Abstract
This study explores the self-regulated learning (SRL) experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.
Highlights
The first year of university is a crucial time for all students, as it requires the development of new ways of thinking, learning and communicating
It is important for all students to develop effective study skills and engage academically during their first year of study (Kift & Nelson, 2005; McIntyre, Todd, Huijser, & Tegan, 2012). This transition period is difficult for international students from a non-English speaking background (NESB), and research on the academic adjustments of international students has revealed a number of challenges these students experience at Australian universities (Ballard & Clanchy, 1997; Cameron & Kirkman, 2010)
Of foremost concern for international students is their development of academic skills and the English language, which should be supported from the outset, and throughout their studies
Summary
The first year of university is a crucial time for all students, as it requires the development of new ways of thinking, learning and communicating. Students can take a long time to adjust to life as a university student and a significant percentage drop out during the first year, making the first year a high-risk period and a crucial time for retention (Kift, 2005; Kift & Nelson, 2005) It is important for all students to develop effective study skills and engage academically during their first year of study (Kift & Nelson, 2005; McIntyre, Todd, Huijser, & Tegan, 2012). Of foremost concern for international students is their development of academic skills and the English language, which should be supported from the outset, and throughout their studies
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