forced or compulsory learning)

e statistical program SPSS was utilized for the analysis. Absolute frequencies and

proportions were used for the univariate analysis of the qualitative variables (sex, age groups,

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major, origin, and learning mode), while ranges and averages were used for the quantitative

variables (lifelong learning scale score). Given the normal distribution of the lifelong learn-

ing scale score variable, the mean diﬀerence was employed in the bivariate analysis using

the Student’s t-test for dichotomous variables and ANOVA for polytomous variables. e

signiﬁcance level was set at p < 0.05 to determine if the observed diﬀerences were statistically

signiﬁcant, indicating a less than 5% probability that the results occurred by chance.

Results

Table 2

Percentage distribution of the sociodemographic characteristics of students learning English at

a private university in Medellín, 2021

Variable

N

%

Female

76

44

96

18

6

63,3

36,7

80,0

15,0

5,0

Sex/Gender

Male

16 – 30

Age

in

31 – 45

Years

46 -70

Health Sciences (Medicine, Nursing, Nutrition and

Dietetics, Veterinary Medicine, Pharmacy Regen- 70

58,3

cy)

Business (Business and Financial Management,

14

11,7

10,8

Major

Business and Financial Administration)

Engineerings (Systems, Civil, Industrial, Software

13

Development)

Law School

12

9

10,0

7,5

Accounting

Medellín and Surroundings

Department different from Antioquia

Other municipality of Antioquia

Face-to-Face

56

34

30

105

46,7

28,3

25,0

87,5

Location

Learning

Modality

Virtual

15

12,5

Note. Own elaboration

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Table 2 presents the distribution of participants according to their sex/gender, age range, ma-

jor, location, and learning modality. Among the participants, 63.3% were female and 36.7%

were male. e majority of the participants (80%) were aged between 16 and 30 years, with

15% aged between 31 and 45 years, and 5% aged between 46 and 70 years. In terms of majors,

the majority of participants were from the health sciences ﬁeld (58.3%), followed by busi-

ness (11.7%), engineering (10.8%), law school (10.0%), and accounting (7.5%). Regarding

location, 46.7% of the participants were from Medellín and surroundings, 28.3% were from

a department diﬀerent from Antioquia, and 25.0% were from other municipalities of Antio-

quia. Finally, in terms of learning modality, 87.5% of the participants preferred face-to-face

learning, while only 12.5% opted for virtual learning.

ese ﬁndings suggest targeted strategies should be developed to support English

learning among these demographics, particularly in enhancing online learning modalities

and addressing the speciﬁc needs of health science students. For example, in the group of stu-

dents, the female sex is more frequent (63.3%), indicating a higher participation rate among

female students in learning English. e youngest group, aged between 16 and 30 years old,

comprises 80.0% of the participants, suggesting that younger individuals are more engaged

in acquiring English proﬁciency. is aligns with responses to survey questions such as “How

motivated are you to learn English?” and “How frequently do you participate in English learn-

ing activities?” which showed higher motivation and participation rates among younger stu-

dents.

e area of Health Sciences, with 58.3%, shows a signiﬁcant interest in English learn-

ing, likely due to the global nature of the healthcare profession requiring English proﬁcien-

cy. Students from Medellín and Valle de Aburrá make up 46.7% of the sample, highlighting

the regional concentration of learners. Additionally, the most relevant learning modality was

face-to-face, with 87.5% of the cases, emphasizing the preference for traditional in-person

learning environments despite the availability of online options. is preference was reﬂected

in responses to questions like “How comfortable are you with online learning?” and “Do you

ﬁnd in-person classes more engaging than virtual ones?” which showed a signiﬁcant lean

towards face-to-face interactions.

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ese detailed insights into the participants’ demographics and preferences underscore the

need for educational institutions to tailor their strategies to support these groups eﬀective-

ly. For instance, developing interactive and engaging online modules could help bridge the

gap for those who prefer face-to-face learning, and creating specialized support programs for

health science students could further enhance their learning outcomes.

Figure 1

Percentage distribution according to levels of the lifelong learning scale

Note. Own elaboration

Regarding the results of the lifelong learning scale, 38.3% of the students enjoy learning the

language and do it with passion, 49.2% like to learn the language but do not do it with passion,

and 12.5% consider it mandatory (Figure 1). ese results were derived from speciﬁc items in

the questionnaire that assessed students’ motivation and attitudes towards learning English.

e items included questions on the frequency of engagement with English learning activ-

ities, the reasons for learning English, and the level of enjoyment and enthusiasm towards

language learning.

e data show that a signiﬁcant portion of students (49.2%) have a positive attitude

towards learning English but lack a passionate commitment. is suggests that while students

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recognize the importance of English, additional eﬀorts are needed to enhance their intrinsic

motivation. e 38.3% of students who learn with passion are likely driven by personal inter-

est and enjoyment, which aligns with theories that emphasize the role of intrinsic motivation

in lifelong learning (Deveci, 2013). e 12.5% who see learning English as mandatory may be

motivated by external factors such as academic or professional requirements.

Figure 2

Average score of the lifelong learning scale according to sex and age group

Note. Own elaboration

e leﬅ scale of Figure 1 starts at 32 to better illustrate the diﬀerences in percentages among

the groups. is scaling choice was made to emphasize the variations in responses and pro-

vide a clearer visual representation of the data.

ese ﬁndings indicate the need for educational strategies that foster greater intrinsic

motivation among students, such as incorporating more engaging and relevant content into

the curriculum and providing opportunities for meaningful language use.

In Figure 2, the comparison of lifelong learning scale scores by gender reveals that

female students scored signiﬁcantly higher than male students (p < 0.05). Speciﬁcally, the

average score for female students was 51.3, while male students had an average score of 47.1.

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ese results indicate that female students generally exhibit a higher level of lifelong learning

tendencies compared to their male counterparts. is diﬀerence may be attributed to various

factors, including diﬀerences in motivation, socialization, and educational experiences.

ese ﬁndings are consistent with previous research that has highlighted gender dif-

ferences in motivation and learning behaviors. For instance, studies by Coskun and Demirel

(2012) have shown that female students oﬅen display higher levels of intrinsic motivation and

persistence in learning activities. is suggests the need for targeted educational strategies to

support male students in developing similar lifelong learning skills, possibly through inter-

ventions that enhance motivation and engagement.

Figure 3

Average score of the lifelong learning scale according to major

Note. Own elaboration

Figure 3 shows the average scores of the lifelong learning scale across diﬀerent majors. Busi-

ness students have the highest average score (35.9), followed by law school students (34.9),

accounting students (32.9), health sciences students (33.3), and engineering students (30.6).

ese results suggest that students in business and law school exhibit a higher tendency to-

wards lifelong learning.

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e higher scores among business and law school students could be attributed to the

dynamic nature of their ﬁelds, which require continuous learning and adaptation to new reg-

ulations, market trends, and business practices. is aligns with theories that emphasize the

importance of lifelong learning in professions that demand ongoing professional develop-

ment and knowledge updates (Preece, 2013).

In contrast, engineering students, despite the technical and evolving nature of their

ﬁeld, show lower scores. is might indicate a need for more engagement and motivation

strategies tailored speciﬁcally for engineering students to enhance their lifelong learning ten-

dencies. e moderate scores for health sciences and accounting students highlight the im-

portance of integrating lifelong learning principles into these curricula to ensure that students

are well-prepared for the continuous advancements in these ﬁelds.

ese ﬁndings underscore the necessity for targeted educational strategies that fos-

ter lifelong learning across all disciplines, particularly in ﬁelds where the scores are lower.

Enhancing the curriculum with more relevant and engaging content, providing professional

development opportunities, and emphasizing the importance of continuous learning can help

bridge these gaps.

Figure 4

Average score of the lifelong learning scale according to municipality of origin and type of

learning

Note. Own elaboration

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ose who show greater acceptance for learning the English language are students who come

from other municipalities of Antioquia, diﬀerent from those who belong to the Valle de Abur-

rá or who come from another department. In reference to the learning modality, no apprecia-

ble diﬀerences are observed between the two.

Table 3

Averages of each scale dimension according to sociodemographic variables

Motivation

Perseverance

Curiosity

Regulation

Variable

0-16 Range

0-16 Range 0-16 Range

8,9

9,0

8,1

7,4

Total Average Score

Female

8,8

9,1

9,0

8,7

9,1

9,4

7,3

9,8

8,3

9,1

8,9

9,1

8,8

9,5

9,2

8,8

10,1

8,1

9,3

9,4

9,3

7,9

8,5

7,9

9,2

8,7

8,0

8,6

8,5

7,4

8,5

8,2

7,3

7,6

7,4

7,5

8,0

7,4

7,9

6,7

7,3

7,8

7,6

Sex/Gender

Male

16 – 30

Age

in

31 – 45

Years

46 -70

Health Sciences

Business

Major

Engineering

Law School

Accounting

Medellín and Surroundings

Department different from An- 9,2

Location

tioquia

Other municipality of Antioquia 8,4

7,8 *

9,0

7,4

8,1

8,6

6,9

7,4

7,8

L e a r n i n g

modality

Face-to-Face

Virtual

9,0

8,5

8,9

* p= 0,029 Anova

Note. Own elaboration

For the evaluation of the results, they are compared with the average value of all participating

students. In reference to gender, females show better assessment in all components, especially

in self-regulation, compared to males. is ﬁnding was derived from questions such as “How

oﬅen do you set speciﬁc goals for your learning?” and “How eﬀectively do you manage your

study time?” Female students consistently rated higher on these questions, indicating better

self-regulation skills.

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e best scores were obtained by the youngest group of students (16-30 years old),

particularly those in the 31 to 45 age group, which indicates higher perseverance and regula-

tion. is was evident from questions like “How oﬅen do you persist in learning tasks despite

diﬃculties?” and “How regularly do you review and reﬂect on your learning progress?” ese

age groups scored higher, showing greater perseverance and regulatory habits. In contrast,

students over 45 showed lower scores in regulation and curiosity. is was reﬂected in re-

sponses to questions such as “How open are you to exploring new topics outside your current

knowledge?” and “How oﬅen do you plan and organize your learning activities?” e lower

scores suggest that older students may need more support in developing these lifelong learn-

ing skills.

In reference to the areas where students develop their majors, a more positive score

stands out in the engineering area in the dimensions of motivation, perseverance, and curios-

ity, but not in the dimension of regulation. ose in the accounting area have good scores in

motivation and regulation, but not in the curiosity dimension. Business students show poorer

average values in the dimensions of perseverance, regulation, and curiosity.

Analyzing the origin of the students, the best averages are obtained by those who

come from municipalities in the department of Antioquia, diﬀerent from those who come

from the surroundings of Medellín. e positive value in the perseverance dimension (7.8)

stands out, which was statistically signiﬁcant in comparison with the results of students from

other backgrounds. e students from Medellín and its surroundings obtained scores indicat-

ing a need to improve in perseverance and regulation. ose from other regions of the coun-

try should focus on improving perseverance, especially. Regarding the learning modality, no

special diﬀerences are observed between online and face-to-face modes, except in regulation,

which must be improved, particularly in the virtual modality.

ese ﬁndings illustrate the relationship between gender, age, major, origin, and life-

long learning components. ey highlight the need for tailored strategies to support diﬀer-

ent demographic groups in enhancing their lifelong learning skills, particularly focusing on

self-regulation, perseverance, and curiosity. Educational strategies should include more en-

gaging and relevant content, professional development opportunities, and the importance of

continuous learning to bridge these gaps.

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Discussion

e ﬁndings suggest that the majority of the participants were young and pursuing careers in

health sciences. Moreover, females constituted a larger proportion of the sample. Additionally,

the preference for face-to-face learning over virtual learning may be due to the social nature

of learning, which can be better facilitated through in-person interactions (McCarthy et al.,

2019). is preference was evident from survey questions such as “How oﬅen do you engage

in group discussions during your learning sessions?” and “How important is peer interaction

to your learning experience?” Respondents who favored face-to-face learning rated these as-

pects highly, indicating that social interaction plays a crucial role in their learning process.

Furthermore, questions like “Do you ﬁnd it easier to concentrate during in-person

classes compared to virtual ones?” and “How comfortable are you with participating in class-

room activities?” also showed higher scores among those who preferred face-to-face learning.

ese responses suggest that in-person interactions help facilitate better focus, participation,

and overall engagement in the learning environment. is underscores the importance of

social and interactive components in educational strategies to enhance learning experiences,

especially for young and health science students.

e distribution of participants across majors and age ranges may also have implica-

tions for academic performance in EFL. For example, participants from the accounting ﬁeld

showed good scores in motivation and regulation, as evidenced by responses to questions like

“How oﬅen do you set goals for your learning?” and “How eﬀectively do you manage your

study time?” However, they did not score well on curiosity-related questions, such as “How

frequently do you explore new topics outside of your current coursework?”

On the other hand, those from business careers performed poorly in perseverance,

regulation, and curiosity. is was evident from lower scores on questions like “How do you

handle challenges in your learning?” and “How regularly do you engage in self-reﬂection on

your progress?” ese ﬁndings suggest that academic performance may vary according to the

major and that speciﬁc areas may require tailored approaches to optimize learning outcomes.

Moreover, the ﬁnding that younger participants performed better in regulation than

older participants may indicate the need for targeted interventions to improve regulation

skills among older learners. is is supported by previous studies, such as those by Coskun

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and Demirel (2012), which highlight the importance of tailored educational strategies that

address the speciﬁc needs of diﬀerent demographic groups to enhance lifelong learning skills.

Now, table 2 presents the average scores of the four dimensions of the scale (motiva-

tion, perseverance, regulation, and curiosity) according to diﬀerent sociodemographic vari-

ables. e total average score for all participants was 8.9 for motivation, 9.0 for perseverance,

8.1 for regulation, and 7.4 for curiosity.

In terms of gender, females showed better scores than males in all dimensions, par-

ticularly in regulation. is ﬁnding is consistent with previous research that suggests females

tend to be more self-regulated and motivated than males (Eccles and Wigﬁeld, 2002; Else-

Quest et al., 2010). For example, in response to the question “How oﬅen do you set speciﬁc

goals for your learning?”, female participants reported higher frequencies compared to males,

indicating stronger goal-setting behaviors. Additionally, questions like “How eﬀectively do

you manage your time for studying?” and “How regularly do you monitor your progress to-

wards your learning goals?” also saw higher scores from female respondents.

ese results align with ﬁndings from Eccles and Wigﬁeld (2002), who highlighted

that females are oﬅen more diligent in self-regulatory practices. Else-Quest et al. (2010) also

found that females typically exhibit higher levels of academic motivation and self-regulation,

which could explain the better performance in regulation observed in this study. is suggests

that educational strategies aimed at enhancing self-regulation skills might beneﬁt from con-

sidering these gender diﬀerences and providing targeted support to male students to improve

their self-regulation practices.

Regarding age, the youngest group (16-30 years old) obtained the best overall score,

excelling particularly in motivation and curiosity dimensions. e group aged 31-45 years

had the highest scores speciﬁcally for perseverance and regulation, indicating strong abilities

in maintaining eﬀort and managing their learning activities. However, the group over 45 years

old had lower scores in regulation and curiosity, suggesting they may struggle more with

maintaining focus and exploring new ideas.

For example, younger participants scored higher on questions like “How oﬅen do you

seek out new learning opportunities?” and “How interested are you in learning about unfa-

miliar topics?” ese responses indicate a high level of curiosity and motivation. e 31-45

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age group, however, showed higher scores on questions such as “How do you persist in tasks

despite diﬃculties?” and “How eﬀectively do you organize your learning schedule?” reﬂecting

strong perseverance and regulation.

ese ﬁndings suggest that age can have a signiﬁcant impact on students’ motivation

and learning outcomes, with diﬀerent age groups excelling in various aspects of lifelong learn-

ing. is aligns with Stevens and Bavelier (2012), who highlight the varying learning needs

and strengths across diﬀerent age groups. Tailored educational strategies should thus consider

these age-related diﬀerences to enhance lifelong learning outcomes for all students.

In terms of majors, students in health sciences had the highest scores in motivation

and perseverance, while those in business had the highest score in regulation. Accounting

students showed good scores in motivation and regulation but scored lower in curiosity. En-

gineering students had the lowest scores in all dimensions, suggesting they may struggle with

maintaining motivation and self-regulation. For example, health sciences students reported

high frequencies in responses to questions like “How oﬅen do you persist with learning tasks

despite diﬃculties?” and “How motivated are you to continue learning new topics related to

your ﬁeld?”, indicating strong perseverance and motivation. Business students, on the other

hand, scored highly on questions such as “How eﬀectively do you plan and organize your

study activities?”, reﬂecting their strong regulatory skills.

ese results highlight the importance of considering the unique characteristics of

each major in designing eﬀective learning strategies (Meece et al., 2006). Tailored educational

strategies can help address speciﬁc needs, such as enhancing curiosity among accounting

students by introducing more exploratory and innovative learning activities. For engineering

students, strategies that boost motivation and self-regulation, such as goal-setting workshops

and time management training, could be particularly beneﬁcial. Recognizing and addressing

these diﬀerences can lead to more eﬀective and personalized learning experiences, ultimately

improving academic outcomes across various ﬁelds.

Regarding location, students from municipalities outside of Medellín, but still within

the department of Antioquia, had the highest scores in all dimensions, particularly in per-

severance. For instance, these students rated highly on questions such as “How oﬅen do you

continue to work on a task until it is completed?” and “How do you overcome obstacles in

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your learning process?” indicating a high level of perseverance.

ese ﬁndings suggest that students from rural areas may have higher levels of re-

silience and persistence, which could be attributed to their upbringing and cultural values.

Rural students oﬅen grow up in environments where they face various challenges, which may

contribute to developing a strong sense of perseverance and resilience. is is supported by

Raj et al. (2020), who found that rural students tend to exhibit higher levels of these traits due

to their exposure to challenging life circumstances and the necessity to overcome them.

Additionally, the sense of community and collective eﬀort oﬅen emphasized in rural

cultures might further reinforce these traits, leading to higher perseverance and resilience in

their academic pursuits. ese insights highlight the importance of recognizing and support-

ing the unique strengths of students from diﬀerent geographical backgrounds in educational

strategies.

Conclusions

In light of the study’s ﬁndings, it can be deduced that lifelong learning must be a continuous

process and that it is crucial to take older students (classiﬁed here as 30 years and older, based

on the age group distinctions used in this study) into account in order to motivate them to

continue their English language studies. is can be achieved through complementary of-

fers taught by the institution to further promote language acquisition. For instance, targeted

workshops and mentoring programs can be developed to address the speciﬁc needs and chal-

lenges faced by older students, as suggested by previous studies (Stevens and Bavelier, 2012).

Additionally, it is crucial to enhance students’ capacity for lifelong learning. To do this,

the institution and all academic staﬀ must work together by fostering a supportive and collab-

orative learning environment. is can involve regular meetings between faculty members to

discuss and share best practices, integrating lifelong learning principles into the curriculum,

and providing continuous professional development opportunities for educators. It is per-

tinent to make changes to the current curriculum by emphasizing lifelong learning skills in

both regular courses and continuing education courses, ensuring that all students, regardless

of age, are equipped with the necessary skills to continue learning throughout their lives.

In order to encourage lifelong learning in the teaching of English, technology should

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also be used more and students should be informed about self-teaching so they can learn us-

ing the medium they like and feel most comfortable using. is component is related to the

institution’s promotion of learning strategies so that students can employ the most eﬀective

method to continue their instruction and learning of the English language.

Finally, one of the conclusions that could be drawn is to encourage the use of English

for speciﬁc objectives so that the student is prepared for both his general education and future

employment.

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