Effective Teaching Methods for Developing Adult Learners’ Spoken Foreign Language Skills: A Systematic Review

Toma Naumčiuk; Sanita Baranova

doi:10.15503/andr2025.8

Authors

Toma Naumčiuk Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV-1083, Latvia https://orcid.org/0009-0009-6798-5901
Sanita Baranova Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV-1083, Latvia https://orcid.org/0000-0003-1454-5880

DOI:

https://doi.org/10.15503/andr2025.8

Keywords:

teaching methods, adult learners, spoken foreign language, oral foreign language, foreign language

Abstract

Aim. The aim of this research is to critically examine the significance of adults learning a spoken foreign language and to explore the teaching methods that support this process. The study seeks to investigate the reasons underlying the importance of researching adult spoken language learning, identify why spoken foreign language proficiency is essential for adult learners, and analyse literature to determine whether specialised teaching methods are required for this learner group.

Methods. This paper presents the findings of a systematic literature review on effective teaching methods employed by adult educators in foreign language classrooms. Initial searches using relevant keywords identified scholarly publications in Web of Science and Scopus databases. Data extraction began with an analysis of titles, keywords, and abstracts, followed by a detailed full-text review. A systematic analysis of articles in these databases from 2015 to 2025 has been conducted to find out the quantity and quality of articles related to adult learners who learn to speak foreign languages. The selection process was carried out by using the Prisma method.

Results. Based on the reviewed literature, factors influencing teaching effectiveness are categorised into learner-related, educator-related, and institutional/system-related aspects. Findings indicate that novice adult language instructors benefit from targeted professional development to enhance pedagogical skills, particularly in integrating active learning strategies, learner-centred approaches, and communicative teaching methods.

Conclusions. The review highlights the methods for teaching spoken foreign language and growing need for research on effective teaching methods in online and blended foreign language courses.

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Author Biographies

Toma Naumčiuk, Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV-1083, Latvia

Current PhD student of Education Sciences at the University of Latvia (Latvia). Master’s degree in Applied English Linguistics from the Vytautas Magnus University (Lithuania). Additional studies before Master studies in English philology at the Vytautas Magnus University (Lithuania). Bachelor’s degree in Tourism and Hotel Management at the Kauno kolegija Higher Education Institution (Lithuania). Professional degree in Paramedics at the Karalius Mindaugas Vocation Training Centre (Lithuania). She is a former lecturer at the Kaunas University of Technology (Lithuania) and current lecturer at Panevėžio kolegija/State Higher Education Institution (Lithuania). A former lecturer for seniors at “Aukštaitijos savišvietos akademija” (Eng. “Aukštaitija Self-Educational Academy”) in 2022-2025.

Sanita Baranova, Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV-1083, Latvia

She holds a doctoral degree in pedagogy (Dr.paed.) and is an associate professor and a leading researcher at the Faculty of Education Sciences and Psychology, University of Latvia. She is the head of the study field "Education and Pedagogy" at the University of Latvia. Her research interests encompass areas such as the transformation of the student-centred approach, the professional development of adults (particularly academic staff), the implications of higher education policy for the study process, and innovations in university teaching and learning within an interdisciplinary context. She has co-authored several publications, including studies on adult professional development, the implementation of student-centred education principles, the development of transversal competences, and the application of digital and artificial intelligence tools in higher education. She is recognised as an expert in the Social Sciences (Education Sciences) by the Latvian Council of Science. She has developed and implemented several professional development programmes for academic staff on teaching and learning in higher education and has also contributed to the design of an in-service teacher training programme on the use of artificial intelligence in the teaching and learning process.

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Effective Teaching Methods for Developing Adult Learners’ Spoken Foreign Language Skills: A Systematic Review

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Author Biographies

Toma Naumčiuk, Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV-1083, Latvia

Sanita Baranova, Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV-1083, Latvia

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