This essay will explore how negative emotions of adult ESL learners can lead to educational challenges, and ultimately decrease the quality of their autonomy in their personal lives. By reflecting on and contextualizing a personal experience with an emotional student, I will analyze examples of emotional barriers and discuss how teachers can strive to understand this specific population of learners through awareness of Knowles et al.’s (2015) second andragogical principle, “a deep psychological need to be seen by others and treated by others as being capable of self-direction” (p. 44).
Knowles et al. (2015) note an unfortunately high rate of adults who drop out of learning environments . There are several psychological dynamics at play that can impact this decision, Continue Reading →