A Qualitative Investigation into English Learners’ Language Learning Strategies in an English-Medium Mainland-Hong Kong Cooperative University in China
Year: 2025
Author: Xueshan Zhang, Guozhi Cai, Peter Xiao Luo, Ji Ma
Innovative Teaching and Learning , Vol. 7 (2025), Iss. 1 : pp. 107–125
Abstract
The use and effectiveness of Language Learning Strategies (LLSs) are thought to be shaped by personal variances as well as environmental and contextual factors. Given the intricate and dynamic characteristics of LLSs, a qualitative research approach is fitting for investigating this topic. This paper details the qualitative findings from a multiple-case study on English learning strategies among university students in the context of an English-medium university and complements earlier quantitative research on the topic (Luo et al., 2024). The data was gathered from semi-structured interviews. Findings show that the construction of students’ LLRs is profoundly influenced by significant others and their individual interest. There is considerable diversity in the size of LLS repertoires among learners as well as significant variation in their preference for dominant LLSs and their usage. The transition to an English-medium university environment has transformed participants’ perspective of the language from a distinct subject to a vital tool for acquiring professional knowledge. As a result, they place a greater emphasis on enhancing their speaking and writing skills. However, most learners lack affective strategies to manage their speaking anxiety. This study not only enhances understanding of students’ LLSs but also yields some important pedagogical implications.
Journal Article Details
Publisher Name: Global Science Press
Language: English
DOI: https://doi.org/10.4208/itl.20250109
Innovative Teaching and Learning , Vol. 7 (2025), Iss. 1 : pp. 107–125
Published online: 2025-01
AMS Subject Headings: Global Science Press
Copyright: COPYRIGHT: © Global Science Press
Pages: 19
Keywords: language learning strategies (LLSs) English-medium instruction (EMI) pedagogy cooperation between Chinese Mainland and Hong Kong internationalization diversity.