Abstract: - Recently, numerous studies have examined the use of digital applications in language teaching for

both youth and adult education during and after the pandemic. Our study aims to identify the challenges faced

by adults and the motivations driving them to learn foreign languages. Also, we assess their ability to utilize

and benefit from modern technological advancements, especially in digital tools used in distant learning. The

responses of 106 adult participants were analyzed using the SPSS statistical program, revealing various factors

such as work development, personal interests, age, and individual characteristics unique to each participant.

The findings indicate that there are significant gaps in adult education that warrant further exploration in future

Received: March 11, 2024. Revised: September 14, 2024. Accepted: October 16, 2024. Published: November 19, 2024.

The continuous technological development and the

demand for new skills in the workplace showcase

the importance of lifelong learning for adults, [1].

Adult education and training contribute to the

development of professional and social skills,

offering stability and opportunities for professional

adaptation of the appropriate educational

applications and software. Modern studies have

shown that computers often facilitate learning, [4],

[5], but a lack of digital skills can hinder the

widespread adoption of educational software, [6],

Italian. We'll first build a foundation by looking at

existing research on digital learning applications and

how adults learn languages. Next, we'll delve into

the technical aspects, outlining our research

question, the technology used, the number of

participants, and how we'll analyze the data. By

exploring the motivations and challenges faced by

both teachers and learners, this research aims to

uncover how digital applications can improve

language learning and encourage lifelong learning.

strategies and materials, allowing adult learners to

achieve their Italian language goals.

2.1 Literature Review

The evolution of computers from their initial

appearance to their current form is a remarkable

journey through the world of technology. This

facilitates progress in various domains. On the other

hand, concerns about issues such as privacy,

cybersecurity, and dependence on technology arise,

[15], [16]. Therefore, it is important to address the

challenges associated with its use. According to

multiple sources, [17], [18], [19], a teacher who is

unaware of the possibilities offered by Information

and Communication Technologies (ICT) risks

functioning as illiterate. ICT encompasses all

educational and cultural products and services that

best possible educational outcomes.

The concept of hypertext is intricately linked to

multimedia, referring to a system of hyperlinks

connecting words, phrases, graphics, and other

elements within a text. Hypertext activates a linking

mechanism designed to reveal new information and

facilitate the sharing of documents among users,

regardless of their location. This capability enhances

the dynamic and interconnected nature of

educational content. Specifically, the hypermedia

information.

particularly valuable for accessing information

rather than for direct instruction. This suggests that

while hypertext and hypermedia are powerful tools

for exploring and retrieving information, they are

most effective when used in conjunction with other

instructional methods to provide a well-rounded

educational experience.

planned learning activity undertaken by individuals

beyond the juvenile stage of education. These

individuals aim to develop their skills, enrich their

knowledge, and improve their technical and

vocational training. As such, they contribute to their

comprehensive personal, social, economic, and

cultural development.

lifelong learning, which is synonymous with adult

education, include job and economic instability.

Education for Social Change model which

questions:

3.2 Technical Contribution

all participants, adhering strictly to ethical

guidelines and ensuring the preservation of personal

data.

qualitative and quantitative research methodologies.

While the research primarily focuses on qualitative

aspects, the collected data have been quantified and

analyzed using the statistical software SPSS to

tool for this research.

into how different age groups interact with and

perceive the use of ICT in language learning. The

results of our study, which include these

demographic correlations, are presented respectively

in Figure 1 and Table 1 (Appendix).

Fig. 1: Responses to the question: “What problems

report more difficulty using ICT, but our findings

indicate that individuals under 29 years old also

experience significant challenges with digital media.

This is truly surprising given that this younger

generation is generally well-versed in digital

technologies. In addition to these difficulties, this

age group cites concentration problems as the

second most significant factor hindering their

learning improvement. Interestingly, none of the

participants in the 54-65 age group consider a lack

plays a significant role in shaping the motivations

for learning a foreign language, as evidenced by the

high percentages of participants with advanced

degrees. This analysis highlights the importance of

catering to the specific needs and motivations of

adult learners in educational programs as presented

in Figure 3.

Fig. 2: Responses to the question: “What problems

can an adult face when learning a foreign language”

faced by participants in learning Italian are varied

and their responses exhibit considerable dispersion.

participants reporting its use. Duolingo's gamified

approach to language learning and accessibility

across various devices likely contribute to its

widespread adoption among learners.

less frequently by participants. This could be due to

factors such as limited awareness or perceived

effectiveness compared to other language learning

platforms.

educational tools, as well as to explore strategies for

addressing these challenges effectively.

Additionally, investigating the long-term impact of

multimedia-based language learning interventions

on language proficiency and retention rates could

provide valuable insights into the efficacy of such

approaches.

References:

[1] Benavot, A., Hoppers, C. O., Lockhart, A. S.,

[3] Loumos, I. (2021). Using electronic text