An English Course Design for Adult Learners: A Case Study of Its O.K. to Cry

Abstract

This course is designed for adult learners and centers around the thematic article Its OK to Cry, aiming to enhance students English language proficiency, with a particular focus on emotional expression and intercultural communication skills. The instructional design
integrates multiple theoretical foundations, including adult learning theory, constructivism, and motivation theory, and aligns with Blooms
taxonomy of educational objectives. A variety of teaching methods are employed, such as lecturing, task-based learning, role-playing, and
case-based teaching. A blended learning environment is established through the use of multimedia resources and the Yunbanke online platform. Throughout the course, learners are guided to explore the physiological mechanisms and cultural implications of crying, which supports
vocabulary and sentence pattern acquisition, and encourages the practical application of language skills in authentic or simulated contexts.
Special attention is given to the transferability of language competencies and the development of cultural awareness. Formative assessment is
implemented through staged evaluations, written and oral assignments, and peer assessments. Personalized feedback and remedial instruction
are provided after class to support individual learning needs. Reflective teaching practices indicate that the course effectively engages adult
learners, stimulates learning motivation, and enhances their communicative competence and intercultural sensitivity. However, some learners
still experience difficulty in distinguishing subtle emotional vocabulary meanings and understanding underlying psychological mechanisms.
Therefore, future instruction should strengthen differentiated guidance, deepen the presentation of cultural contexts, and reinforce semantic
training, so as to further improve the quality and effectiveness of adult English instruction.