Senior Chinese English as a second language (ESL) learners on their learning expectations and needs in a communicative-approach-based program in Windsor: A case study

This study probes into the learning milieu of a cohort of Chinese senior immigrants in order to inquire into their learning needs and expectations in a communicative-approach-based program. The participants, who acknowledged the importance of learning English as a second language (ESL), nevertheless expressed pessimism about their English learning outcomes. The elderly ESL students expect the curricula to adopt Chinese and English as classroom languages and present more senior life-related topics. A moderate learning pace integrated with recurrent learning cycles is considered appropriate for Chinese elderly ESL learners