Adult Language Learners’ Strategies for Oral Communication in Non-Immersive Contexts

Abstract

This article explores the autonomous strategies employed by adult learners of English in non-English-speaking environments to develop oral communication skills. The theoretical framework integrates principles of autonomous learning (Little, 2001), the sociocognitive approach to L2 acquisition (Atkinson, 2002), the concept of languaging (Swain, 2006), and communicative competence theory (Richards, 2006). The study adopts a qualitative methodology based on surveys and interviews with 20 Russian-speaking adults residing in Israel. Data were analyzed using thematic analysis (Braun & Clarke, 2006). The results identify three main types of strategies: structured individual learning, group learning, and informal participation in language communities. The most effective formats involved live interaction with native speakers in informal contexts and small-group conversational learning with pedagogical support. Less effective were text-based chats and inconsistent language exchanges. The discussion underscores the importance of combining personal initiative, cognitive engagement, social sensitivity, and professional support. These findings can inform the design of support programs for adult L2 learners in non-immersive contexts. UDC: [81’233+81’243]:811.111-053.8; JEL: J240