| This research compared language learning strategy use between students with science and non-science academic backgrounds. Also compared were high, medium, and low second-language (L2) speaking proficiency groups, high and low L2 listening proficiency groups, and gender. Results from this research may help instructors with students learning EFL and science at the same time by providing insight into what L2 language learning strategies these students use compared to their non-science academic counterparts. Instructors with students learning science and L2 English at the same time may better interpret how study strategies relate to language learning skills. For instructors, this information is useful for strategy training and knowing which strategies to integrate into lessons. Language learning strategy use was measured by the Strategy Inventory for Language Learning (SILL). Mean score comparison and independent t-test answered the research questions proposed and identified strategies science group members may benefit by integrating into their learning strategy repertoire. |
