This study investigates the relationship between corrective feedback through workfolio based tasks and English Language learners’ writing skills development. The study was carried out with 64 B1 level students at a foundation university in the city of Ankara in Turkey. The study took thirteen weeks during which the experimental group received explicit corrective feedback on their written tasks while the control group didn’t receive any feedback. Throughout this process, participants took three progress tests. In addition to the quantitative data, qualitative data were also obtained via interviews with both instructors and participants. While the quantitative data were analyzed in independent samples t-tests through SPSS 20©, the qualitative data were interpreted on. Results from the analyses show that there is a statistically significant difference between the experimental and the control group. The study also found out that while both females and males improved their writing skills, females in the experimental group outperformed the males in the same group. Furthermore, students stated that getting corrective feedback was beneficial for them as they could learn from their mistakes and be more motivated towards the lesson. As for the instructors, they believed that corrective feedback sessions were useful for their students as they were low proficiency learners. To conclude, the results of the study show that corrective feedback does have a positive impact on improving writing skills and helps to motivate students as well.

In the present study, ArcGIS program, widely utilized Geographical Information System (GIS) software, was used to outline the stages of material development for geography courses. The aim was to provide the teachers with an example on how to develop materials using GIS rather than developing materials for all topics of the geography courses. In that context, the basics of how to use the “Hyperlink” feature were provided through a step-by-step approach. The geography teachers may easily develop their own materials by following the foregoing stages explained in the paper. These materials may help improving the attention and attitudes of students towards courses significantly and ensure that the topics are better understood.

The study sought to find out the extent undergraduate students in Anambra State Universities in Nigeria possess the competencies for virtual learning and the extent they actually engage in virtual learning. The study which was a survey was guided by two research questions and two hypotheses. Stratified random sampling technique was used in selecting six hundred and forty (640) respondents from two universities. A 64-item questionnaire was used in collecting data which was analysed using mean and standard deviation. The major finding was that the students possessed virtual learning competencies but engaged in virtual learning to a low extent. The implication of low engagement in virtual learning is that it limits the global participation of these students resulting to their lagging behind other students in the international arena.

The purpose of this study was to examine middle school students’ out-of-school experiences related to science, priorities related to their future job, perception toward themselves as a scientist. One intact school was assigned randomly from each country. The study involved 479 students (363 Turkish students; 116 American students), aged between 11 and 13. It was used the survey instrument “Relevance of Science Education” was developed by an international team. Results show that for this sample there continue to be significant gender and cultural differences in science experiences and perceptions towards scientists and of careers. It is thought that the findings of this research will contribute to the development of universal education on science, to the researchers studying on comparative education, cultural diversity and also to the international literature on science education.

The aim of this research is to analyze the effects of realistic mathematics education on students’ self-reports on the ‘numbers and operation’ unit of the 5th grades mathematics course. For this reason, two classes were randomly identified. After seeing that the groups were equivalent using the Achievement Test of Group Equivalency (ATGE), Achievement Test of Learning Domain (ATLD) and Mathematics Self-Report Inventory (MSRI) were applied to both groups. The application was continued for 7 weeks until the end of unit. The experimental group was learned the unit using the Realistic Mathematics Education (RME) based activities. On the other hand, the control group was taught the unit using the course book suggested by the Ministry of Education. Learning area achievement test and mathematics self-report inventory were conducted again as posttests, and the results were evaluated by comparing them with the pre-test results. After this comparison, it was seen that self-reports of the students who were taught in accordance with the Realistic Mathematics Education were higher than the students who were taught by classical methods.

Within the scope of educational testing and assessment, setting standards and creating guidelines as a code of practice provide more prolific and sustainable outcomes. In this sense, internationally accepted and regionally accredited principles are suggested for standardization in language testing and assessment practices. Herein, ILTA guidelines for good practice proposed by International Language Testing Association (2007), ALTE code of practice by Association of Language Testers in Europe (1994), JLTA code of good testing practices by Japanese Language Testing Association (2002) and EALTA guidelines for good practice by European Association for Language Testing and Assessment (2006) can be cited. Amidst them, the EALTA guidelines have been adopted to ‘frame a validity study’ (Alderson, 2010: 63) for language testing and assessment practices. In this sense, due to the abundance of guidelines and principles, it is expected to see myriad of practices to be well-implemented and documented. However, documentation on aforementioned practical cases is rare with a few empirical studies conducted (Alderson & Banerjee, 2008; Alderson; 2010; De Jong & Zheng, 2011). Accordingly, in this paper, a practical case study on YDS (foreign language exam in Turkey) is applied regarding the EALTA guidelines with a special concern on the development of tests in national and/or institutional testing units or centers. It is, therefore, aimed to tackle the question whether YDS adheres the principles purported by EALTA with its probable high-stake consequences. Thus, the results have indicated that taking the EALTA guidelines in the course of the test development process as baseline promotes value-added language testing and assessment practices.

The Internet nowadays is the twenty-four hours ’teacher, and is one of the leading sources of vital information nowadays. Therefore, this research was conceptual in nature and survey research design. It examined the contribution of the technology (internet technology) toward the enhancement of Job performance amongst secondary school teachers in central senatorial district of Kaduna State. For the purpose of this study, six (6) secondary schools were selected and the selection was based on the secondary schools that have internet facility in the senatorial zone. Both primary and secondary data sources were used by the researchers in the course of the study. The population of the study was 6000 in which the research applied the require sample size of Mark Saunder2009. The respondents were teachers, and 300 of them were involved as the sampling size. The instruments used in this study was one evaluation forms of questionnaire with two section, the first section of the questionnaire was based on teacher Perceive Internet Usage and the second segment was on measure Teacher’s Job Performance. The result of the research certainly showed the importance of internet in secondary school and the ICT would help the teachers in their various disciplines to boasting their knowledge and there is the need for encouraging teachers to utilise the bounty that in ICT. The question and the research hypothesis of the research was tested by using simple frequencies, mean and standard deviation was used and F-test (ANOVA) and (PPMR) correlation coefficient was use to retain or reject the null hypothesis. The study recommended that it is high time for the teachers to further their education and to have positive changes in their attitude towards the using internet technology for their discipline so that the achievement of the educational objectives will be achieved. Furthermore, the stakeholders of Secondary School education are called upon to ensure that only teachers who are computer literate would be employed. Attention of curriculum reviewers has also been drawn to the fact that they should design the curriculum that is relevant to the present contemporary so that it will dance to the tune of the present society.