European Journal of Teaching and Education https://dpublication.com/journal/EJTE <p>The European Journal of Teaching and Education (EJTE) is an online open-access international journal, which publishes scholarly articles on a wide variety of topics within the field of education, including, but not limited to, education theory and practice, policy and administration, e-learning, child and family education, lifelong learning, and others. Each study published by EJTE undergoes a rigorous double-blind peer-review process.<br />The research studies published by EJTE serve the goal of facilitating and enhancing the public discussion on the topics that are essential to the future of teaching and education. The themes explored throughout the publication set the foundation of our global and national approach to education within the frameworks of academia, practices, policies, and research. As such, EJTE strives to present its readers with a rich selection of perspectives and topics by bringing together experts from a range of clinical and research disciplines, along with policymakers and private institutions in education.</p> en-US info@dpublication.com (EJTE Info) info@dpublication.com (Technical Support Contact) Sat, 06 Apr 2024 03:35:22 +0000 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 Introducing the Radiology Rotation-Model-22 in Clerkships: The RRM-Pocket Card for Medical Students – Part 1 https://dpublication.com/journal/EJTE/article/view/1207 <p>Practical training in radiology clerkships takes place alongside radiologists’ daily patient care with an increasingly high workload. Medical students need to learn about different imaging exams in radiology rooms. Thus, practical training needs to encourage a self-active student approach. Giving insights into imaging, radiology departments are predestined for student rotation (SR) settings. The Radiology Rotation-Model-22 (RRM), introduced in part one of this study, was designed both as a tool and pocket card with department sections (10) for students in clerkships. Students can log data on tasks performed with the RRM-tool in a standardised documentation structure. They can self-observe and track individual SR by the method of participant observation (PO). The RRM-pocket card provides an overview of SR in radiology by PO across hospitals and medical offices. The RRM-model is department-related, and can optimise clerkship structure in busy clinical routine, and generate self-active training for medical students.</p> Ilona Petsch, Boris Buerke Copyright (c) 2024 Ilona Petsch, Boris Buerke https://creativecommons.org/licenses/by/4.0 https://dpublication.com/journal/EJTE/article/view/1207 Sat, 06 Apr 2024 00:00:00 +0000 Do Learners Acquire the Functions of the English Passive Along with Its Form? Case Study of Armenian Learners https://dpublication.com/journal/EJTE/article/view/1206 <p style="font-weight: 400;">The study investigates the impact of learners’ mother tongue (L1) on second language (L2) acquisition, with a focus on Armenian learners of English. By analyzing the use of the passive voice in both native English speakers’ and Armenian learners’ corpora, the study aims to address a research gap concerning the influence of L1 on the acquisition of form but not function in the Armenian context. The study hypothesizes that the pragmatic aspect of the passive voice in Armenian would influence its usage in English. Utilizing Contrastive Interlanguage Analysis, both quantitative and qualitative research methods were employed to analyze the Armenian learners’ corpus (compiled in line with International Corpus of Learner English (ICLE)) and a sub-corpus of the Louvain Corpus of Native English Essays (LOUVAIN). The analysis revealed that Armenian learners effectively utilized the passive voice without errors, and their pragmatic usage closely resembled that of native speakers. This finding contradicts the hypothesis that learners struggle with acquiring the functions of grammar issues.</p> Emma Nemishalyan Copyright (c) 2024 Emma Nemishalyan https://creativecommons.org/licenses/by/4.0 https://dpublication.com/journal/EJTE/article/view/1206 Sat, 06 Apr 2024 00:00:00 +0000 The Effectiveness of Using an H5P Pathway to Enhance College Students' Academic Style in Writing https://dpublication.com/journal/EJTE/article/view/1221 <p>This study investigates the effectiveness of using an H5P pathway to enhance college students' academic style in writing. The study was conducted at XJTLU, a Sino-foreign university, where the language barriers of first-year students posed difficulties in their transition from informal language to the formal tone required in academic writing. Through a careful experimental design, participants were assigned to either an experimental or a control group, with the former engaging in a structured H5P pathway including five specific academic writing style rules based on learner needs analysis. The five rules are in aspects of word choice, sentence structure, transition, hedging and redundancy. The latter received lesson PPTs with the same content. This paper discusses the results of the study, which show that the application of the H5P pathway effectively assisted Year 1 students at XJTLU in narrowing the gap between the two writing styles. Preliminary analysis indicates a significant improvement in the experimental group's academic writing style specifically in aspects of using formal words and complex sentence structure. By comparison, other than word choice, there is no significant improvement in the control group. The findings of this study highlight the potential of H5P pathways as an effective tool for enhancing college students' academic writing style. Through interactive and tailored activities, students’ challenges at academic writing conventions could be addressed. This research provides implications for innovative pedagogical strategies that can promote students' academic development.</p> Xue Yao, Ying Shao, Rong Luo Copyright (c) 2024 Xue Yao, Ying Shao, Rong Luo https://creativecommons.org/licenses/by/4.0 https://dpublication.com/journal/EJTE/article/view/1221 Sat, 06 Apr 2024 00:00:00 +0000