Serbian EFL Teachers' Attitudes to Andragogy and the Significance of Lifelong Learning

Abstract

The present study aims at exploring Serbian EFL teachers’ attitudes to andragogy and the significance of lifelong learning. Furthermore, we attempt at investigating the potential factorsaffecting those attitudes, such as gender, age, level of education, work experience and adult tutoring frequency. Thus, we conducted a survey based on the questionnaires from two previous studies by Wang (2007) and Amel (2014). Statistical analyses of the obtained data generally demonstrated positive attitudes towards the implementation of andragogy in the EFL teaching of adults in Serbia, as well as towards the significance of lifelong learning. Regarding the potential factors affecting the teachers’ attitudes to lifelong learning, work experience, age and tutoring frequency proved statistically significant, while the differences caused by gender and level of education were ascribed to mere chance. The paper likewise underscores important implications for Serbian teachers educating adult EFL learners.