Determining factors in first-year university student uptake of English language support programs at one Australian university
Date of Award
2024
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor Of Philosophy
School
School of Education
First Supervisor
Dr Anne Thwaite
Second Supervisor
Associate Professor Brian Moon
Abstract
The importance of early identification of student English language proficiency (ELP) issues and the provision of language support is strongly promoted by research and government policies. Literature also supports a link between interventions and improved outcomes. This study aims to provide insight into the factors that influence first-year university student uptake of language support primarily after being recommended to do so through a post-entry diagnostic language assessment (PELA) or advice from a lecturer. Using the overarching methodology of case study, mixed methods were used to collect data from first-year students enrolled in one core communications unit in either the Faculty of Education or the Faculty of Business and Law in an Australian university, and the associated academic and professional staff of each faculty. Data were collected through a survey and semi-structured interviews of each cohort, with each stage of data collection informing the next. Student perceptions of the PELA, the feedback received and recommended language support, and the subsequent action taken in view of that feedback were analysed. Comparisons between international and domestic students and Education and Business student responses, and analysis of interviews with staff associated with the first-year student cohort provided further insight into the issue of the lack of support uptake. Factors found to influence students’ decision-making about their uptake of learning support included those identified in studies of attrition, retention, and international student support such as lack of time, awareness of services, and perceived need. Additionally, this study revealed age as a perceived factor, with institutional factors exerting a significantly greater influence on students' academic help-seeking behaviour compared to prior research. Furthermore, while many researchers propose that situational and dispositional factors are generally beyond institutional control, this study suggests that changes to institutional policies and practices may affect some of these factors and influence first-year university student uptake of language support. Drawing inspiration from Carroll et al.'s (2009) interpretation of Cross's (1981) Chain of Response Model, this study underscores that learning support uptake is shaped not only by student behaviour but also by institutional policies and practices impacting students' English language proficiency development and feedback reception. It is envisaged that finding answers to why students do or do not take up English Language support and the development of strategies to improve uptake should lead to improved outcomes and may lead to higher retention.
Access Note
Access to this thesis is embargoed until 14th September 2027.
Recommended Citation
Ware, T. L. (2024). Determining factors in first-year university student uptake of English language support programs at one Australian university. Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2816