<p><em>This study explores the self-regulated learning (SRL) experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.</em></p>

In 2009, the Department of Education, Employment and Workplace Relations (DEEWR) released the report "Good practice principles for English language proficiency for international students in Australian universities." Offering guidelines for developing students' English language proficiency, the report is also set to act as a benchmarking document for Australian Universities Quality Agency (AUQA) quality audits. Since its release, universities have been investigating its potential implications. One important article-Murray (2010), published in the inaugural issue of this journal-discusses several problems inherent in the report in order to recommend an approach to implementing the guidelines. This paper extends and challenges his critique by focussing on three important points of tension in the report: the group of students it discusses, its definition of English language proficiency and its conflicting discourses of inclusion and exclusion. The aim here is to offer universities points for discussion as they translate this complex report into practice.

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