Alexia Larchen Costuchen
ABSTRACT
The main objective of this study was to survey a population aged 22 to 55 years from the Valencian Autonomous Community in Spain (n=72, current or former users of the national education system) about their experiences and opinions surrounding English as a Foreign Language (EFL) in the context of lifelong learning. In addition, qualitative data were collected from participants on their preferences regarding EFL for the second and third terms of the 2021-2022 academic year (n=7), taking into account the changes in teaching methods caused by the pandemic. The study applied a mixed design, first gathering numerical data and then complementing these with narrative data analysed on a semantic scale. The results show that the new non-formal EFL course requirements present challenges related to the transition from fixed-syllabus textbooks to tailor-made courses where students (as indicated by 69,4% of respondents) can determine the subject matter and the percentage distribution of the components of their language courses.
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