Advanced-level Students Research Articles

Постижение студентами-иностранцами особенностей менталитета русского народа на примере авторского стиля А. И. Солженицына (продвинутый уровень владения русским языком)

The research objective is as follows: to develop methodological techniques to familiarize foreign students with specificity of the Russian mentality by the example of “revived” lexemes identified in A. I. Solzhenitsyn’s “living texts”. The research methodology includes a linguistic analysis of A. I. Solzhenitsyn’s works. The researchers emphasize importance of using “living texts” created by native speakers when teaching the Russian language to foreign students; the use of “living texts” promotes formation of students’ Russian-language competence, helps them to understand specificity of the Russian mentality and to overcome a “cultural shock”. Scientific originality of the study lies in the fact that the researchers propose their original techniques to familiarize foreign students with Solzhenitsyn’s “revived” words taking into account their contextual usage. The research findings are as follows: relying on a linguistic analysis of A. I. Solzhenitsyn’s individual style, the authors develop their original methodology to teach Russian as a foreign language at the advanced stage. Advanced level students’ language competence allows them to read the Russian classical literature and, what’s more, to understand specificity of the Russian mentality manifested in “revived” words.

Level of stress, factors associated with stress and coping strategies among advanced level students attending tuition classes in a selected educational zone in Sri Lanka

Background: Advanced level is a challenging examination due to the limitation of University entrance opportunities leading to high level of stress. Several issues have affected them irrespective of the stream of study, for which they tend to adapt different coping strategies. Therefore, the objective of this study was to determine the level of stress, factors associated with stress and coping strategies among advanced level (A/L) students attending tuition classes in selected Educational zone, Sri Lanka.Methods: A descriptive cross- sectional study was conducted among 364 A/L students aged between 17-20 years attending a selected tuition class. Self-administered questionnaire was used with 35 item coping strategy check list and DASS-21, both tools were pretested and validated in Sri Lanka. Data was analysed using SPSS 15.0 software.Results: Vastness of the A/L curriculum was a significant stress factor between males and females (p=0.001). Stress of getting lower grades and poor time management were higher among females (p=0.027, p=0.003). Males reported change in sexual habits (p=0.003) and alcohol /cigarette use (p=0.001). Lack of vacation and fear of academic failure were the most common physical and emotional stressors respectively. Seeking advice from a trusted person, being with others, blaming themselves for the situation, engaging in religious activities, listening to music, constantly thinking about the problem and crying to self were common coping strategies adopted by females. Immediate problem solving and consuming alcohol/ drugs were common coping strategies by males.Conclusions: Males had more social and physical stress associated factors whereas females had academic and emotional stressors. Different methods of coping strategies were adopted by males and females.

Usage of English speech like expressions in Turkish students' written works

The present study investigates the usage of speech like expressions in written works of Turkish learners of English. It also aims to find out the differences between advanced and intermediate level learners in terms of the frequency and types of speech like expressions. Speech like expressions were identified based on previous literature. To illustrate some of them, Tannen (1984) claimed that spoken language includes the usage of but, and, so, and because instead of more formal expressions such as in addition , therefore, and since. In addition, Cullen and Kuo (2007) indicated that phrasal chunks such as sort of, kind of, stuff like that, and I mean are also regarded as a feature of spoken English. The participants in this study were 21 intermediate and 33 advanced level students at a state university in Turkey. For this study, students' writing assignments were collected. For the frequency analysis, manual counting of the words was used. For the types of speech like expressions, the data were divided into different groups of speech like expressions based on the framework of previous studies. The analysis of the data showed that intermediate level learners use speech like expressions much more commonly than advanced level learners. In addition, there were also some differences in terms of the types of the speech like expressions used by advanced and intermediate level learners.

Machine Learning in a Molecular Modeling Course for Chemistry, Biochemistry, and Biophysics Students.

Recent advances in computer hardware and software, particularly the availability of machine learning libraries, allow the introduction of data-based topics such as machine learning into the Biophysical curriculum for undergraduate and/or graduate levels. However, there are many practical challenges of teaching machine learning to advanced-level students in the biophysics majors, who often do not have a rich computational background. Aiming to overcome such challenges, we present an educational study, including the design of course topics, pedagogical tools, and assessments of student learning, to develop the new methodology to incorporate the basis of machine learning in an existing Biophysical elective course, and engage students in exercises to solve problems in an interdisciplinary field. In general, we observed that students had ample curiosity to learn and apply machine learning algorithms to predict molecular properties. Notably, feedback from the students suggests that care must be taken to ensure student preparations for understanding the data-driven concepts and fundamental coding aspects required for using machine learning algorithms. This work establishes a framework for future teaching approaches that unite machine learning and any existing course in the biophysical curriculum, while also pinpointing the critical challenges that educators and students will likely face.

Development and Pilot Testing of a Multidimensional Learning Environment Survey

Multiple, complex factors comprise the learning environment and influence student learning outcomes, yet comprehensive evaluation of the learning environment in nursing schools is limited. The Learning Environment Survey (LES) was developed to facilitate nursing students' report of perceptions of the complex learning environment in nursing education. Systematic exploration of the literature, conceptual operationalization of the learning environment, and development of an item pool were completed. Content validity was established with expert assessment, student testing for clarity, and calculation of scale-content validity index/average (S-CVI/Ave). Pilot testing was completed at 1 school of nursing with baccalaureate-equivalent prelicensure and advanced practice master's level students, and doctor of nursing practice students. The CVI (S-CVI/Ave) was 0.92. Domain scores demonstrated Cronbach's α reliabilities of 0.67 or higher with most being > 0.85. The LES establishes a mechanism for eliciting comprehensive learning environment data for systematic assessment and national comparison of multiple nursing learning environments.

Should the PBL tutor be present? A cross-sectional study of group effectiveness in synchronous and asynchronous settings

BackgroundThe tutorial group and its dynamics are a cornerstone of problem-based learning (PBL). The tutor’s support varies according to the setting, and it is pertinent to explore group effectiveness in relation to different settings, for example online or campus-based. The PBL groups’ effectiveness can partly be assessed in terms of cognitive and motivational aspects, using a self-report tool to measure PBL group effectiveness, the Tutorial Group Effectiveness Instrument (TGEI).This study’s aim was to explore tutor participation in variations of online and campus-based tutorial groups in relation to group effectiveness. A secondary aim was to validate a tool for assessing tutorial group effectiveness in a Swedish context.MethodsA cross-sectional study was conducted with advanced-level nursing students studying to become specialised nurses or midwives at a Swedish university. The TGEI was used to measure motivational and cognitive aspects in addition to overall group effectiveness. The instrument’s items were translated into Swedish and refined with an expert group and students. The responses were calculated descriptively and compared between groups using the Mann–Whitney U and Kruskal–Wallis tests. A psychometric evaluation was performed using the Mokken scale analysis. The subscale scores were compared between three different tutor settings: the tutor present face-to-face in the room, the tutor present online and the consultant tutor not present in the room and giving support asynchronously.ResultsAll the invited students (n = 221) participated in the study. There were no differences in motivational or cognitive aspects between students with or without prior PBL experience, nor between men and women. Higher scores were identified on cognitive aspects (22.6, 24.6 and 21.3; p < 0.001), motivational aspects (26.3, 27 and 24.5; p = 002) and group effectiveness (4.1, 4.3, 3.8, p = 0.02) for the two synchronously tutored groups compared to the asynchronously tutored group. The TGEI subscales showed adequate homogeneity.ConclusionsThe tutor’s presence is productive for PBL group effectiveness. However, the tutor need not be in the actual room but can provide support in online settings as long as the tutoring is synchronous.

Prótasis condicionales con infinitivos preposicionales. Su sistematización en el aula de ELSE

&lt;p&gt;En este trabajo abordaremos un tema gramatical que constituye un área de vacancia, tanto en la formación de profesores de ELSE como en los manuales orientados a estudiantes alóglotas. En español, las preposiciones &lt;em&gt;de&lt;/em&gt;, &lt;em&gt;para&lt;/em&gt;,&lt;em&gt; con&lt;/em&gt; y&lt;em&gt; sin &lt;/em&gt;+ infinitivo pueden constituir prótasis de interpretación (pro)condicional y (pro)concesivas; asimismo, admiten otras interpretaciones (causal, final, modal). Por ello, es imprescindible establecer un conjunto de estrategias para la enseñanza-aprendizaje de este tipo de prótasis en los niveles intermedio y avanzado de ELSE (B1+ a C1+ del &lt;em&gt;MCER&lt;/em&gt;). Estas acciones pedagógicas implican mantener una coherencia y una gradualidad con respecto a la enseñanza de las preposiciones (tema que se aborda desde el nivel &lt;em&gt;acceso&lt;/em&gt;, A1 del &lt;em&gt;MCER&lt;/em&gt;) y deben sensibilizar a los estudiantes sobre cuestiones formales (suprasegmentales y morfosintácticas) desde una perspectiva de interfaz sintaxis-semántica con proyecciones pragmático-discursivas. En este sentido, analizaremos gramáticas y materiales didácticos de ELSE producidos en la Argentina para estudiantes de niveles intermedio y avanzado. Por último, propondremos una sistematización pedagógica de estos infinitivos preposicionales (graduada para niveles B1+ a C1 y enmarcada en el llamado &lt;em&gt;enfoque por tareas&lt;/em&gt;).&lt;/p&gt;

Every day students in schools matter – reasons for not attending the school: evidence from advanced level students

The reason for students' absenteeism may vary across nations depending on country and cultural differences. Studies on student's absenteeism that have been investigated in the west are reflective of such cultural contexts and therefore, the finding can not be directly applied to another cultural context. There is a dearth of such studies in Asian and other similar developing countries. Consequently, the present study aims to discover factors determining students’ absenteeism in Sri Lanka. Strongly based on philosophical assumptions, the present study mainly employed a survey research strategy and data were primarily garnered from a self-administrated questionnaire. A total of 129 Advanced level students representing Arts and commerce streams were conveniently selected from five schools, namely KG/MW Baduriya Central College, KG/MW Zahira National School, KG/MW Mayurapada National School, KG/MW Nooraniya Muslim Vidhyalaya and KG/MW Mederigama Central College located Mawanella Zone in Sabaragamuwa province. The study revealed six factors determining students’ absenteeism, named student-preference, teacher and subject, physical and mental capabilities, non-collegiate, classroom facility and personal factors. Needless to say, the current study made several theoretical and practical implications.

Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums

This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time.

Error Analysis: A Study of Prepositional Errors at Advanced and Intermediate Level in Pakistan

The main purpose of this study was to contribute to a better understanding of the temporal preposition errors in order to have a positive impact on the teaching and learning process. The study investigated temporal preposition in the form of a test and questionnaire for the purpose of knowing the frequency and causes of these errors. The population consisted of intermediate and advanced level students at International Islamic University, Islamabad. Out of these, fifteen students were chosen from each level. Here the frequency of errors of both the groups is 58.89 % and the most problematic temporal prepositions were since, ago, between, over and throughout. The causes of error discovered were mostly overgeneralization and L1 interference.

A STUDY OF METACOGNITIVE STRATEGIES UTILIZED IN READING AND LISTENING COMPREHENSION: AN INVESTIGATION OF NURSING JUNIOR COLLEGE ENGLISH LEARNERS

The purpose of this study was to analyze English-learners’ metacognition when engaged in reading and listening tasks, to determine if there was a correlation between their reading metacognition and listening metacognition, and to determine if metacognition levels differed between students of basic, intermediate, and advanced English levels. One class of 50 nursing students in a 5-year nursing program was assigned to participate in this study for one semester. The learners were divided into three groups (high, intermediate, and low) based on their score on an English listening test. At the beginning of the semester, they listened to a lesson called “Dangerous Dining.” Five months later, the students were presented with the same lesson, though this time in written form rather than spoken form, and their reading comprehension was tested using the same questions. Then the learners were asked to fill out two online questionnaires: a 21-question questionnaire about their reading strategies, and a 30-question questionnaire about their listening strategies. The surveys were designed to gauge the participants’ metacognitive awareness. The results showed that there was a positive and strong significant correlation between the learners’ listening metacognitive strategy and reading metacognitive strategy, r=0. 775, p 0.01, respectively. The results revealed that there was a positive significant correlation between reading comprehension and listening comprehension for low-level learners. The intermediate and advanced language learners reported applying fewer listening metacognitive strategies to reading metacognitive strategies than the low-level language learners because they had internalized the listening/reading metacognitive strategies to experience them automatically and didn’t report the automated process. They thus used fewer metacognitive strategies. Article visualizations:

Biology Teachers’ Perception of Multiple Choice Questions (MCQs) in the G.C.E Advanced Level Biology and Students’ Academic Performance in the South West Region of Cameroon

The study “Biology Teachers’ Perception of MCQs in the GCE Advanced Level Biology and Students’ Academic Performance in the South West Region” was carried out to examine the views of Advanced Level Biology teachers on the use of MCQs, an innovation in the GCE Examination since June, 2009. The study made use of the survey design. The research questions were as follows: (1) To what extent do Biology teachers master the construction of MCQs? (2) To what extent does the use of MCQs provide Biology teachers with a better means for assessing student learning than the use of short-answer structural questions? (3) How is the use of MCQs in Advanced Level Biology helpful in the attainment of instructional objectives? (4) What constraints do Biology teachers experience in constructing MCQs? (5) To what extent do Biology teachers feel adequately involved in the making of decisions with respect to the use of MCQs? The instrument used to collect the data was the questionnaire made up of 37 close-ended questions. A sample of 183 Advanced Level Biology teachers in the Fako, Manyu and Meme Divisions of the South West Region took part in the study. Out of the 183 copies of the questionnaire administered, 183 were returned, giving a percentage returned of 100%. Data were analyzed descriptively using simple and relative frequencies and percentages and also inferentially using the chi square. The results showed that Biology teachers have a positive perception of the use of MCQs. They have a mastery of the construction of MCQs, MCQs is better than short answer structural questions, MCQs at the Advanced level Biology is helpful in the attainment of instructional objectives, they do not experience constraints in constructing MCQs, and Biology Teachers partake in decision-making on matters that concern MCQs. This positive perception influences the students’ academic performance positively as seen in the steady rise of Advanced Level GCE Biology results from 2009 which is the year of inception of MCQs in the GCE Board examination to 2016. The sudden drop in the year 2017 is due to the unrest atmosphere witnessed in the English speaking Region of Cameroon as gotten from some purposively selected schools in the South West Region as shown in the appendix.

Association between GCE Ordinary Level results and characteriestics of foreign employment of parents of Advanced Level students in a national school in Wennappuwa

Background: Migration of parents seeking foreign employment has become an important issue, due to effects on their children’s health and educational performance. Such effects can depend on the characteristics of the parents’ foreign employment. Objective: To determine the association between academic performance and characteristics of foreign employment of parents in General Certificate of Education Advanced Level (GCE A/L) students of a national school in Wennappuwa. Methods: A descriptive cross-sectional study was carried out among randomly selected 110 A/L students whose parents are foreign employees. Information on socio demographic characteristics, GCE Ordinary Level (O/L) results and characteristics of foreign employment of their parents were collected using a self-administered questionnaire. Descriptive statistics and Chi-square test were used to analyse the data. Results: Majority of the parents of the study participants were employed in Italy (77%), more fathers employed abroad than mothers. A significantly higher proportion of students with fathers employed in foreign countries for less than or equal to 10 years had better academic performance than the proportion of students with fathers employed in foreign countries for more than 10 years (p=0.02). No significant association was found between the child’s academic performance and the category of parent’s employment, country of employment, number of visits to Sri Lanka and the duration of the mother’s employment. Conclusions: The GCE O/L results of this group of students was associated with a shorter duration of employment of the father overseas, but not with the country of employment, category of employment, which parent is employed and the regularity of visits back home.

¿Qué hacen los estudiantes mientras planean una tarea? Los efectos de diferentes tiempos en una tarea oral

Este estudio analiza cuantitativamente los efectos de tres tiempos diferentes de planeación en la fluidez, la complejidad y la precisión en una tarea de producción oral. Asimismo, se buscó explorar cualitativamente la asignación de los recursos lingüísticos en esa misma tarea mediante un cuestionario. Los 38 estudiantes universitarios de español que participaron en el estudio fueron asignados aleatoriamente a alguna de las tres condiciones de tiempo. Un diseño de 2 × 3 consideró dos niveles de proficiencia (intermedio y avanzado) y tres condiciones de planeación (0, 2 y 5 minutos). Cada muestra fue transcrita y analizada de acuerdo con cuatro variables dependientes: duración de la pausa, velocidad del habla, cantidad de subordinación y porcentaje de morfología verbal correcta. Las hipótesis, que predecían que el tiempo de planeación y nivel de proficiencia afectarían positivamente el desempeño de la tarea, fueron confirmadas de forma general. Los planeadores actuaron mejor que los no planeadores en velocidad del habla, cantidad de subordinación y porcentaje de morfología verbal correcta; el tiempo que permitió mostrar mejores resultados fue de cinco minutos. En cuanto al nivel de proficiencia, de forma general, los participantes avanzados se beneficiaron más de la planeación.

ITALIAN THROUGH HISTORY OF ART: DELIVERING INTERDISCIPLINARY CONTENT-BASED LANGUAGE MODULES IN HIGHER EDUCATION CONTEXT

The paper will describe the challenges of creating and delivering Italian for Art Historians, a bespoke content-integrated language course created for ab-initio Italian language students in History of Art (the majority of whom first-time language learners), and The Role of Art in Italian Society, a second-year language module part of the Italian degree programme at the University of York. Main topic will be the illustration of experimental initiatives aimed to facilitate the acquisition of bespoke specialist language skills essential to the History of Art discipline (beginner level students), and the use of Italian Art as a tool to develop critical thinking skills in a much broader language learning context (advanced level students). The first part will illustrate the challenges faced by the language teacher when planning and delivering an interdisciplinary content-based language module that has to be fully integrated into an undergraduate degree programme. Particular focus will be given to the collaboration between an art historian and a language teacher and its vital role in the creation of bespoke Art-related language teaching material and how this plays a pivoting role in the module planning. A number of case-studies will illustrate the impact that the interdisciplinary nature of these courses had in the applied teaching practice, students’ engagement and classroom activities. In particular, how the integration between the module syllabus and other components of the respective undergraduate degree programmes has led students to experience a deeper engagement in the learning process. The paper will also present examples of technology-enhanced teaching (e.g. online personal portfolios, audio and video material) and data analysis on how these were deployed to enhance the quality of the student engagement with pertinent art-related assessment activities, student-teacher interaction and monitoring of student progress.

A STUDY OF ENGLISH ORAL COMMUNICATION STRATEGIES USED AMONG THAI EFL STUDENTS OF DIFFERENT ENGLISH PROFICIENCY LEVELS: A CASE STUDY OF FIRST YEAR ENGLISH MAJOR STUDENTS, SRINAKHARINWIROT UNIVERSITY

Being able to communicate effectively is the highest goal of all language learners. Most of people preferred to communicate orally, however, it is not easy for ESL/ EFL students to communicate proficiently (Surbhi, 2015). Therefore, Communication Strategies (CSs) are brought up to cope with the difficulties. This research aims to investigate CSs used in oral communication among Thai EFL students of different English proficiency levels: beginning, intermediate and advanced level, when speaking English in real context. The findings attempted to answer what CSs Thai EFL students of different levels utilize, and are there any significant differences of CSs used among the three levels students, and also between the students in Bachelor of Arts (B.A.) and Bachelor of Education (B.Ed.). The subjects were 89 first year English major students of Srinakharinwirot University which consisted of 70 B.A. students and 19 B.Ed. students. The obtained data were analyzed based on the framework of Communication Strategies proposed by Tarone (1977). The finding indicated that there were significant differences of CSs used among the different level students. However, the students of different programs did not have differences in the use of the CSs. It also showed the strategies that are least used by each level of students: Approximation by beginning, Language switch by intermediate and Topic avoidance by advanced. The finding in this study corresponded to the research of Chuanchaisit and Prapphal (2009) which reported that the advanced level students preferred risk taking strategies such as Circumlocution and Clarification request, whereas the beginning level tended to employ Topic avoidance and Body language. The results from this study will provide recommendations for English teaching and learning for communicative competence of EFL/ ESL students. Article DOI: https://dx.doi.org/10.20319/pijss.2018.42.15281545 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

Comparative Effect of Two Problem-solving Instructional Strategies on Students’ Achievement in Stoichiometry

The study aimed to investigate the comparative effects of Selvaratnam-Fraser and Ashmore et al Problem-Solving instructional strategies on Advanced Level students’ achievement in Stoichiometry. The population of the study was drawn from 15 high schools in Gweru urban District of the Midlands province in Zimbabwe. Using convenience sampling techniques 8 high schools with n=525 Advanced Level Chemistry learners and 8 teachers participated in the study. Four schools formed the experimental group (n=250) and the other four schools formed the control group (n=275). The study employed a quasi-experimental design with a non-equivalent control group approach consisting of pre-and post-test measures. Intact classes participated in the study as it was not possible to randomly select participants for the study. The principal instruments for data collection were standardized achievement Tests in stoichiometry that were aligned to the Zimbabwe Schools Examinations Council A’ level National syllabus for chemistry. The tests were written by all participants at pre- and post-stages of the experiment. The problem-solving instruction was implemented in four experimental schools by the respective chemistry teachers who had been trained as research assistants in the use of the problem-solving strategies in chemistry teaching. The four control schools were also taught by their teachers using the conventional lecture method. Analysis of Covariance (ANCOVA) was used to analyze data. The results of this study indicated that the participants in experimental schools performed significantly better than participants in control schools on certain aspects of problem-solving performance. The Scheffe’s post- hoc test indicated that students taught using the Ashmore et al problem-solving instructional strategy performed better than those taught with the Selvaratnam-Fraser problemsolving strategy. Chemistry teachers are therefore strongly recommended to use problem-solving instructional strategies in their classes to facilitate students’ problem-solving performance. The study further recommends that pre-service chemistry teachers be properly trained in instruction that promotes problem-solving and how to effectively implement problem-solving instruction. Furthermore, in-service training for practicing chemistry teachers is recommended so that they can embrace the skills of the problem-solving strategies for effective implementation of the strategies in teaching chemistry.

Heritage Learners’ versus Second Language Learners’ Source of Errors in Advanced-Level Writing: Case of a Persian Media Course

This paper examines the acquisition particularities of advanced-level students. It also investigates the use of content-based—in this case media material—in teaching advanced-level students, as well as the impact of teaching such material on the students’ writing ability and overall proficiency. Finally, the subtle differences between heritage learners and second language learners are analyzed and discussed. Therefore, this research encompasses both a quantitative and a qualitative study of the issue at stake to ensure reliability of the findings. The results of the study suggest that there is no significant difference between the number of errors made by heritage learners and second language learners; however, the sources of these errors are often different. These sources of error and their possible reasons are discussed in this paper.

Representations of Family Relationships and Generational Conflicts in the Works of British Writers in Diaspora

Writing in English at the advanced level often refers to the process of writing. As a process, it normally goes through a series of stages such as prewriting, outlining, writing, and revising. However, teaching writing within the context of distance higher education is mostly delivered through the Internet. This paper explores an online tutorial package that is specially designed for advanced level students to improve their proficiency in writing essays. For this purpose, a research question was developed: To what extent can the technology-based online tutorial help both the tutors and the students in the teaching and learning process? A critical analysis of this practice in association with the notion of admission test to an undergraduate degree programme in translation, in particular, was then followed by a detailed discussion. Conclusions drawn from this case study are in two folds; on one hand, online advanced writing course tutorials can be considered as an alternative strategy for students to their competency in writing essays which have been achieved by learning through printed self-instructional modular packages (i.e., Writing 4 course module), and on the other, the findings are closely linked to some students’ poor writing performance prior to pursuing translation core courses could have a possible impact on retention rates in the long run.

Entrepreneurial Intention among Advanced Level Students in Colombo District, Sri Lanka: The Mediation Effect of Role Models

Entrepreneurial Intention among Advanced Level Students in Colombo District, Sri Lanka: The Mediation Effect of Role Models