Research Symposium

BIO

Colton Leavell is from Jacksonville, Florida, and is currently a first-year student at Florida State University majoring in biochemistry on a pre-medical track. As an undergraduate with strong interests in science and medicine, he hopes to pursue a future career in the medical field. This research project represents his first experience participating in formal academic research. Through this opportunity, he has begun developing foundational skills in scientific inquiry, data analysis, and research methodology. Colton has been fortunate to work under the guidance of his research mentor, Wenxiao Li, whose support and mentorship have helped him better understand the research process and navigate the challenges of conducting scientific work for the first time. With this experience, Colton hopes to continue expanding his knowledge of science and research while building skills that will be valuable for his future studies and research opportunities.

Beyond the Chronological Age: Subjective Age, L2 Motivation and Perceived Working Memory Among Elderly Learners

Abstract

While Second Language Acquisition (SLA) research increasingly focuses on non-WEIRD (Western, Educated, Industrialized, Rich, and Democratic) populations, studies of older learners are often based on chronological age alone. This study challenges that convention by investigating age identity (one’s subjective sense of age) as a more accurate indicator of L2 motivation and cognitive perception. Using a mixed-methods design, researchers surveyed 120 L2 learners (aged 60+) from China and the United States. The study measured the relationship between age identity, the L2 Motivational Self System (Ideal, Ought-to, and Anti-ought-to selves), and perceived working memory. Quantitative regression analysis was complemented by semi-structured interviews to capture cultural variations in the aging process. Key findings indicate that age identity outperformed chronological age in predicting both L2 motivation and perceived working memory. Qualitative data further revealed that cultural factors significantly influence how elderly learners manage cognitive challenges and maintain motivation. By advocating for a shift from chronological to subjective age, this paper contributes to the goals of equity, diversity, and inclusion (EDID) in SLA. It emphasizes the need for nuanced, less standardized approaches to adult education that recognize the psychological diversity of the third age stage learner.

Keywords: Subjective age L2 working memory