Assessment of the influence of the complexity of language programs on adult learning taking into account age characteristics and self-motivation factors

The research aims to characterize the influence of the complexity of foreign language training programs on the acquisition of said programs by adult learners, considering age-related characteristics and self-motivation factors. The article examines methodological aspects of teaching foreign languages to adults, the impact of program complexity on learners’ motivation, and factors determining the successful acquisition of foreign language material within adult learning programs. The interrelation between complexity and learning effectiveness is theoretically substantiated, as is the role of intrinsic and extrinsic motivation in fostering sustained interest in learning a foreign language. An analysis of the mastery of foreign language training programs among adult learners was conducted based on statistical data and self-assessments of the learners, identifying key factors influencing learning outcomes. The scientific novelty of the research lies in examining the combined influence of program complexity and self-motivation levels on the success of foreign language acquisition by adults. Critical boundaries of course complexity were identified, within which motivation is maintained at an optimal level. The research found that the highest results are achieved with moderate program complexity combined with high self-motivation. Excessive course complexity without the support of learner’s efforts reduces motivation, while excessive simplification leads to a decrease in interest, which confirms the theoretical assumptions.