期刊名称：The Journal of Language Teaching and Learning
电子版ISSN：2146-1732
出版年度：2013
卷号：3
期号：2
页码：30-39
语种：English
出版社：Association of Foreign Language Teaching
摘要：This in-depth, qualitative study examines perceptions of the learning approach that students receiving their higher education in the medium of English language adopt, factors that influence students to adopt a particular learning approach, and which approach tends to be more effective in terms of learning outcome. First and finalyear students (n=151) responded to a survey questionnaire. Furthermore, interviews were held with volunteering students (n=48). Students’ responses indicated a tendency towards surface learning during the first-year and a mixture of surface and meaningful learning during the final-year. Various factors were identified affecting the students’ adoption of an approach. Deeper learning was achieved through the use of a strategic learning approach by the students’ jointly constructing disciplinary knowledge. Suggestions are proposed to promote students’ achievement of more effective learning of their disciplinary knowledge. Keywords: English-medium higher education, acquisition of disciplinary knowledge, strategic learning, deep learning, surface learning, joint construction of disciplinary knowledge
