Theoretical Framework
Which of the following best describes the three dimensions of EMI in Selvi and Silman-Karanfil's theoretical framework?
A. Globalisation, bilingualism and language acquisition
B. Commodification, language policy and soft power
C. Internationalisation, multilingualism and academic achievement
D. Neoliberalism, language learning and teacher development
B. Commodification, language policy and soft power
What research design did Selvi and Silman-Karanfil use?
A. Quantitative survey research
B. Ethnographic research
C. Exploratory qualitative case study
D. Experimental research
C. Exploratory qualitative case study
What percentage of higher education programmes in Northern Cyprus are taught exclusively in English?
A. 39%
B. 56%
C. 70%
D. 86%
B. 56%.
Q7. How do some universities encourage their enrolled students to recruit new students?
A. By offering free accommodation
B. By providing tuition discounts
C. By guaranteeing employment
D. By offering additional academic credits
B. By providing tuition discounts
The authors view EMI only as a teaching method and do not consider its political or economic functions.
True
False
False. They also examine EMI as an economic, political and soft power instrument.
The researchers interviewed university teachers and students to collect their personal experiences of EMI.
True
False
False. They analysed 199 publicly available documents, not interviews with human participants.
Why has higher education become particularly important for Northern Cyprus?
A. It helps reduce the number of private universities.
B. It replaces the need for international cooperation.
C. It supports the local economy and helps gain international visibility despite political isolation.
D. It aims to make Turkish the only language of instruction.
C. It supports the local economy and helps gain international visibility despite political isolation.
According to the authors, universities' marketing strategies always reflect their actual academic quality and international recognition.
True
False
False. The authors identify a gap between promotional promises and institutional realities, including concerns about academic standards and recognition.