Language learning experiences and learning strategy shifts : voices of Chinese (Master) students in one UK university

• Main Author: Chen, Junqiu
• Published: University of Warwick 2017
• Subjects: 370; PE English
• Online Access: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.731432

Although there has been considerable research into Language Learning Strategies (LLS) in a variety of educational and cultural contexts, it is still the case that there have been few sociocultural LLS studies that have tried to understand learners’ approaches to learning and using a second language within a particular cultural context. In contrast to widespread LLS studies conducted within a cognitive psychology framework, this interpretive study has attempted to understand the dynamics of the shifts and developments in language learning strategies used by a group of Chinese Masters students in a UK University within a sociocultural theoretical framework. A qualitative approach was used in this research. Data was collected at three stages over a time span of one year of Chinese students' MA academic study in the UK. The first and second stage data collection involved interviews that explored the participants’ LLS use and how this changed and developed during their period of study abroad. The third stage data collection involved a questionnaire survey to validate whether the salient findings identified from the first and second stage interviews also applied to a wider group. Findings suggest the overall characteristics of the participants’ LLS use tend to be creative, flexible, voluntary and independent. The participants’ dynamic changing language learning strategies were shaped by interaction with various social mediating agents: peers, teachers and tutors and other native speakers, social material resources, technology and other artefacts, socio-contextual realities, assessment modes, and all in interaction with learner agency. The outcomes provide insightful and useful guidance to Chinese university students who are planning to pursue their higher education abroad in English-speaking education systems and offer suggestions to teachers and policy makers in China and the UK about the kinds of support that they can offer Chinese students, especially in terms of the development of their competence in their studies through English.