Transition from senior secondary to tertiary languages study

student attitudes in three Sydney schools

Robyn Moloney, Lesley Harbon

    Research output: Contribution to journalArticle

    Abstract

    This paper reports on a small study of attitudes to tertiary language study amongst senior secondary language learners in three independent New South Wales schools. The study examines what elements of preparedness may be the most effective in supporting transition to tertiary study for this sample of languages students. An analysis of survey data indicates that motivation, confidence in language achievement, and the construction of a 'future self' as a language user and learner appear to be useful elements positively supporting transition to tertiary study. Findings from this study point to a relationship between the construction of 'future selves' as language users, and academic performance, motivation, self-esteem and aspirations.
    Original languageEnglish
    Pages (from-to)4-13
    Number of pages10
    JournalBabel
    Volume49
    Issue number3
    Publication statusPublished - 2014

    Keywords

    • University language learning
    • University language teaching
    • Transition
    • Student experience

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