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Using an online survey, 798 students reported attitudes, motivation, beliefs, and strategies for improving English and supporting academic learning. Results analyze demographics and link reported strategies to grade point averages, highlighting the role of social, cognitive and metacognitive approaches, while emphasizing supportive learning environments, confidence, ongoing motivation, practice, and social immersion.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-english-language-growth-project-vol-53-no-1-2011/595480/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-english-language-growth-project-vol-53-no-1-2011/595480.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"ELG项目在澳大利亚的哪些高校开展？","Question",{"text":112,"@type":113},"ELG项目在五所澳大利亚高校开展，用于回应来自非英语母语背景的国际学生持续的英语发展需求。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"参与者在调查中主要提供了哪些信息？",{"text":117,"@type":113},"参与者提供了关于语言学习态度、动机与信念，以及提升语言能力和支持学业学习的策略等信息。",{"name":119,"@type":110,"acceptedAnswer":120},"研究强调哪些关键因素有助于国际学生提升英语？",{"text":121,"@type":113},"研究强调自信与克服犯错恐惧、持续动机与积极思维，以及通过更频繁、更广泛地使用英语、走出舒适区并在英语环境中进行社交沉浸来促进发展。",{"name":123,"@type":110,"acceptedAnswer":124},"学习环境方面研究提出了什么建议？",{"text":125,"@type":113},"研究建议学习环境要对学生更具支持性，教学与支持人员应关注学生背景、机会、技能与理解，并及时提供合适的教学与学习资源与学习机会。","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},595480,1792998159,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":39,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nThe English Language Growth Project  \nJudith Rochecouste, Rhonda Oliver, Denise Mulligan & Martin Davies  \nInternational students from non-English speaking backgrounds dominate our tertiary sector. What do we really know about them and their English language learning needs?  \nThe English Language Growth (ELG) Project, was conducted in five Australian universities in 2008-09 to address the on-going English language development of international students from non-English speaking backgrounds. Using an online survey inviting both qualitative and quantitative responses, 798 international students provided a rich source of data. Students provided information on their attitudes, motivation and beliefs about language learning, their strategies for improving their language skills, and their strategies for academic learning.These data were correlated with the participating students’ grade point averages or similar academic measures. Many participants took considerable time and effort in responding to the survey’s open-ended questions, and a small number volunteered to be interviewed.  \nDemographic profile  \nA summary profile of the participants who completed the questionnaire is described below:  \n• There was a relatively even distribution of students from the five participating universities: Monash (n=189), Edith Cowan (n=161), Macquarie (n=156), Melbourne (n=154) and Deakin (n=138) .  \n• The sample was relatively young (around 80 percent aged between 21-30 years) .  \n• There was some bias toward female respondents in the sample (61 per cent) .  \n• Many of the participants had a Chinese ethnic back-  \nground (52 per cent had a Chinese dialect as their first language) .  \n• The top five countries of birth were China 37.6 percent, Malaysia 9.0 per cent, Indonesia 7.5 per cent, Hong Kong 6.1 per cent and India 4.8 per cent.  \n• There was a relatively even balance between undergraduate (47 per cent) and postgraduate (53 percent) participants.  \n• The sample was dominated by students enrolled in Commerce/Business Studies (57 per cent).The next largest disciplinary groupings were in Society & Culture (includes media, linguistics and languages)(10 per cent), Health (9.3 per cent) and Education (includes TESOL) (5 per cent), with the remaining 19 per cent spread across 6 other discipline areas.  \n• 67.7 per cent had been required to produce an IELTS score for visa entry to Australia, however only 50.6 per cent used IELTS for course entry and just 44 per cent of the latter students (n=178) provided us with details of their IELTS scores.  \n• The bulk of students (62 per cent) were in their second or third year of study in Australia; 22.3 percent were in their fourth or fifth year; 7.8 per cent were in their first year; and 7.9 per cent had been studying here for 6 years or more.  \nFindings  \nOur study shows that students employ a considerable range of academic and language learning strategies to  \n102 The English Language Growth Project, Judith Rochecouste, Rhonda Oliver, Denise Mulligan & Martin Davies vol. 53, no. 1, 2011  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nimprove their English. Of the academic learning strategies we have noted evidence of social strategies, such as creating or joining study groups and participating in tutorial discussions. However this positive feedback was tempered by many references to the debilitating effects of shyness, fear of ridicule, and a sense of intolerance, which suggests that our universities are not always offering comfortable and secure learning environments.  \nNumerous cognitive learning strategies were offered by our participants, ranging from simply making lists and learning by rote, to reading as widely as possible and preparing for classes. Memorisation was both supported and rejected in the feedback from our students suggesting that the range of learning strategies among international students is as varied as those amon","cbCaivxULUDhVtSK","https://ap.wps.com/l/cbCaivxULUDhVtSK","pdf",80254,"English","# Demographic profile\n# Findings\n## Academic and language learning strategies\n## Metacognitive strategies\n## Affective variables, motivation, and advice\n## Supportive learning environments","[{\"question\":\"ELG项目在澳大利亚的哪些高校开展？\",\"answer\":\"ELG项目在五所澳大利亚高校开展，用于回应来自非英语母语背景的国际学生持续的英语发展需求。\"},{\"question\":\"参与者在调查中主要提供了哪些信息？\",\"answer\":\"参与者提供了关于语言学习态度、动机与信念，以及提升语言能力和支持学业学习的策略等信息。\"},{\"question\":\"研究强调哪些关键因素有助于国际学生提升英语？\",\"answer\":\"研究强调自信与克服犯错恐惧、持续动机与积极思维，以及通过更频繁、更广泛地使用英语、走出舒适区并在英语环境中进行社交沉浸来促进发展。\"},{\"question\":\"学习环境方面研究提出了什么建议？\",\"answer\":\"研究建议学习环境要对学生更具支持性，教学与支持人员应关注学生背景、机会、技能与理解，并及时提供合适的教学与学习资源与学习机会。\"}]","The English Language Growth Project - vol. 53, no. 1, 2011 | PDF",1792081223]