Learning English for Leisure and Specific Purposes at Chinese Universities of the Third Age (U3As): An Elicited Metaphor Analysis of Well-being among U3A learners

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Abstract
In Chinese Universities of the Third Age, systematic inquiry into the well-being of older adults who are English learners in English for Leisure and Specific Purposes programs remains scarce. Using an elicited metaphor analysis, this study explored the well-being of older adult learners in English courses at a University of the Third Age. Participants produced metaphors such as “immersion in nature” and “youth renewal”. These metaphors revealed five core dimensions of well-being in accordance with Seligman's PERMA model: Positive emotion, Engagement, Relationships, Meaning, and Accomplishment. These results suggest that educators focus on teaching and learning activities that promote enjoyment, purpose, social connection, and progress, and enact policies to support seniors' overall well-being in older adult education.