Principles of Language Learning and Teaching

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

This paper reviews a theory of causal inference based on the Structural Causal Model (SCM) described in (Pearl, 2000a). The theory unifies the graphical, potential-outcome (Neyman-Rubin), decision analytical, and structural equation approaches to causation, and provides both a mathematical foundation and a friendly calculus for the analysis of causes and counterfactuals. In particular, the paper establishes a methodology for inferring (from a combination of data and assumptions) the answers to three types of causal queries: (1) queries about the effect of potential interventions, (2) queries about counterfactuals, and (3) queries about the direct (or indirect) effect of one event on another.

What is Causal Inference

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Cultures And Organizations Software Of The Mind Intercultural Cooperation And Its Importance For Survival

Global discourses around English-medium instruction (EMI) have inspired controversy for many years now. A wide range of scholars has espoused multiple opinions exhorting the benefits and disadvantages of using English as a medium of instruction in higher education. Although EMI is certainly relevant to primary and secondary school education, this paper will focus on the impact of EMI on higher education due to its dominance in this sector and the implications for globalisation. In the Turkish context, this has developed into a mainly two-sided debate between those with nationalistic perspectives versus those with a more progressive and liberal approach. As well as considering these perspectives, this paper also evaluates the academic and sociological imperatives for using EMI. This study also examines the ethos surrounding the EMI discussion and considers some of the potentially detrimental effects on Turkish identity, traditions and cultural norms but concludes that the necessity and benefits of EMI are too great to be ignored, therefore the access and implementation should be reviewed to ensure the preservation of Turkish language and culture at the same time as reaping the benefits associated with EMI.

The debate on English-medium instruction and globalisation in the Turkish context: a sociopolitical perspective

With astounding developments in online systems and education came the need for e-assessments of various forms. Despite plenty of studies about attitude towards computer-based and online education, ...

Attitude towards e-assessment: influence of gender, computer usage and level of education

The number of international students in Turkey has steadily increased in recent years. As they come from different geographical locations, their successful adaptation to a medium-sized country in-between three continents is of great interest. This study was conducted to investigate international students’ perceptions of their Turkish experience. After an interview with 9 international students, a 46-item questionnaire was developed and given to 421 students; of these, 319 students from 61 countries returned complete forms. Responses were generally positive, although some difficulties according to gender, religion or age were reported. Another 12 students’ written comments were compared with quantitative data. Implications are suggested as well as directions for further research.

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International students' views on local culture: turkish experience

Measuring the quality of the ‘product’ is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size etc. But there is little evidence of learner perceptions. 553 students from two different universities, who graduated from 3 high school types, were asked to respond to two fundamental questions to reflect on school and classroom level achievement factors. 2294 responses produced eight categories in question one, teacher factors being the most preferred (n=424), followed by individual factors (n=404) and then family factors (n=395). As for liking towards a course, 1362 responses were produced, most frequent one being teacher’s attitude (n=205). Results indicate student perspective of causes of achievement is somewhat different from those expressed in quantitative studies. Girls attributed more achievement to study habits, family support whereas boys attributed more to school and technology. More emphasis is needed on perceived achievement factors for a sound evaluation of effectiveness in school.

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Student Perception of Academic Achievement Factors at High School.

Social motivations of young adolescents are strongly influenced by differing levels of social achievement goals, which in turn are affected by a number of factors. Specifying these factors, especially those effective on achievement, can help improve conditions for learning. A thorough approach would include a generalisable pattern of behaviour to offer global explanations in and out of classroom interactions. This study aimed at assessing the factorial validity and measurement invariance of Social Achievement Goals Scale (SAG) and its perception by students from low and high socio-economic status in an urban setting with a sample of 1643 middle school students. Confirmatory factor analyses and measurement invariance analyses across gender were performed and mean differences between low and moderate high socio-economic status were sought. Proposed factorial structure of the SAG measure was confirmed and measurement invariance results indicated that SAG was measuring the same construct in the same way for female and male students. Male students were found to have slightly stronger social development, social demonstration-approach, and social demonstration-avoid goals than their female counterparts. Moderate-high socio-economic status students had significantly higher social achievement goals than low socio-economic status students.

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Social Achievement Goals and Students' Socio-Economic Status: Cross-Cultural Validation and Gender Invariance.

There are two main exams in Turkish educational system. One is at the end of middle school for entrance to selective high schools and the other is after high school to enter universities. Both exams are compulsory, both have four subtests (mathematics, natural sciences, Turkish and social sciences) and all the questions have to be from the shared curriculum. In this study high school entrance exam (HSEE) and university entrance exam (UEE) results of 34,479 students in 570 schools of three selective school types (Anatolian High Schools, Science High Schools and Anatolian Teacher Training High Schools) were compared to test the effectiveness of the types of school concerned with respect to academic achievement as determined by four subtests of HSEE and UEE. The relationship (correlation) and the difference (mean) between achievement levels for school types, for subtests and for gender were investigated. Correlations between HSEE and UEE-1 scores were the highest in Anatolian high schools for three subtests. One-way Anova and post hoc Scheffe test results showed there is significant difference in mean scores among school types. As for mean differences, Anatolian High Schools scored better than the other two school types. School type and focus on a subtest are related, and exam achievement of girls in science high schools is higher than achievement of boys.

Mustafa Bahar

Papers

Attitude towards e-assessment: influence of gender, computer usage and level of education

International students' views on local culture: turkish experience

Student Perception of Academic Achievement Factors at High School.

Social Achievement Goals and Students' Socio-Economic Status: Cross-Cultural Validation and Gender Invariance.

Academic Achievement of Turkish Selective Schools in National Exams of HSEE and UEE with Respect to Test Types and Gender