A Study on the Perception of Adult Learners on Lifelong Chinese Education Programs: Targeting Adult Learners in Gyeonggi A Region

This paper is described with the aim of identifying the needs of adult learners in order to solve the problem of declining learners facing the Chinese language education academia and to attract adult learners who are emerging as major learners in education as learners of new Chinese language education. To this end, a consumer-centered desire survey of adult learners’ lifelong Chinese education programs was first conducted, and the results were analyzed in various ways using the SPSS social statistics program.<br/> As a result of the analysis, first, “future preparation” accounts for the highest proportion of adult learners’ motivation for learning lifelong education programs, and shows a higher preference for programs related to “future preparation” such as “employment and start-up” in future programs. Reflecting these results, in order to attract adult learners to lifelong Chinese education classes in the future, it will be necessary to focus on the task of further specializing Chinese classes related to employment and start-ups.<br/> Second, despite the fact that ‘future preparation’ is the highest motivation for lifelong education learning, the survey subjects’ preference for the ‘employment Chinese’ field was not high. In order to overcome these problems, it is possible to consider how to open classes and implement promotional strategies targeted by gender and age derived through in-depth analysis. In addition, by reflecting the results of the correlation analysis of the degree of interest in Chinese classes for employment purposes, it is possible to discuss the establishment and implementation of strategies for active and aggressive finding learners such as the operation of package classes such as “Duty Free + Medical Coordinator Chinese Classes” aimed at getting a job in practice and the benefits of students.<br/> Third, it is necessary to construct the learning contents of Chinese classes for lifelong education by reflecting the practical needs of adult learners. In other words, if the contents of “food ordering”, “shopping”, and “hotel use and reservation”, which are highly preferred by learners during travel Chinese classes, are organized mainly by “conversation functions”, or in the case of Chinese culture classes, it can be of practical help to expand the Chinese lifelong education learning base.<br/> Finally, it is necessary to actively seek solutions to the three major factors that hinder the application for lifelong Chinese education classes: “lack of need for Chinese classes,” “lack of time,” and “lack of trust from instructors.” This will require active efforts to design Chinese classes that connect adult learners to practical employment, to operate various classes to save time, and to develop teaching methods and textbooks tailored to the characteristics of adult learners that can increase the professionalism of instructors.