Academic Major and Grammar Learning Strategies: A Correlation Study

Abstract

This study examines how English majors and non-English majors employ four different strategies of grammar learning: (1) cognitive, (2) meta-cognitive, (3) social and (4) affective. Through a survey, the study explores the relationship between learners' academic majors and strategy usage frequency, as well as the variations in the frequency of strategies use in the two groups. The results show that there is no significant difference between the two types of learners in the use of cognitive strategy and metacognitive one. Nonetheless, there is a correlation between the employment of social and emotive tactics and academic major. Furthermore, when compared to English majors, non-English majors utilize affective tactics much more frequently. This research backs up Pawlak's (2019) claim that a number of mediating factors affect how grammar learning strategies (GLS) are used. The findings provide important information for developing social and affective approaches tailored to students in different disciplines.