Student language learning strategies across eight disciplines

Abstract

The research on which this article reports investigated the use of 50 common second language learning strategies by 1,006 EAP (English for Academic Purposes) students across eight disciplines – building, business, computing, engineering, English, maths, primary education, and science – in a university in Hong Kong. The study compared and contrasted strategy use across disciplines and also examined the relationships among strategy use, L2 proficiency, age, and gender. Initial data were collected through a standard questionnaire, Oxford's Strategy Inventory for Language Learning. In‐depth interviews were also conducted with 48 students to explore why they did or did not use certain strategies. A positive association was found between 27 strategies and proficiency. English students used the most strategies, and computing the fewest. Different deficiencies in strategy use were found in different disciplines, for example the very low use of metacognitive strategies by computing students. Differences were also found by age and by gender: older students were strong in affective and social areas, and females in the use of memory and metacognitive strategies. Conclusions are that EAP teachers need to be aware of possibly sharp disciplinary differences in strategy use and to apply discipline‐specific strategy training where appropriate.