ABSTRACT
This chapter presents the findings of a survey analysis that investigates the learning needs of science, technology, engineering, and mathematics (STEM) students at a Hong Kong university. The survey examines how students' prior English exposure, discipline-specific requirements, and gender influence their perceptions of language challenges. The findings highlight significant differences in the perceived difficulties across STEM disciplines, such as data science and civil engineering, with students from more technical fields facing greater challenges with specialized language. Also, the analysis identifies gender-based differences, with male students reporting fewer language challenges and adopting more proactive learning strategies. At the end, the chapter discusses pedagogical implications, emphasizing the need for disciplinary language courses, remedial support for less proficient students, and strategies to encourage students' participation.
