The phrase "adolescent learners" is correct and usable in written English.
It can be used to refer to individuals who are in their teenage years and are engaged in a learning process, typically in an educational context.
Example: "Teachers should consider the unique needs and challenges faced by adolescent learners when designing their curriculum."
Alternatives: "teenage students" or "young learners".
Young South Korean adolescent learners' testing experiences and their motivation to learn English are discussed in relation to the social consequences of test use and ethical assessment practices.
While challenging young adolescent learners is certainly an important part of the educational process, what level of challenge is appropriate and at what age?
Given these results, it was decided to treat the sample as one homogenous group (young adolescent learners) for the subsequent analysis of their L2 testing experience.
These studies support the assertion that among adolescent learners, low achievers are more likely to become "overwhelmed by assessments and demotivated by constant evidence of their low achievement thus further increasing the gap" (Harlen and Deakin Crick, 2003, p. 196).
Since these constructs had not been tested with young adolescent learners in this specific context, we chose EFA over CFA as it better suited the purposes of this exploratory study.
While there is a burgeoning field of research which looks at computer-mediated communication (CMC), few studies have employed a keyness approach to the analysis of interlanguage of adolescent learners.
This is especially urgent when there are indications, such as those suggested by this study, that L2 testing practices may be contributing to an educational culture among young adolescent language learners that motivates some learners at the expense of many others.
Just what is at stake when the bar is raised so high for young Korean adolescent L2 learners?
Additional research that can better overcome these limitations is definitely needed, particularly in test-intensive EFL contexts involving young adolescent language learners.
These ten L2 motivation constructs guided our exploration of the relationship between testing experience and the motivation to learn English among young adolescent language learners in Korea.
Studies explicitly investigating the relationship between language testing experience and second language motivation among young adolescent language learners (or test-takers) are quite scarce.
