John F Ehrich

A comparison of Chinese and Australian university students' attitudes towards plagiarism

Student plagiarism is a growing problem within Australian universities and abroad. Potentially exacerbating this situation, research indicates that students attitudes toward plagiarism are typically more permissive and lenient than the policies of their tertiary institutions. There has been suggestion that this is especially so in Asian countries relative to Western countries; however, very little research has sought to empirically validate this suggestion. Moreover, existing research in this area has typically compared international and domestic students studying in Western countries. As yet, no studies have directly compared Chinese and Australian university students attitudes toward plagiarism, as they exist within their native countries. Rasch analysis/differential item functioning were conducted to contrast 131 Australian and 173 Chinese undergraduate university students attitudes towards plagiarism. Results indicated distinct cross-cultural differences in aspects of students plagiarism attitudes. Regardless of ethnic background, the results highlight undergraduate students typical lack of understanding of plagiarism and plagiarist behaviours.

Attendance, performance and the acquisition of early literacy skills: A comparison of Indigenous and non-Indigenous school children

As part of an evaluation of a web-based early literacy intervention, ABRACADABRA, a small exploratory study was conducted over one term in three primary schools in the Northern Territory. Of particular concern was the relationship between attendance and the acquisition of early literacy skills of Indigenous and non-Indigenous children. Using the GRADE literacy assessment, it was found that students made significant gains in a number of early literacy skills (e.g. phonological awareness skills and vocabulary processing). Classroom attendance was strongly and positively correlated with the acquisition of phonological awareness skills and early literacy skills (e.g. letter recognition, word identification processing). Indigenous children attended class significantly less frequently than non-Indigenous children and performed significantly worse overall, particularly with regard to phonological processing tasks. In light of these findings, it is suggested irregular attendance contributed to the Indigenous students lowered literacy acquisition.

Acquiring an Artificial Logographic Orthography: The Beneficial Effects of a Logographic L1 Background and Bilinguality

To date, studies have focused on the acquisition of alphabetic second languages in alphabetic first language (L1) users, demonstrating significant transfer effects. The present study examines the process from a reverse perspective, comparing logographic (Mandarin-Chinese) and alphabetic (English) L1 users in the acquisition of an artificial logographic script to determine whether similar language-specific advantageous transfer effects occurred. Chinese-English bilinguals, English-French bilinguals, and English monolinguals learned a small set of symbols (six nouns and six verbs) in an artificial logographic script. A lexical decision task on the artificial symbols revealed markedly faster response times in the Chinese-English bilinguals, indicating a logographic transfer effect suggestive of a language experience— specific advantage. A syntactic decision task evaluated the degree to which the new language was mastered beyond the single word level. No L1-specific transfer effects were found for artificial language strings. However, when carrying out the same task in the native language, both the Chinese-English and the English-French bilinguals outperformed the English monolinguals, indicative of a bilingual processing advantage. The results are discussed in relation to possible differences in processing styles relating to logographic versus alphabetic languages, variably involving visual versus phonological coding.

Confucius as transformational leader: lessons for ESL leadership

Purpose – This paper aims to explore the leadership values and practices of Confucius in the light of transformational leadership theory.Design/methodology/approach – This paper is literature based.Findings – The paper discusses four key dimensions of transformational leadership theory: idealized influence, inspirational motivation, intellectual stimulation and individualized consideration and uses these as a framework for exploring the values of and teaching approach used by Confucius. The key message of the paper is that educational leaders have much to learn from a Confucian leadership style that is fundamentally transformational in nature and encompasses moral/ethical, socially critical, and democratic dimensions.Practical implications – The paper presents a case study of an English as a second language (ESL) school and identifies several practical suggestions for ESL leaders to consider if they are to follow the tenets of Confuciuss teachings.Originality/value – The paper is original as it links the...

Validation of a One Item Screen for Problem Gambling

A valid 1 item screen (“In the past 12xa0months, have you ever had an issue with your gambling?”) is potentially important in both a primary care setting and in research applications where an extended screen is not practical or affordable. Prior research by Thomas et al. (A one item screening tool for problem gambling for use in primary care settings, Unpublished Manuscript, Monash University, 2010) and Thomas et al. (MJA 189(3):135–136, 2008) found that the 1 item screen provided acceptable performance when compared to the 9-item Problem Gambling Severity Index (PGSI, Ferris and Wynne in The Canadian problem gambling Index: Final report, Canadian Centre on Substance Abuse, 2001). The current study sought to replicate these findings in a different geographic area. Data were collected from a telephone survey of 1,292 respondents in Queensland. Results from the phone survey showed a very high proportion of false negatives (79%), indicating that approximately 4/5 of positively identified problem gamblers from the PGSI refused to admit to having any “issues with (their) gambling” in the last 12xa0months. Further investigation using Rasch analysis (Andrich in Medical Care, 42(1):7–16, 2004) revealed that while the internal construct validity of the PGSI was good, the 1 item screen was ineffective as an indicator of those who are presently at risk for problem gambling. One possible explanation for the discrepancy with past results is that the present study employed the qualifier of “In the past 12xa0months” to match with the questions on the PGSI, whereas the prior research excluded this timeframe limit. Nevertheless, the current study casts doubt on the ability or willingness of people with severe gambling problems to self-diagnose their behavior as problematic.

Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers?

In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper concludes with an argument outlining the need for a universal L2 reading model which can adequately account for readers with diverse L1 orthographic language learning histories.

Behavioral and fMRI evidence of the differing cognitive load of domain-specific assessments

Standards-referenced educational reform has increased the prevalence of standardized testing; however, whether these tests accurately measure students competencies has been questioned. This may be due to domain-specific assessments placing a differing domain-general cognitive load on test-takers. To investigate this possibility, functional magnetic resonance imaging (fMRI) was used to identify and quantify the neural correlates of performance on current, international standardized methods of spelling assessment. Out-of-scanner testing was used to further examine differences in assessment results. Results provide converging evidence that: (a) the spelling assessments differed in the cognitive load placed on test-takers; (b) performance decreased with increasing cognitive load of the assessment; and (c) brain regions associated with working memory were more highly activated during performance of assessments that were higher in cognitive load. These findings suggest that assessment design should optimize the cognitive load placed on test-takers, to ensure students results are an accurate reflection of their true levels of competency.

Measuring attitudes toward plagiarism: issues and psychometric solutions

Purpose – The purpose of this paper is to address the issue of failing to psychometrically test questionnaire instruments when measuring university students’ attitudes towards plagiarism. These issues are highlighted by a psychometric evaluation of a commonly used (but previously untested) plagiarism attitudinal scale. Design/methodology/approach – The importance of psychometric testing is shown through an analysis of a commonly used scale using modern techniques (e.g. Rasch analysis) on 131 undergraduate education students at an Australian university. Findings – Psychometric analysis revealed the scale to be unreliable in its present form. However, when reduced to an eight-item subscale it became marginally reliable. Research limitations/implications – The main implication of this paper is that questionnaire instruments cannot be assumed to function as they are intended without thorough psychometric testing. Practical implications – The paper offers valuable insight into the psychometric properties of a ...

The acquisition of an artificial logographic script and bilingual working memory: Evidence for L1-specific orthographic processing skills transfer in Chinese–English bilinguals

Abstract Studies of orthographic skills transfer between languages focus mostly on working memory (WM) ability in alphabetic first language (L1) speakers when learning another, often alphabetically congruent, language. We report two studies that, instead, explored the transferability of L1-orthographic processing skills in WM in logographic-L1 and alphabetic-L1 speakers. English–French bilingual and English monolinguals (both alphabetic-L1) speakers and Chinese–English (logographic-L1) speakers learned a set of artificial logographs and associated meanings (Study 1). The logographs were used in WM tasks with and without concurrent articulatory or visuo-spatial suppression. The logographic-L1 bilinguals were markedly less affected by articulatory suppression than alphabetic-L1 monolinguals (who did not differ from their bilingual peers). Bilinguals overall were less affected by spatial interference, reflecting superior phonological processing skills or, conceivably, greater executive control. A comparison of span sizes for meaningful and meaningless logographs (Study 2) replicated these findings. However, the logographic-L1 bilinguals’ spans in L1 were measurably greater than those of their alphabetic-L1 (bilingual and monolingual) peers; a finding unaccounted for by faster articulation rates or differences in general intelligence. The overall pattern of results suggests an advantage (possibly perceptual) for logographic-L1 speakers, over and above the bilingual advantage also seen elsewhere in third language (L3) acquisition.

Competency-based assessment, employment and immigrant background: an exploratory investigation of adult language learners in Australia

Prior research investigating the relationships between immigrants’ linguistic abilities in the target language of the host country and their settlement experiences has done so largely from the perspective of language proficiency. Instead of language proficiency per se, we investigated this relationship from the perspective of a competency-based measure. The Certificate in Spoken and Written English (CSWE) is one such competency-based measure currently used in the Adult Migrant English Program (AMEP) in Australia. We conducted an investigation to explore the strength of the relationships between CSWE level, employment and immigrant background (as socio-biographical information). Data were collected from 46 newly arrived adult immigrants enrolled in the AMEP over a 16-month period. The findings indicated that the use of a competency-based curriculum facilitated immigrants’ attainment of employment but only when they first arrived in Australia. Over time the outcomes of a competency-based curriculum became less relevant to immigrant employability. At the later stages of residency, socio-biographical factors, such as immigrants’ home country and educational experience, became strongly related to their ability to attain a job with little or no effect of competency-based curriculum.