What follows is extracted from Maintaining Motivation: Strategies for improving retention rates in adult language classes by Alwena Lamping and Christine Ball (published CILT)

The materials and activities we use obviously play a major part in motivating learners. What constitutes successful learning materials and activities? Do some motivate more than others? If so, why? What are the elements that make people respond positively, leading them to enjoy the learning process and stay with the course?

Here, we present some criteria for successful materials and activities for the adult language class, based on our own experience and on our collaboration with many other tutors. We make no apologies that some of them are obvious, since it is often easy to overlook the obvious.

Materials which motivate are:

consistently interesting and of specific interest to adults, so it is a good idea to steer clear of materials written for thirteen year olds. Paradoxically, some materials written for young children, which would be anathema to the adolescent, can be used successfully with adults.

up to date, involving the use of current language, topical words and phrases and idiom. Dated textbooks where the photographs, prices and realia bear little resemblance to present day reality generally find little favour with learners, especially if the whole course is based on such a book.

designed to foster interaction wherever possible, since people tend to learn best through activity and participation. Arguably, the most important resource of the adult classroom is the adult learner who is generally a willing participant in the kind of communicative activities which encourage speaking skills and foster the social element so important to retain learners.

challenging but not too difficult - every activity must be within the learner's ability and allow success. Although we should be aiming to stretch and challenge learners, it is better to err on the side of caution when deciding if an activity is manageable. The confidence generated by success will make up for the fact that the activity is over too quickly. Materials inducing a regular sense of failure, on the other hand, are guaranteed to demotivate.

appropriate to the level of the course. Using a coursebook which is too difficult or unnecessarily complex can lead to demotivation. Nothing is more discouraging than to be still struggling to complete Unit 1 in late November. · enjoyable. To keep our learners, we have the responsibility of ensuring not only that the course fulfils its learning purpose, but that it does so in an enjoyable way.

varied. We should remember that learners in evening classes particularly may be tired after a day's work and may have trouble concentrating. Concentration will be enhanced by a variety of short activities, rather than by two hours devoted to one or two long ones. When planning a variety of activities to present and practise language, there are three elements which can be mixed and matched to provide a very large number of combinations.

The columns below illustrate just some of the possibilities.

One or more items selected from each column will create a wide variety of possibilities with which to sustain the interest of the group, whilst also carrying out practical tasks and ensuring plenty of opportunity to practice. It does make sense to limit the use of activities which require no interaction, such as individual written exercises. The learner can do these at home.