The interactive effect of language and question format on accounting students' performance

Jenkins, Elizabeth K.; Holley, Joyce H.

doi:10.1007/bf00992557

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…Interactions have been noted between (English) language and type of questions, whether it is open-ended or multiple-choice (Jenkins and Holley 1990) as well as even more subtle dynamics between gender, language and question type (Logan and Hazel 1999). International students seem to be particularly handicapped, compared to their English peers, when assessment is based on timed, closed examinations rather than assignments (De Vita 2000) but less so on the purely multiple-choice format (Clarke, Heaney, and Gatfield 2005).…”

Section: Introductionmentioning

confidence: 97%

Examinations and the ESL student – more evidence of particular disadvantages

Smith

2011

Assessment & Evaluation in Higher Education

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Two years of assessment results from the full-time MBA of a highly ranked UK business school are examined to compare the outcomes for students for whom English is a second language (ESL) with those for whom English is a primary language (EPL). The results suggest that the overall higher level of higher-degree outcomes for the EPL group is underpinned by evidence of an interaction between assessment methodology (coursework versus timed, closed book examinations) and assessment outcomes with examinations particularly disadvantaging the ESL cohort in terms of final grades.

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Section: Introductionmentioning

confidence: 97%

Examinations and the ESL student – more evidence of particular disadvantages

Smith

2011

Assessment & Evaluation in Higher Education

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“…While the majority of university students receive tuition in their first or native language (L1), there is a substantial cohort of students in many Western universities studying in their second or third language (L2 and L3 respectively) (Lietz, 1996;Gray & Vernez, 1996;Reid, 1997;Brooks & Adams, 2002). There is mounting evidence that L2 students (and L3 and higher) are at a disadvantage compared to L1 students, as language background in the language of instruction is shown to impact on academic outcomes (Jenkins & Holley, 1990;Farrell & Ventura, 1998;Logan & Hazel, 1999;Strauss, 2001;Brooks & Adams, 2002;Webb, 2002;Downs, 2006). A further problem is that international students are not the only students susceptible to language proficiency issues.…”

Section: Introductionmentioning

confidence: 99%

“…There is mounting evidence that L2 students (and L3 and higher) are at a disadvantage compared to L1 students, as language background in the language of instruction is shown to impact on academic outcomes (Jenkins & Holley, 1990;Farrell & Ventura, 1998;Logan & Hazel, 1999;Strauss, 2001;Brooks & Adams, 2002;Webb, 2002;Downs, 2006). A further problem is that international students are not the only students susceptible to language proficiency issues.…”

Section: Introductionmentioning

confidence: 99%

“…While this aspect has attracted relatively few studies, three studies in particular have examined the impact on student outcomes of both language background and assessment method. Jenkins & Holley (1990) considered NESB and ESB accounting students against four types of assessment questions (quantitative and qualitative versus multiple choice questions [MCQs] and open-ended questions). In this study, conducted in the USA, they found that NESB students scored higher in MCQs and lower in open-ended questions compared to ESB students.…”

Section: Introductionmentioning

confidence: 99%

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Generic Skills and Collaborative Learning in Tertiary Education: An Empirical Examination of Student Perceptions

Brooks

Leslie

2009

Policy Futures in Education

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Cooperative and collaborative learning -learning in small groups -is generally considered an effective learning approach with benefits including learning gains and personal enhancement. Successful group activities, however, assume competence in a number of skills. Identification of the particular skills that students need to successfully negotiate collaborative learning is imperative in preparing students for these activities. However, the contemporary student body in many developed countries is becoming increasingly diverse. This empirical article seeks to identify whether undergraduate students from different countries and language backgrounds have different perceptions of the relative importance of Ehrman & Dornyei's generic sub-skills. A cohort of students who completed a first-year undergraduate management subject were surveyed. Analysis of 266 responses identified the skills that students consider most important and demonstrated that the different student groups held the same perceptions of the importance of the 25 skills considered. The implications and benefits for preparing students for group work are considered.

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Language Background and Assessment in the Physical Sciences

Logan¹,

Hazel

1999

Assessment & Evaluation in Higher Education

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The interactive effect of language and question format on accounting students' performance

Cited by 4 publications

References 5 publications

Examinations and the ESL student – more evidence of particular disadvantages

Examinations and the ESL student – more evidence of particular disadvantages

Generic Skills and Collaborative Learning in Tertiary Education: An Empirical Examination of Student Perceptions

Language Background and Assessment in the Physical Sciences

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