Investigating the effects of multimedia input modality on L2 listening skills of Turkish EFL learners

The present study examined whether or not different input delivery modes have an effect on listening comprehension of Turkish students learning English at the university level. It investigated the effect of one single mode, which is audio-only, and three dual input delivery modes, which were audio-video, audio-video with target language subtitles and audio with PowerPoint presentation, on listening comprehension. The data have been gathered through: a listening proficiency exam, a topic familiarity questionnaire, listening comprehension tests, think-aloud protocols and a semi-structured focus group interview. Analysis of data demonstrated that the students’ listening comprehension scores were significantly lower in audio-video with subtitles mode. In addition to this, the students stated that they experienced most confusion and anxiety in understanding through audio-video with subtitles. Moreover, the students mentioned that they were most successful in the audio with PowerPoint presentation mode. Results also indicated that the students were influenced by their pre-university listening class experiences, meaning that they were most accustomed to the audio-only mode, and therefore felt most relaxed when they listened only.     

Promoting entrepreneurship education among university students: design and evaluation of an intervention programme / Fomento de la educación emprendedora entre el alumnado universitario: diseño y evaluación de un programa de intervención

For the consolidation of entrepreneurial education as a field of research, a number of challenges must be met, among them, a better connection between pedagogical objectives and the design of programmes, as well as greater methodological rigour in the evaluation of their impact. With this in mind, this paper analyses the results of an entrepreneurial education programme carried out with a group of students from a Spanish university, contrasting the results with a control group. The results indicate that, after this process, the participating students displayed greater entrepreneurial potential than the group of students that had not participated. However, this difference is due more to a loss of entrepreneurial intention in the group not participating in the programme than to an improvement in the participating students.     

Is accreditation ‘on the right track’? The views of Portuguese academics

In many countries, quality assurance systems rely on study programme accreditation. As with all quality assurance mechanisms, accreditation should also be continuously improved in order to maintain its relevance as a promoter of study programme quality. A way to move accreditation forward is by taking into account academics’ views, interests and needs about the process, since their support for it is paramount for its success and effectiveness. This paper analyses Portuguese academics’ knowledge and views on accreditation with the aim of understanding if the process is being supported and is on the right route for being effective. It is based on the analysis of 1484 academics’ answers to a questionnaire distributed in 16 higher education institutions. This analysis reveals a moderately positive attitude of academics towards accreditation, reflected in an only moderate knowledge of the process as well as in a mild agreement with its characteristics and implementation features. This suggests that there is room for improvement to bring this quality assurance mechanism closer to academics’ expectations and needs and therefore to improve accreditation’s effectiveness.

     

Zum Problem der Hochschulreform in Spanien: Einige Ausgewählte Daten

Over the past ten years there has been a sweeping reform of the courses taught and qualifications awarded by Spanish universities. For that reason, an investigation was launched in 1996–97 at the University of Santiago de Compostela (in Northwest Spain) into the teaching, research and management entailed in four new degree courses: physics (years one to four), agricultural engineering (first and second years), agricultural food-processing technology (years one to three) and pharmacy. This article reports on students' opinions of the reforms in these courses, revealing dissatisfaction with facilities for practical course work, lack of connection with prospective employment, and a call for more information about courses.     

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.     

An investigation of mathematics anxiety among sixth through eighth grade students in Turkey

The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for Primary School Students (Bindak, 2005) was used to assess the levels of mathematics anxiety. A 3 × 2 factorial analysis of variance results showed that there was not a significant interaction effect or main effect of gender; however, there was a significant main effect of grade level. Standard multiple regression analyses show that independent variables accounted for 63% to 70% of variability in the dependent variable. The results also indicate that not only the perceived enjoyment of mathematics, but also the enjoyment of the mathematics teaching method and help with mathematics from parents had a significant effect on mathematics anxiety.