DOI: 10.5176/2251-3566_L314.22

Authors: Morena Dias Botelho de Magalhães

Abstract: This study investigated the experiences of four undergraduate students who, after completing a post-entry diagnostic language assessment, worked independently on their academic language skills. The purpose of the study was to understand the relationship between the advice students received post-diagnostic assessment and their autonomous language work. It also aimed at shedding light on the factors impacting on students’ decisions to make use of one of the support facilities available at their institution. The research was qualitative in nature and adopted a case study approach. Results show that meeting in person with a language adviser was crucial in students’ decision to seek language enrichment independently; in contrast, a desire to have their language work closely monitored was expressed by all participants. Being part of a learning community was also found to be of relevance in students’ decisions of continuing to use the learning facilities on offer.

Keywords: post-entry diagnostic language assessment; independent learning; language support; learning community


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