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The authors explore the effect of medium of instruction on students' attainments at a large state university in Turkey in the Department of Business Administration. The findings indicate no statistically significant difference in grades of 386 students with respect to medium of instruction. As for entry rankings however, those in the English-medium program who had higher scores on the university entrance exam appeared to be more successful. It may be concluded that English-medium instruction is not a disadvantage in attaining learning objectives.
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Stored only when both papers are in the corpus — 11 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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