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Article published In: Journal of English-Medium Instruction
Vol. 3:2 (2024) ► pp.213–235

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University students’ use of language learning strategies in English-medium instruction classes

A systematized review

ORCiD logo with link | International Christian University, Tokyo
Published online: 3 May 2024
DOI logo with link
https://doi.org/10.1075/jemi.23014.gar
Abstract
The last twenty years have seen dramatic growth in the provision of English-medium instruction (EMI) courses at universities. On such courses, many students learn academic content through a language other than their first language (L1). This often poses significant language-related challenges to students which can impede content learning. To cope with the linguistic challenges, students sometimes employ language learning strategies (LLS). However, despite the rapid growth in the provision of EMI, little research has been conducted into LLS use in an EMI context. This systematized review examines 36 relevant studies. The findings show that over time EMI students modify their strategic behavior as they become more aware of the strategies which meet their learning needs. Furthermore, learners gradually use more content-related strategies as they progress through their EMI courses. Although strategy deployment is generally self-directed, the findings indicate that LLS instruction can benefit learners. Therefore, it is recommended that EMI courses be supported by embedded EAP courses which provide strategy instruction alongside the teaching of discipline-specific vocabulary and discourse practices. The review also raises questions about the role of students’ L1 in EMI. By shedding light on existing studies in the field, the review highlights opportunities for future research.
Article outline
  • Introduction
  • The potential role of language learning strategies in EMI
  • Focus of this systematized review
  • Method
    • Inclusion and exclusion criteria
    • Search strategies
    • Data extraction
  • Findings
    • Vocabulary
    • Listening
    • Reading
    • Speaking
    • Writing
    • Seeking support
    • Changes in LLS use over time
  • Theoretical implications
    • Goal orientation
    • Clustering of strategies
    • Directedness
  • Pedagogical implications
  • Research implications
  • Conclusions
  • Note
  • References
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