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In an increasingly ageing, multilingual, and digitalised society, there is still a lack of research on older adults' adoption and use of mobile technology for supporting their self-directed second language learning. In the present study, we investigated the extent to which seniors residing in Germany (aged 60+) engage in mobile-assisted language learning (MALL) and the factors encouraging or discouraging them from using language learning apps by conducting a web-based survey (n = 208) and a series of in-depth individual interviews (n = 22). Our results show that (1) participants were resistant to fully embrace the potential of MALL despite their active engagement in language learning and extensive use of digital technology, online resources, and mobile devices; and (2) self-perceived digital literacy and openness towards new developments are strong factors favouring the use of language learning apps in older adulthood. We interpret and discuss these results in the light of theoretical accounts of mobile learning and education in (older) adults, emphasising the need to consider the specific requirements of late-life learners in future implementations of language learning apps. Based on our results, we highlight several implications for designers and developers of such apps intended to facilitate full inclusion of seniors as mobile language learners. [ABSTRACT FROM AUTHOR]

Background: Older adults constitute a large and fast-growing segment of the population for whom language learning may be especially beneficial. However, current mobile applications (apps) for language learning overlook older users' needs and capabilities, resulting in low app uptake among them and eventually hindering their continued access to learning opportunities in an increasingly digitalized world. Objective: We explored older adults' needs, behaviors, and learning goals to develop an innovative app prototype specifically designed to facilitate language learning among them. Method: We followed a design-thinking process completed over three phases with 22 German-speaking older adults (aged 60+) as potential end-users. During phase I (needfinding), we conducted semi-structured individual interviews and identified the main themes that guided the generation of concepts in phase II (brainstorming). The best concept was implemented in phase III (prototyping) as a smartphone app prototype, which was subsequently pilot-tested with a subgroup of the interviewees in individual evaluation sessions. Results: Our participants wished for language-learning tools that promote (i) face-to-face social interaction, (ii) an active lifestyle, and (iii) practice opportunities to achieve a variety of language-learning goals. Our concept covers those needs in a novel manner by allowing users to learn a language while practicing a hobby with matched partners or groups. It offers a learner-centered experience and promotes social and collaborative learning among peer users. The prototype was positively received and obtained high usability scores. The features of the app are discussed in the light of multiple dimensions of language learning, insights from social and educational gerontology, and human factors research. Conclusion: Older adults can provide us with valuable insights into requirements for appbased innovations aimed at enhancing their learning experiences and social lives in the digital era. The developed concept and its features can serve as a model to better tailor language-learning apps to older users' needs. [ABSTRACT FROM AUTHOR]

In their keynote article, Li and Lan (2021) outline a theoretical framework to understand the role that new and emerging digital technologies' current and novel applications to second language (L2) learning can play in integrating multiple dimensions of L2 learning for an enhanced and more effective acquisition. The older customer segment is rarely targeted by the younger tech designers in the development of language learning products. [Extracted from the article]