University student learning strategies in English medium instruction
An exploratory study in Indonesia and Vietnam
Bibliographic Data
| ID | 21485201 |
|---|---|
| Authors | Min Pham (0000-0001-9210-9334, University of South Australia, corresponding author), Jenny Barnett (0009-0001-5019-9914, University of South Australia), Berli Arta (0000-0002-3096-2513, Universitas Nahdlatul Ulama Yogyakarta), Jalaluddin Jalaluddin (0000-0002-6858-8264, Advanced School of Education (STKIP) Paracendekia NW Sumbawa), Iwan Jazadi (0000-0002-4599-6847, Advanced School of Education (STKIP) Paracendekia NW Sumbawa), Nguyễn Thị Hồng Minh (0000-0002-0302-8047, Thai Nguyen University of Education) |
| Year | 2025 |
| Pages | 1-20 |
| Publication date | 2025-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2025.2540595 |
| OpenAlex | W4412840048 |
| Language | EN |
| References cited | 52 |
English-medium instruction (EMI) is a particularly challenging experience for undergraduates in those Southeast Asian countries where English has had little historical presence and there are few support resources. It is therefore important that teachers recognize and are responsive to the strategies students engage to assist their EMI learning. However, while learning strategies are now a recognized topic in EMI research, little is known about what kinds of strategies students mostly use in such settings. We therefore reviewed strategies self-reported by students in previous Asia-Pacific studies, and used the 17 strategies thus identified in a short survey. This was first to identify student recognition and frequency of use, and then to seek pedagogically meaningfully categorization. 341 undergraduates in five Indonesian and Vietnamese universities reported using all 17 strategies “most of the time”, suggesting heavy reliance. Exploratory and confirmatory factor analysis indicated three factors at play, which we interpreted using a cultural-historical activity theory (CHAT) lens. Textual analysis led directly to identifying a student “action focus” on content, skills and help-seeking. Next, adopting a teacher agency perspective, within the local cultural-historical context of EMI, led to identifying three contextually feasible pedagogic actions – facilitating, teaching and supporting – which have implications for professional development
Exploratory research · Mathematics education · Medium of instruction · Pedagogy · Social science · Sociology · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
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| Citation velocity | historical |
|---|---|
| Highly cited | No |