Investigating the language learning strategies EMI students use to overcome language barriers and challenges they face

The aim of this study is to investigate which language learning strategies English medium instruction (EMI) students' use, gender difference, if any, on language learning strategy use, challenges they face and their way of dealing with their challenges in EMI educational context. The data were gathered from 255 Turkish EMI students through demographic questionnaire and Turkish version of Strategy Inventory of Language Learning (SILL) (Cesur & Seval, 2007) adapted from SILL,version 7.0,developed by Oxford (1990).The data were analyzed through descriptive statistics and Independent Sample T-test. The qualitative data were also gathered through an open-ended questionnaire and additional comment section. The data were analyzed through thematic coding. The results indicated that Turkish EMI students used a medium range of language learning strategy. Among the six categories of language learning strategy, while the metacognitive strategy was the most frequently used strategy, the affective strategy was the least frequently used strategy. The study also showed that gender does not have any significant effect on overall language learning strategy use. In addition, qualitative data indicated that EMI students in the study were concerned with understanding lessons, lecturer's English accent, making communication, understanding exam questions and therefore feeling anxious. According to the qualitative findings, while some of the students (N=56) argued that they do not know how to deal with challenges, (N=69) others endeavored through using a dictionary, asking help from friends and lecturers, using Turkish materials, taking notes and memorizing vocabulary. All these findings will be discussed and suggestions will be made for the relevant EMI education context. Keywords: English Medium Instruction, Language Learning Strategy, Gender