Students’ Approaches to Learning in an English-Medium Higher Education


English-medium higher education, acquisition of disciplinary knowledge, strategic learning, deep learning, surface learning, joint construction of disciplinary knowledge

How to Cite

Kırkgöz, Y. (2019). Students’ Approaches to Learning in an English-Medium Higher Education. Journal of Language Teaching and Learning, 3(2), 30-39. Retrieved from


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 final-year 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.