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In this research, determination of motivation of 5th grade students living in rural and urban environments towards science learning and their attitudes towards science-technology course is aimed. This research is conducted based on descriptive survey model. Samples are selected through teleological model in accordance with the aim of this research. Samples are formed of 861 5th grade students from a total of 13 schools in rural and urban environments within the provincial borders of Kütahya. "Scale of Towards Science Learning" developed by Dede and Yaman (2008) and "Scale of Attitudes towards Science and Technology Course for 4th and 5th Grade Elementary School Students" developed by Kenar and Balcı (2012) are utilized as data collection tools. It is identified as a result of this research that it is female students of the rural environment and male students of the urban environment who have better motivation towards science learning. It is determined that students living in rural environments whose families belong to high income group have better motivation towards science learning, while there is no significant difference depending on income groups in the case of students living in urban environments. It is concluded that attitudes of female students compared to male students towards science and technology course are more positive in both environments. No significant difference by family income status is found for students living in rural environment, while in the case of urban environments, an increase in family income status ends up with an increase in their attitudes towards science and technology course.

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This study, informed by the academic literacies approach, was part of a broader study that sought to establish students' perceptions of the efficacy of the English language interventions at a university using a case methodology. A sample of 142 students responded to a structured questionnaire on English Language Literacy Support Programmes for Students offered by the University's Writing Centre. The non-probability sampling method was used in selecting the students. Data were also collected through an interview with three university officials for triangulation purposes. Questionnaire data were quantitatively analysed (statistical frequencies) while interview date were qualitatively analysed by discerning themes. Paradoxically, the findings indicated that the students did not perceive themselves as weak in English (an aspect refuted by the interviewed officials) but indicated that they were in need of English language support. The study concluded that the English Language support services were therefore not as effective as they should be since few of the students made use of them. It is recommended that the English Language support services need improvement in terms of space, human and e-resources to support teaching and learning. Moreover university authorities should seriously consider implementing a compulsory assessment test for all new entrants whose mother tongue is not English to identify those in need of such support.