Abstract
ABSTRACT This study examines the secondary school experiences of Australian tertiary students regarding their Italian language studies and the reasons why they decide to continue or cease studying the language during secondary education and/or when transitioning to university. The study draws on research conducted in Anglophone countries and on scholarship on the L2 learning experience in the field of L2 motivation. A mixed methods approach was used, combining quantitative and qualitative data collected through surveys, focus groups, and interviews. The results show that peers and family rarely influenced students’ decisions regarding continuation or discontinuation, whilst teaching quality, school support, and perceptions on the usefulness of Italian were most influential in students’ choices. This study has implications for student retention and paves the way for future empirical research not only on Italian but also on other languages and in other contexts, whether in Australia or elsewhere in the English-speaking world.
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