Multidisciplinary conferences (MCs) including tumor boards (TBs) holding teaching and learning opportunities for medical knowledge should be exploited as educational settings for medical students in radiology. A total of 108 MCs in radiology were analysed on interaction among students, radiologists and clinicians by non-participatory observation in 2019. Data were documented with a standardised observation sheet on criteria of teaching and learning interaction, then categorised and coded. The qualitative analysis was outlined based on two modified pedagogical principles of proactive learning, and teaching and learning processes. Results show that medical students join MCs on their own initiative. However, participation is passive. Interaction with radiologists and clinicians is limited. Although radiologists encourage students to join clinical discussions, to ask questions, and to assist in preparation of case demonstrations, students rarely seize the opportunity. The paper concludes that student interaction with radiologists and clinicians is limited regarding radiology and other medical disciplines. Students should be engaged in clinical discussions; be integrated in assisting radiologists in preparation and follow-up of case demonstrations to learn about imaging; be guided in case demonstrations to understand that clinical decisions depend on information in imaging. MCs can be exploited for teaching and proactive learning by students, radiologists and clinicians. Keywords: multidisciplinary conferences, teaching opportunities, medical education, academic radiology, student interaction
{"title":"Exploiting Multidisciplinary Conferences in Radiology: Teaching and Learning Opportunities for Medical Students, Radiologists and Clinicians","authors":"I. Petsch, Aglaé Velasco González, B. Buerke","doi":"10.33422/EJTE.V2I3.297","DOIUrl":"https://doi.org/10.33422/EJTE.V2I3.297","url":null,"abstract":"Multidisciplinary conferences (MCs) including tumor boards (TBs) holding teaching and learning opportunities for medical knowledge should be exploited as educational settings for medical students in radiology. A total of 108 MCs in radiology were analysed on interaction among students, radiologists and clinicians by non-participatory observation in 2019. Data were documented with a standardised observation sheet on criteria of teaching and learning interaction, then categorised and coded. The qualitative analysis was outlined based on two modified pedagogical principles of proactive learning, and teaching and learning processes. Results show that medical students join MCs on their own initiative. However, participation is passive. Interaction with radiologists and clinicians is limited. Although radiologists encourage students to join clinical discussions, to ask questions, and to assist in preparation of case demonstrations, students rarely seize the opportunity. The paper concludes that student interaction with radiologists and clinicians is limited regarding radiology and other medical disciplines. Students should be engaged in clinical discussions; be integrated in assisting radiologists in preparation and follow-up of case demonstrations to learn about imaging; be guided in case demonstrations to understand that clinical decisions depend on information in imaging. MCs can be exploited for teaching and proactive learning by students, radiologists and clinicians.\u0000Keywords: multidisciplinary conferences, teaching opportunities, medical education, academic radiology, student interaction","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124110786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The work presented in this paper is related to the use of the two-stage examination assessment to promote collaborative learning that has an impact on students’ engagement, learning and performance. It is an initiative to support Student Success project at Kent University. The project aims to reduce the attainment gap of various cohorts of students and enhance their academic performance. This paper presents the analysis and results obtained by applying the 2-stage examination assessment in a second-year undergraduate computer science module entitled Software Engineering Process. The 2-stage examination used in this study has proven that effective learning can take place when students work collaboratively. The data used for the analysis is students’ overall performance in the module and also the data collected by distributing a questionnaire to students at the end of the academic term in addition to online-survey conducted during the final exam preparation period. Students’ performance of the targeted module has been recorded, analysed and contrasted with the previous year cohort. In addition, students’ feedback related to their learning experience is recorded and anlaysed. As per the students’ performance, questionnaire and survey analysis results, one can consider that the 2-stage examination is a unique assessment, beneficial and very useful for final examination preparation.
{"title":"The Two-Stage Examination: Assessment for Collaborative Learning","authors":"Sahar Al-Sudani","doi":"10.33422/EJTE.V2I4.526","DOIUrl":"https://doi.org/10.33422/EJTE.V2I4.526","url":null,"abstract":"The work presented in this paper is related to the use of the two-stage examination assessment to promote collaborative learning that has an impact on students’ engagement, learning and performance. It is an initiative to support Student Success project at Kent University. The project aims to reduce the attainment gap of various cohorts of students and enhance their academic performance. This paper presents the analysis and results obtained by applying the 2-stage examination assessment in a second-year undergraduate computer science module entitled Software Engineering Process. The 2-stage examination used in this study has proven that effective learning can take place when students work collaboratively. The data used for the analysis is students’ overall performance in the module and also the data collected by distributing a questionnaire to students at the end of the academic term in addition to online-survey conducted during the final exam preparation period. Students’ performance of the targeted module has been recorded, analysed and contrasted with the previous year cohort. In addition, students’ feedback related to their learning experience is recorded and anlaysed. As per the students’ performance, questionnaire and survey analysis results, one can consider that the 2-stage examination is a unique assessment, beneficial and very useful for final examination preparation.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124693699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-25DOI: 10.33422/2ND.WORLDTE.2020.09.240
R. Reingold, Keren Dery, Nira May
The focus of critical educational philosophy is not only on criticising traditional education (Banking education), but also on promoting a pedagogy for liberation, whereby education is a cultural action for freedom. The main strategy or tool of critical pedagogy is the culture circle, a dialogical problem-posing method of education. The current qualitative case study examined the use of culture circles in a continuing professional development workshop for Israeli special education teachers. Given the over-representation of culturally and economically oppressed populations in the special education system, it would be appropriate to raise the awareness of the SE teachers of this situation. Findings revealed that while developing culture circles during the workshop, most of the teachers moved from proposing hurried and shallow solutions, to offering carefully thought-out ideas for joint analysis, following an in-depth review and definition of the problem. Despite starting the process with an idealised perception of society and an over-inflated sense of self-efficacy, when group participants completed the workshop, they had acquired the ability to acknowledge and even contend with the unjust conditions and imperfections of the Special Education System. It seems that, participating in culture circles can help teachers to both understand their current realty fully and deeply and to set meaningful goals for the future.
{"title":"Creating Culture Circles- A Case of Continuing Professional Development Workshop for Israeli Special Education Teachers","authors":"R. Reingold, Keren Dery, Nira May","doi":"10.33422/2ND.WORLDTE.2020.09.240","DOIUrl":"https://doi.org/10.33422/2ND.WORLDTE.2020.09.240","url":null,"abstract":"The focus of critical educational philosophy is not only on criticising traditional education (Banking education), but also on promoting a pedagogy for liberation, whereby education is a cultural action for freedom. The main strategy or tool of critical pedagogy is the culture circle, a dialogical problem-posing method of education. The current qualitative case study examined the use of culture circles in a continuing professional development workshop for Israeli special education teachers. Given the over-representation of culturally and economically oppressed populations in the special education system, it would be appropriate to raise the awareness of the SE teachers of this situation. Findings revealed that while developing culture circles during the workshop, most of the teachers moved from proposing hurried and shallow solutions, to offering carefully thought-out ideas for joint analysis, following an in-depth review and definition of the problem. Despite starting the process with an idealised perception of society and an over-inflated sense of self-efficacy, when group participants completed the workshop, they had acquired the ability to acknowledge and even contend with the unjust conditions and imperfections of the Special Education System. It seems that, participating in culture circles can help teachers to both understand their current realty fully and deeply and to set meaningful goals for the future.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123661085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-25DOI: 10.33422/2ND.WORLDTE.2020.09.241
Carmel Azzopardi, M. Azzopardi
This paper presents an analysis of Maltese Advanced Biology examination comprehension questions according to cognitive complexity. The research data consisted of 239 questions from 20 Summer examinations: 10 National and 10 at a public post-secondary Institution between 2010 and 2019. In this research, a qualitative approach and theory-driven content analysis method using Bloom’s Revised Taxonomy of Cognitive Objectives were employed. The 121 Institution and 118 National examination questions were placed in two categories: higher-order cognitive skills (HOCS) comprising Remembering, Understanding and Applying and lower-order cognitive skills (LOCS) comprising Analysing, Evaluating and Creating on the basis of earlier research. Data was given with tables as percentage. This research was guided by the following two questions: What kinds of cognitive skills and knowledge do Maltese Advanced Biology comprehension examination questions require? What is the proportion of marks being awarded to the different cognitive levels? In the National examination questions were allocated to five of the cognitive categories while less, four, in the Institution. Over a 10-year period, the majority of the questions (91.6% in Institution; 81.6% in National) required LOCS. In both types of examination, the highest percentage of questions were in the Remembering objective (53% in Institution; 48% in National), followed by Understanding (31.84% in Institution; 22% in National) and finally Applying (6% in Institution; 11% in National). The study highlighted that the Analysing objective was absent in every comprehension and the Creating category was represented by a mere1% in the National examination. The investigation was extended to determine the marks allocated to the different cognitive levels. The majority of the marks, (92.0% in Institution; 81.7% in National examinations) belonged to the LOCS, being allocated mostly in the Remembering and Understanding objectives. The research indicates that the examinations were overall, not cognitively demanding, but the National one was more intellectually challenging for a number of reasons, including a larger percentage of questions and marks categorised as HOCS. The Bloom’s Revised Taxonomy of Cognitive Objectives as used in this research gives a useful way for designing or analysing biology summative assessment tools. All three higher-order cognitive skills categories should be more evenly presented in future biology examinations.
{"title":"Analysing Maltese Biology Examination Questions according to Cognitive Complexity","authors":"Carmel Azzopardi, M. Azzopardi","doi":"10.33422/2ND.WORLDTE.2020.09.241","DOIUrl":"https://doi.org/10.33422/2ND.WORLDTE.2020.09.241","url":null,"abstract":"This paper presents an analysis of Maltese Advanced Biology examination comprehension questions according to cognitive complexity. The research data consisted of 239 questions from 20 Summer examinations: 10 National and 10 at a public post-secondary Institution between 2010 and 2019. In this research, a qualitative approach and theory-driven content analysis method using Bloom’s Revised Taxonomy of Cognitive Objectives were employed. The 121 Institution and 118 National examination questions were placed in two categories: higher-order cognitive skills (HOCS) comprising Remembering, Understanding and Applying and lower-order cognitive skills (LOCS) comprising Analysing, Evaluating and Creating on the basis of earlier research. Data was given with tables as percentage. This research was guided by the following two questions: What kinds of cognitive skills and knowledge do Maltese Advanced Biology comprehension examination questions require? What is the proportion of marks being awarded to the different cognitive levels? In the National examination questions were allocated to five of the cognitive categories while less, four, in the Institution. Over a 10-year period, the majority of the questions (91.6% in Institution; 81.6% in National) required LOCS. In both types of examination, the highest percentage of questions were in the Remembering objective (53% in Institution; 48% in National), followed by Understanding (31.84% in Institution; 22% in National) and finally Applying (6% in Institution; 11% in National). The study highlighted that the Analysing objective was absent in every comprehension and the Creating category was represented by a mere1% in the National examination. The investigation was extended to determine the marks allocated to the different cognitive levels. The majority of the marks, (92.0% in Institution; 81.7% in National examinations) belonged to the LOCS, being allocated mostly in the Remembering and Understanding objectives. The research indicates that the examinations were overall, not cognitively demanding, but the National one was more intellectually challenging for a number of reasons, including a larger percentage of questions and marks categorised as HOCS. The Bloom’s Revised Taxonomy of Cognitive Objectives as used in this research gives a useful way for designing or analysing biology summative assessment tools. All three higher-order cognitive skills categories should be more evenly presented in future biology examinations.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"72 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132500317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-27DOI: 10.33422/2ND.ICNAEDUCATION.2020.03.144
F. Govaerts
This paper aims to address the current limitations of measuring success in Home Education. Educational achievements in schools are measured through standard knowledge-based assessments which take place during various stages in a child’s formal education, based on the National Curriculum. However, due to the unique purpose, aims and methods used by Home Educators, current measurements and standards are incompatible with achievements identified by Home Educating families. The established traditional concepts of educational success are the framework of current measurement of educational achievements, which may be contrary to the concepts of families who follow different philosophical understandings of education. The reality of each family having their individual aims and purpose of Home Education has resulted in their achievements to be immeasurable by the traditional standards as used in schools. This paper aims to argue that it is necessary to review current philosophical and theoretical concepts in education, apart from knowledge-based education as set out by the state in the National Curriculum. This will allow us to develop new common grounds in measurement of educational success inclusive of individual achievements set out by Home Educators.
{"title":"Schooling vs Home Education: Implications in Measuring Success in Home Education in The United Kingdom","authors":"F. Govaerts","doi":"10.33422/2ND.ICNAEDUCATION.2020.03.144","DOIUrl":"https://doi.org/10.33422/2ND.ICNAEDUCATION.2020.03.144","url":null,"abstract":"This paper aims to address the current limitations of measuring success in Home Education. Educational achievements in schools are measured through standard knowledge-based assessments which take place during various stages in a child’s formal education, based on the National Curriculum. However, due to the unique purpose, aims and methods used by Home Educators, current measurements and standards are incompatible with achievements identified by Home Educating families. The established traditional concepts of educational success are the framework of current measurement of educational achievements, which may be contrary to the concepts of families who follow different philosophical understandings of education. The reality of each family having their individual aims and purpose of Home Education has resulted in their achievements to be immeasurable by the traditional standards as used in schools. This paper aims to argue that it is necessary to review current philosophical and theoretical concepts in education, apart from knowledge-based education as set out by the state in the National Curriculum. This will allow us to develop new common grounds in measurement of educational success inclusive of individual achievements set out by Home Educators.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"219 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132725471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educational innovation and collaborative work among teachers are some of the most critical challenges that higher education institutions currently have, especially when the geographical locations of the university’s headquarters are in different places. UNIMINUTO is a university with more than 4700 teachers, present in 64 different locations in Colombia, making the training processes and meetings for teachers a challenging task. The current paper shows the results, and perceived benefits of the Fourth Annual Meeting of Innovative Pedagogical Practices, an online space conceived as an institutional strategy to acknowledge and share innovative experiences inside different learning environments, created by our teachers. The meeting took place through UNIMINUTO YouTube Streaming channel, with the primary goal of increasing access and participation of teachers inside the organization. However, the results showed that even people from other educational organizations and cities interacted in the meeting, increasing the visibility of the teachers and their practices, allowing them to receive feedback from different sources and to create new networks. At the same time, teachers perceived this online strategy as a way to make knowledge available to them, more accessible in terms of times and costs because they could access it without investing in any transportation costs. Those results open the path to transforming those classroom experiences into collaborative educational research, adding value to the institutional strategy towards improving learning outcomes by using didactics that help future professionals develop their skills and competences through didactics and innovation.
{"title":"Connecting Teachers: A Virtual Environment for Networking and Innovation","authors":"Marisol Esperanza Cipagauta, Yendy Viviana Castellanos, Mónica Alejandra Bautista","doi":"10.33422/ejte.2020.01.16","DOIUrl":"https://doi.org/10.33422/ejte.2020.01.16","url":null,"abstract":"Educational innovation and collaborative work among teachers are some of the most critical challenges that higher education institutions currently have, especially when the geographical locations of the university’s headquarters are in different places. UNIMINUTO is a university with more than 4700 teachers, present in 64 different locations in Colombia, making the training processes and meetings for teachers a challenging task. The current paper shows the results, and perceived benefits of the Fourth Annual Meeting of Innovative Pedagogical Practices, an online space conceived as an institutional strategy to acknowledge and share innovative experiences inside different learning environments, created by our teachers. The meeting took place through UNIMINUTO YouTube Streaming channel, with the primary goal of increasing access and participation of teachers inside the organization. However, the results showed that even people from other educational organizations and cities interacted in the meeting, increasing the visibility of the teachers and their practices, allowing them to receive feedback from different sources and to create new networks. At the same time, teachers perceived this online strategy as a way to make knowledge available to them, more accessible in terms of times and costs because they could access it without investing in any transportation costs. Those results open the path to transforming those classroom experiences into collaborative educational research, adding value to the institutional strategy towards improving learning outcomes by using didactics that help future professionals develop their skills and competences through didactics and innovation.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134482444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-15DOI: 10.33422/ejte.2020.01.19
Ahmed Khtere
The present study investigates the level of learning-related emotions as well as to looks at the differences between female and male undergraduate health tack students for learning-related emotions levels. A self-reported measure of learning-related emotions was collected from 120 university students from East Saudi Arabia, which were selected by stratified random sampling. The results indicated that students’ having good feelings towards their learning at the university. When comparing students’ gender groups, the results also showed insignificant differences between males and females’ students on their emotions towards their learning at the university. Finally, the study provided recommendations for further research and educational practices.
{"title":"A Comparative Study of Learning Related Emotions among Male and Female Health Field University Students in Saudi Arabia","authors":"Ahmed Khtere","doi":"10.33422/ejte.2020.01.19","DOIUrl":"https://doi.org/10.33422/ejte.2020.01.19","url":null,"abstract":"The present study investigates the level of learning-related emotions as well as to looks at the differences between female and male undergraduate health tack students for learning-related emotions levels. A self-reported measure of learning-related emotions was collected from 120 university students from East Saudi Arabia, which were selected by stratified random sampling. The results indicated that students’ having good feelings towards their learning at the university. When comparing students’ gender groups, the results also showed insignificant differences between males and females’ students on their emotions towards their learning at the university. Finally, the study provided recommendations for further research and educational practices.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129231611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper analyzes the qualitative methodological approaches used by the students of the Master’s Degree in Education during the years 2017, 2018 and 2019 from the Research Project entitled: Use of ICT in learning environments. For this analysis, it is reviewed the scope of research that incorporates the use of information and communication technologies in different educational contexts, in which students develop their research as a degree option to qualify for the Master’s Degree. It is also made a selection of the works that use the qualitative methodology in order to determine the designs and methods they use to achieve the objectives proposed in the Research. From this analysis, it is made a reading that allows to investigate new areas of study in the field of education, as well as other ways of approaching the use of ICT in a world where digital prevails and education is no stranger to these changes and evolution that is constantly taking place, which facilitates having recent data on the subject and the impact on the educational act.
{"title":"Analysis of Qualitative Studies of the Use of Ict in Learning Environments","authors":"Marisol Esperanza Cipagauta Moyano, Adriana Quimbayo Feria, Adriana Castro Camelo","doi":"10.33422/ejte.2020.01.18","DOIUrl":"https://doi.org/10.33422/ejte.2020.01.18","url":null,"abstract":"This paper analyzes the qualitative methodological approaches used by the students of the Master’s Degree in Education during the years 2017, 2018 and 2019 from the Research Project entitled: Use of ICT in learning environments. For this analysis, it is reviewed the scope of research that incorporates the use of information and communication technologies in different educational contexts, in which students develop their research as a degree option to qualify for the Master’s Degree. It is also made a selection of the works that use the qualitative methodology in order to determine the designs and methods they use to achieve the objectives proposed in the Research. From this analysis, it is made a reading that allows to investigate new areas of study in the field of education, as well as other ways of approaching the use of ICT in a world where digital prevails and education is no stranger to these changes and evolution that is constantly taking place, which facilitates having recent data on the subject and the impact on the educational act.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124855516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-21DOI: 10.33422/ejte.2019.10.26
Gülşah Demi̇rci̇
As a productive skill, writing in ELT classes is regarded as a challenging issue for both most of the language teachers and students. Taking writing into our consideration, it is clearly seen that there are various types of texts such as letter, e-mail, paragraph, essay, story, and etc. depending on the level and competence of the students. These types are the key source of the contribution of the writing process in most of the institutions. They give chance to the students to produce the language they are learning in an effective way. First of all, this study aims to be a guideline to show the requirements expected from the students by using the writing criteria applied at Anadolu University School of Foreign Languages in Eskişehir, Turkey for all levels. In the second place, this study sheds light on the detailed description of the components that are included in the criteria. Lastly, it gives the basic information about the essential tips for learners in order to enhance their writing skills. With the help of this study, it is aimed to ease the burden of educators who would like to teach writing in a more effective way and to make students aware of their possible mistakes while producing their texts.
{"title":"Things to Consider for Students While Writing in ELT Classes","authors":"Gülşah Demi̇rci̇","doi":"10.33422/ejte.2019.10.26","DOIUrl":"https://doi.org/10.33422/ejte.2019.10.26","url":null,"abstract":"As a productive skill, writing in ELT classes is regarded as a challenging issue for both most of the language teachers and students. Taking writing into our consideration, it is clearly seen that there are various types of texts such as letter, e-mail, paragraph, essay, story, and etc. depending on the level and competence of the students. These types are the key source of the contribution of the writing process in most of the institutions. They give chance to the students to produce the language they are learning in an effective way. First of all, this study aims to be a guideline to show the requirements expected from the students by using the writing criteria applied at Anadolu University School of Foreign Languages in Eskişehir, Turkey for all levels. In the second place, this study sheds light on the detailed description of the components that are included in the criteria. Lastly, it gives the basic information about the essential tips for learners in order to enhance their writing skills. With the help of this study, it is aimed to ease the burden of educators who would like to teach writing in a more effective way and to make students aware of their possible mistakes while producing their texts.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124867618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-21DOI: 10.33422/EJTE.2019.10.27
Syahrul Ahmar Ahmad
{"title":"Exploring Lecturers’ Readiness for 21st Century Education in Malaysian Higher Learning Institutions","authors":"Syahrul Ahmar Ahmad","doi":"10.33422/EJTE.2019.10.27","DOIUrl":"https://doi.org/10.33422/EJTE.2019.10.27","url":null,"abstract":"","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123178629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：