ABSTRACT This study, through the theoretical lens of Cultures of Learning, investigates what drives older adults to learn English in the unique socio-cultural setting of Universities of the Third Age (U3A) in China. They have been scarcely investigated, even though at least 76,000 such U3As exist with more than 20 million U3A students by the year 2023. A qualitative approach was used to interview 34 participants extensively. The high frequency of critical events revealed their learning cultures which include four dimensions: cognitive, psychological/social, affective and past-to-future orientated. Prominently the affective factors inspired their persistent learning, e.g. making up for past regrets emerges as a likely unique motive among them. Successful learning is guided by their believed learning cultures and possible selves (e.g. the ideal L2-self emphasizing independence from learning, the relational L2-self for extended social relationships, and the anti-ought-to L2-self stressing their educational capability in older age. Their rich past learning and life experiences are re-evoked and become essential resources to promote resilience and flourishing in later life learning. This paper contributes to the understanding of cultures of learning in later life and provides pedagogical implications that facilitate the education provision and wellbeing of Chinese older adults.
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