Language Learning Aptitude as a Predictor of Late-life L2 Learning at Beginner Level, 2024

Research on late-life second language (L2) learning has expanded in recent years, showing that it is possible to acquire a new language even in older adulthood. Yet, little is known about how different teaching conditions affect learning in this age group, and the role that cognitive and socioaffective factors play in shaping outcomes. This study set out to examine whether older adults’ success in beginning a new L2 depends on the instructional approach they experience and to what extent aptitude for explicit and implicit learning predicts achievement.

Eighty volunteers aged 60–83, all proficient in English and without prior knowledge of Croatian or other Slavic languages, took part in the research. Participants completed online language aptitude measures (the LLAMA test battery and a serial reaction time task) and then engaged in a short online course in beginner-level Croatian. The instructional materials targeted adjective-noun gender agreement and were delivered in two conditions: an explicit condition with metalinguistic explanations and an incidental condition without such explanations but with greater practice opportunities. All learners completed four 30-minute lessons (two auditory, two written), each embedded in everyday scenarios such as shopping or furnishing a house. Learning was assessed with a posttest, while demographic, self-concept, and prior language learning data were collected via a questionnaire.

The dataset includes aptitude test results, serial reaction time data, background questionnaire responses, and posttest performance. Findings showed that aptitude components significantly predicted L2 outcomes, with a stronger effect in the incidental condition, suggesting that explicit instruction may reduce cognitive demands. Nonetheless, participants achieved comparable results across conditions. Learners responded more quickly in the incidental condition and performed better on written than on auditory items overall. Occupational status (working vs. retired) and learners’ self-concepts emerged as important correlates of success, underscoring the joint influence of cognitive and socioaffective factors.

Taken together, the data provide new insights into the early stages of L2 learning in older adults. The findings suggest that input modality may be more relevant for older adults than instructional approach. Participants’ occupational status (working vs. retired) and self-concepts, including their confidence in themselves and their knowledge, emerged as important factors, highlighting the link between (meta)cognitive and socioaffective variables in late-life learners.