Self-regulated learning: How is it applied as a part of teacher training through diary studies?

AbstractSelf-regulation, as a form of self-instruction and improvement, attributes very active roles to learners. This study aims to identify trainee teachers’ self-regulated learning strategies and to find out how they use them as a part of their teaching practice. Data collection instruments include the use of self-regulation questionnaire and trainee teachers’ diaries

Atypically located incidental appendicitis during laparoscopic cholecystectomy

Appendicitis is the most common surgical emergency. It classically presents with periumbilical pain that localizes to the right lower quadrant and nausea, vomiting, anorexia, and fever. Acute appendicitis may result from an obstructing faecolith or some other mechanical blockage. However, appendicitis presenting with rare and misleading right upper quadrant pain may result in an initial false-negative diagnosis by the physician and even result in negative findings on computed tomography (CT) or ultrasound, increasing the risk of perforation/abscess formation and prolonged hospital stay. This report presents a case of atypical appendicitis during laparoscopic cholecystectomy where the correct diagnosis was not initially considered. Unusual localization was documented several times, otherwise known as classical localization of the appendix. Findings of acute appendicitis varied according to the localization of the appendix. The most common position was the retrocaecal region (65-70%). Other localizations were paraileal, postileal, promontoric, pelvic, subcaecal, paracolic and retrocaecal. These conditions were important to recognise, given that they may need additional specific management. This case report study showed atypical located incidental appendicitis during laparoscopic cholecystectomy

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences.

This study investigated Turkish EFL teachers' beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers' practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teachers' beliefs were gathered by a task about OCF. The results showed that teachers' beliefs and practices were consistent on the aspects of perceived effectiveness, grammatical errors, implicit and explicit feedback. However, their beliefs and practices were inconsistent regarding lexical, phonological errors, and timing of OCF. The results also revealed that of the three individual differences, teaching experience most impacted the consistency between beliefs and practices, thus showing the greater role of teaching experience over special training and educational background on the consistency between beliefs and practices about OCF

What role do language learning mindsets play in English Medium Instruction? A comparison of Engineering and Business Administration in Turkey.

This article explores the relationship between Turkish undergraduate students’ language learning mindsets, English language achievement, and English medium instruction (EMI) academic success. Student test score data on an EMI course and an English language course were collected from fourth year students studying mechatronics engineering (n = 68) and business administration (n = 75) at a public university. Students also responded to the Language Learning Mindsets Inventory (Lou & Noels, 2019). Regression analyses revealed that both incremental (positively) and entity (negatively) mindsets predicted academic success in engineering. Neither mindset was a statistically significant predictor of mechatronics engineering students’ English language achievement. Business administration students’ academic success and English language achievement were both statistically significantly predicted by both incremental (positively) and entity (negatively) mindsets. These results are discussed according to discipline-based differences in EMI courses and pedagogical implications are explored

Investigating academic achievement of English Medium Instruction courses in Turkey

This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research

A longitudinal study at an English Medium Instruction university in Turkey: the interplay between English language improvement and academic success

This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed

Job Prospects of Different EMI Engineering Programmes’ Graduates

English medium instruction (EMI) in university-level engineering programmes is becoming the norm globally as well as in Turkey due to the internationalisation and job opportunities in this field. However, research about the job prospects among the engineering graduates who studied in EMI programmes are quite limited compared to the presence and dominance of EMI implementation in these programmes. To address this gap, this study with a causal-comparative research design focused on the predictive power of studying in different EMI engineering subjects in terms of graduates’ job prospects. 139 engineering graduates took part in this study representing three academic subjects and two different EMI models (i.e., full vs. partial). All participants filled out an online survey that inquired into their job prospects. Proportional Odds Logistic Regression (POLR) analysis was used to determine the differences among academic subjects and EMI models. Findings of our study revealed that different EMI academic subjects in the field of engineering had different prospects in the job market. Moreover, differences in the same academic subject that employed a different EMI model were also observed. This study builds up on the limited scientific knowledge about the contribution of our higher education institutions to the career prospects of their graduates