Academic discourse and students at an Australian university: a case for a cultural construct

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This paper examines the association between students’ self-efficacy in academic discourse and their linguistic and cultural backgrounds. The study involved 108 university students from Australia, The United States of America and China studying at an Australian university. The students responded to a survey evaluating their self-efficacy in academic discourse. Data showed a link between students’ self-efficacy and their linguistic and cultural background. Australian and American students’ results were similar and they demonstrated a high level of self-efficacy. This contrasted with the results of the Chinese students who exhibited a consistently low level of self-efficacy in academic discourse. Data suggested the language-related factors to be significant to the way students perceived own abilities. The paper concludes with suggestions on modifying self-efficacy.

This conference paper was consequently published as:

Malczewska-Webb, B. (2014). Academic discourse and self-efficacy in diverse settings. In K. Warchal, & A. Lyda (Eds.), Cultural interfaces in academic setting and beyond (pp. 35-50). University of Silesia .
Original languageEnglish
Publication statusUnpublished - 2011
Event2nd International PRISEAL Conference: Publishing and Presenting Research Internationally: Issues for Speakers of English as an Additional Language - Sosnowiec, Poland
Duration: 9 Jun 201111 Jun 2011
Conference number: 2nd


Conference2nd International PRISEAL Conference
Abbreviated titlePRISEAL
OtherAddressed to applied linguists working in fields such as genre analysis (esp.academic genres) and intercultural rhetoric, journal publishers, editors and referees, authors' editors and translators,conference interpreters


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