Introduction

This study aimed to have a broad look at the input process and the effectiveness of
short story narratives in developing problem solving skills in English language
competency of older adults.
With the lack of recent literature on the topic of older adult language learning, the
primary objective of this study was to observe the process involved in the
procedures with adults aged 50 and above, described as an older-adult learner.
It is a well-known fact that language learning has its peak period of time, which, in
the field of teaching, is called Critical Period Hypothesis. While it stands as a
hypothesis, investigating the process among older adults has the potential of
gathering clues about to what extend this hypothesis is admissible.
Taking the age factor into consideration, it is worthy to note that elderly people with
or without memory deficits have some problems concerning special relations, for
example, the route learning performance (Caffo et al., 2012). Hence, when intended
to teach an older adult how to explain routes on a map, the difficulties of the
particular activity concerning the learners should be acknowledged.
The matter in question here is that elderly people with or without memory deficits
have some problems concerning special relations, for example, the route learning
performance (Caffo et al., 2012). So, if there is a need to teach our old learners how
to explain the route, we, ESL teachers have to understand that our older learners
might show difficulties in special orientation and in way-finding. Such difficulties
have to be overcome in order to obtain positive results of our learning. And, it is up
to us to figure out possible teaching strategies how to do.
Background of the study