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This paper investigates the magnitude of difference of academic achievement scores by language of instruction of prior education and the magnitude of interaction between language of instruction of prior education and students' preferred learning trait on academic performance of a group of international students in two teaching and learning practices. The magnitude of difference and magnitude of interaction were determined by using Cohen's d with Hedges g correction. Coe's spread sheet was useddoi:10.5539/ies.v3n3p20 fatcat:ogmi3prunjgsndncn44qx7pwt4