Effect of academic major on students’ use of language learning strategies: a diary study in a Chinese context  

Oleh:

Rao, Zhenhui ; Liu, Fulan

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning Journal vol. 39 no. 1 (2011), page 43-55.
Fulltext: vol. 39, no. 1, april 2011, 43-55.pdf (120.23KB)

Isi artikel

The research reported here explored how students’ use of language learning strategies (LLS) was affected by their academic major. The data were collected by asking students to keep a four-week diary, and then the findings were examined within the model of learning developed by Biggs. An analysis of diary entries showed that, although there were more similarities than differences in their strategy use, there did exist significant differences between social science students and science students in the use of some learning strategies. These strategic differences in language learning could be interpreted from three perspectives: (1) approaches to learning; (2) career interest; and (3) course structure. Some research implications are also discussed.

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