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    English language growth after university entry

    Access Status
    Fulltext not available
    Authors
    Oliver, Rhonda
    Rochecouste, J.
    Mulligan, Denise
    Date
    2012
    Type
    Journal Article
    
    Metadata
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    Citation
    Rochecouste, Judith and Oliver, Rhonda and Mulligan, Denise. 2012. English language growth after university entry. International Journal of Educational Research. 53: pp. 1-8.
    Source Title
    International Journal of Educational Research
    DOI
    10.1016/j.ijer.2011.11.005
    ISSN
    0883-0355
    URI
    http://hdl.handle.net/20.500.11937/7184
    Collection
    • Curtin Research Publications
    Abstract

    Almost 800 international students from non-English speaking backgrounds enrolled at five Australian universities responded to an online survey accessed through a dedicated website. The survey captured demographics; language and language learning background; strategies for continuing to develop English; motivation, attitudes and beliefs about learning English; and academic learning strategies. These data were then matched with normalized measures of the participants’ academic achievement (e.g., Grade Point Averages or GPAs). Correlational analysis between students’ learning strategies for English and their academic standing was then undertaken. Additionally, students provided extensive rich qualitative data through open-ended questions and interviews. The findings of our research show that a range of language learning strategies which may be promoted in early to advanced second and foreign language learning environments in the home country may not be advantageous once entering university. In fact, our research suggests that some of these strategies may be detrimental to academic success. By contrast, risk-taking strategies appeared to favour success.

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