The Impact of Teacher-Learner Age Gap on Second Language Acquisition: A Qualitative Study of Learners’ Perspectives

This qualitative study investigates students' perceptions of age differences with their teachers in second language (L2) learning environments. Through thematic analysis of semi-structured interviews with 30 female Teaching English as a Foreign Language (TEFL) students (aged 18–24), the findings highlight a nuanced dichotomy: learners viewed "generationally close" teachers as more relatable partners, citing shared cultural references, informal communication styles, and enhanced engagement as key benefits. Conversely, "generationally distant" teachers were perceived as more authoritative but less approachable, with some students noting challenges in rapport-building. However, the study underscores that teaching quality—particularly adaptability, empathy, and pedagogical flexibility—consistently outweighed age differences in shaping positive learning experiences. These results challenge Second Language Acquisition (SLA) research’s traditional reliance on numerical age-gap metrics, demonstrating that *subjective perceptions* of age disparities hold greater explanatory power than chronological calculations. The paper argues for a paradigm shift toward "perception-sensitive pedagogy" in teacher training programs, prioritizing relational competencies (e.g., intercultural awareness, generational bridging) over age-focused strategies. Practical implications include tailored professional development to help teachers navigate generational dynamics while maintaining pedagogical rigor, regardless of learner-teacher age differences.

کلیدواژه ها:

Teacher-learner age gap ، SLA ، Classroom dynamics ، Pedagogical adaptation ، Generational awareness