ɫèAV

Dr. Quoc is an author, educational solutions provider and AIED expert with over 20 years of experience in ELT and education in Vietnam. He is the Founder and CEO of Pro.Ed Education Solutions and Chief Officer of EduVerse, a global network supporting lifelong learning for educators. Dr. Quoc is also the author of The Art and Science of ChatGPT in Education and was named a LinkedIn Top Educational Leadership Voice in 2024. His work focuses on integrating AI into education to support personalized and flexible learning for teachers and learners.

For many adult learners, mastering English isn¡¯t just about gaining a new skill¡ªit¡¯s about unlocking opportunities in work, family and social spheres. But juggling English lessons alongside work, family obligations and social commitments is a challenge that can feel overwhelming.

This guide explores the unique challenges adult learners face and how educators can support them with empathy, flexibility and effective strategies.

The challenges of learning English as an adult

Meet Le, a 35-year-old Vietnamese project manager who dreams of working for an international company. With a demanding full-time job and two young children, finding time for English lessons feels impossible. Missing classes and struggling to complete assignments leads to frustration and self-doubt¡ªan all-too-common experience among adult learners.

Many adults face similar challenges:

• Balancing work, family and personal commitments leaves little time and energy for study.
• Fatigue after a long day makes it difficult to concentrate or retain information.
• Progress feels slow, which can be demotivating.

Without practical support, the goal of English proficiency can seem out of reach.

Strategies for overcoming challenges

1. Setting SMART Goals

Educators can guide learners to set Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals. Breaking down larger objectives into small, measurable milestones gives learners a sense of achievement. For example, ɫèAV¡¯s Global Scale of English (GSE) provides actionable ¡°Can-do¡± statements, such as:

• Reading (GSE 37/CEFR A2+): Can understand simple personal emails.
• Speaking (GSE 44/CEFR B1): Can give a short talk with visual support.

These manageable goals create motivation and help learners like Le stay focused without feeling overwhelmed.

2. Offering flexible learning options

Flexibility is key for adult learners. Teachers can adopt strategies such as:

• Modular lessons that can be completed in short sessions.
• Micro-learning, including 10-minute daily practices using apps or quick grammar exercises.

For learners like Le, micro-learning can easily be integrated into a work commute or lunch break.

3. Blending learning with real-world scenarios

Teaching English through practical, real-life contexts makes lessons more relevant and efficient. Using authentic materials like emails, meeting notes, or presentations mirrors learners¡¯ daily lives and creates immediate applications for their new skills. For instance:

• Help learners role-play workplace conversations.
• Develop speaking proficiency for social interactions or workplace scenarios.

This approach saves time and reinforces the usefulness of learning English, keeping learners motivated.

4. Encouraging weekly reflection

Reflection allows learners to monitor their progress, stay motivated and adapt their strategies. Teachers can:

• Encourage learners to set weekly goals (e.g., learning new business vocabulary or practicing pronunciation for 15 minutes daily).
• Use reflection journals to track achievements, identify challenges and adjust learning plans.

This habit reinforces a growth mindset, helping learners make consistent progress amidst their busy schedules.

Implementing the strategies

Here¡¯s how educators can apply these strategies effectively:

1. Assess and set goals

Work with learners to set realistic, measurable goals based on their personal motivations and schedules.

2. Create flexible study plans

Develop personalized study schedules that incorporate modular lessons and micro-learning techniques.

3. Use authentic materials

Include sample emails, presentations, or conversations that align with the learner¡¯s work or life situations, making lessons more practical.

4. Encourage accountability

Implement tools like reflective journals or digital reminders to help learners stay on track and see their progress.

5. Leverage personalized AI tools

Use AI-powered tools to recommend tailored exercises, provide instant feedback and enable targeted practice in learners¡¯ focus areas.

Why It matters

English proficiency opens doors to better job opportunities, stronger social connections and enriched personal growth. By providing empathetic and flexible support, teachers empower learners to achieve their goals without compromising their work-life balance.
For educators seeking further resources, ɫèAV¡¯s GSE framework offers valuable tools to help adult learners succeed. Teachers can use these aids to track progress and personalize lessons for maximum impact.

Celebrate education

To mark the incredible work of educators helping learners balance work, life and study, we encourage you to share your own experiences and tips to others. Together, we can continue to empower lifelong learning and celebrate the role of education in transforming lives.

In the rapidly evolving age of artificial intelligence (AI), language plays a critical role in shaping the future of technology. English, in particular, has emerged as the dominant language in the AI domain, driving innovations, collaboration and accessibility. As we delve deeper into the digital age, the importance of teaching English becomes increasingly evident. Here are some key points that underscore why English is essential in the realm of AI and why its teaching matters.

Global collaboration and research

AI is a field that thrives on collaboration and the sharing of knowledge. Researchers, developers and engineers worldwide contribute to the collective advancement of AI technologies. English is the common linguistic thread that binds this global community together, enabling seamless communication and collaboration among these diverse professionals.

By teaching English, we empower individuals from various linguistic backgrounds to participate in global research projects, attend international conferences and publish their findings in widely accessible journals. This global exchange of ideas not only accelerates the pace of AI innovation but ensures that advancements are inclusive and representative of a wide array of perspectives.

Access to educational resources and technical documentation

Many AI research papers, educational materials, textbooks, online courses and technical documents are published in English. Leading AI platforms, libraries and frameworks, offer extensive documentation and support primarily in English.

By equipping individuals with English language skills, we empower them to access these invaluable resources. This democratizes the learning process, allowing aspiring AI practitioners from non-English-speaking regions to acquire the knowledge and tools needed to contribute effectively to the field.

Enhancing communication and language learning with AI systems

As AI systems become more integrated into our daily lives, the ability to communicate effectively with these systems is paramount. Many AI-driven applications, from virtual assistants like Siri and Alexa to customer service chatbots, operate predominantly in English. Teaching English ensures that users can interact seamlessly with these technologies, maximizing their utility and enhancing user experience.

Moreover, as continues to advance, proficiency in English allows individuals to better understand and contribute to the development of more sophisticated and intuitive AI communication interfaces.
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Heath Pulliam is an independent education writer with a focus on the language learning space. He¡¯s taught English in South Korea and various subjects in the United States to a variety of ages. He¡¯s also a language learning enthusiast and studies Spanish in his free time.

British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

Note: British English is underlined and American English is?italicized.

1.?Footballer?and?football player

Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren¡¯t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

2.?I ³¦´Ç³Ü±ô»å²Ô¡¯³Ù care less?and?I could care less

The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

¡°I could care less about who Harry Styles is dating right now.¡±

¡°Oh, I didn¡¯t know you were interested in tabloid news.¡±

¡°I¡¯m not! I just said I didn¡¯t care about it.¡±

¡°No, you said that you could care less, meaning that it is possible for you to care less about who he¡¯s dating.¡±

¡°Ugh! What I mean is that I ³¦´Ç³Ü±ô»å²Ô¡¯³Ù care less. Happy?¡±

3. American simplification

Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there¡¯s another one! Favour (BrE) and favor (AmE). It¡¯s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

Many of these small spelling differences can be attributed to Noah Webster, author of Webster¡¯s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

4. Courgette and zucchini

The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you¡¯ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19^th century by its French neighbors, while Americans were introduced to it in the early 20^th century by the large influx of Italian immigrants.

The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

5.?Anticlockwise?and counterclockwise

These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.?The prefixes?anti- and?counter- mean similar things.?Anti- means against, and?counter- means contrary or opposite to.

You should use antibacterial soap in order to stop the spread of germs.?Buying cheap clothes that only last you a few months is counterproductive in the long term.

Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

6.?Have?and take

Have and take are used often before nouns like shower, break, bath, rest and nap.?In the U.S., people?take?showers and?take?naps, while in the U.K., people?have?showers and?have?naps. Another example of this is how Americans?take?a swim and Brits?have?a swim. These are called delexical verbs and we use them all the time in English, both British and American.

Although often different, both groups of English speakers have arguments, make decisions and take breaks.

7.?Quite

This word is spelled the same in both American and British English, but means something different. In the U.S.,?quite?is typically used as an intensifier, like the word?very.?In the U.K., it¡¯s normally used as a mitigator, like the word?somewhat.

It can also mean completely if it modifies certain adjectives. (e.g., It¡¯s quite impossible to learn a language in one month.)

American English: That Mexican food we had yesterday was quite spicy.

Translation: That Mexican food we had yesterday was very spicy.

In British English, quite means something more on the lines of kind of, or a bit.

British English: Thank you for the meal, it was quite good.

Translation: Thank you for the meal, it was somewhat good.

8. Clothing differences

The category of clothes is one of the richest, with differences between the two English variants.?How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

Brits call them?tracksuit bottoms?and Americans call them?sweatpants. What about a lightweight jacket that protects from wind and rain??Brits might call this an?anorak?(derived from the Greenlandic word), but Americans would call it a?windbreaker. Both variants also use?raincoat?for this article of clothing.

9.?Torch?and?flashlight

As an American, I¡¯ve been confused before when coming across the word torch while reading the work of an English author.

To Americans, a torch is a piece of wood with the end lit on fire for light.?What Brits are referring to when they use the word?torch?is a?flashlight (AmE), a small, battery-run electric lamp.

10.?±·±ð±ð»å²Ô¡¯³Ù and don¡¯t need to

Ah, the English contraction. Many English learners don¡¯t particularly love learning these, but they are an essential and everyday part of the language. ±·±ð±ð»å²Ô¡¯³Ù, however, is one that I don¡¯t think I¡¯ve ever heard another American say.

In the U.K., this contraction is fairly common. ±·±ð±ð»å²Ô¡¯³Ù, when separated, becomes need not.

British English: ¡°You needn¡¯t come until Tuesday night.¡±

Americans would say the relatively simpler don¡¯t need to.

American English: ¡°You don¡¯t need to come until Tuesday night.¡±

Don¡¯t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y¡¯all (you all) and ain¡¯t (am not, is not, are not)!

Conclusion

There are hundreds of differences between British and American dialects, we¡¯re only scratching the surface here.?Some of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

Some people would even say that Brits speak English while Americans speak American.?Although each dialect from across the pond seems very different, they have far more similarities than differences.