Implementation and Evaluation of Material Designed for EFL Students of the Nursing Academic Program at Instituto Superior Tecnológico Bolivariano de Tecnología
Factors that Affects Language Learning StrategiesPN Ida Mohd Isa
The content of the presentation will give you information on the factors that affect the choice of language learning strategies among learners. The literature reviews are from various studies by prominent researchers.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
English-medium Instruction in Japanese Higher Education:
Policy, Challenges and Outcomes
Moderator: Annette Bradford Panelists: Hiroyuki Takagi, Juanita Heigham, Jim McKinley
ICAS public lecture series videos are posted on Youtube: https://www.youtube.com/playlist?list=PLAA67B040B82B8AEF
Factors that Affects Language Learning StrategiesPN Ida Mohd Isa
The content of the presentation will give you information on the factors that affect the choice of language learning strategies among learners. The literature reviews are from various studies by prominent researchers.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
English-medium Instruction in Japanese Higher Education:
Policy, Challenges and Outcomes
Moderator: Annette Bradford Panelists: Hiroyuki Takagi, Juanita Heigham, Jim McKinley
ICAS public lecture series videos are posted on Youtube: https://www.youtube.com/playlist?list=PLAA67B040B82B8AEF
Differentiating instruction is important to the content, management and goals in the classroom. Students of all learning styles will be able to succeed in a classroom that differentiates instruction. There are many different trends in instructional styles. When the teacher rotates instructional styles, such as the ones in this presentation, the needs of all the students can be met.
Henderson, C., Beach, A., & Dancy, M. Facilitating Change in Undergraduate Science Instruction: Making Progress by Improving Communication between Administrators, Educational Researchers, and Faculty Developers, contributed session, Association of American Colleges and Universities Engaging Science, Advancing Learning Conference, Providence, RI, Nov 7, 2008.
Channeling interactions between local and international students through a bl...CITE
http://citers2014.cite.hku.hk/channeling-interactions-between-local-and-international-students-through-a-blended-approach/
Author
HODGSON, Paula (Hong Kong Baptist University); CURRY, Janel (Gordon College); VRIJMOED, Lilian (United International College)
Abstract
The internationalization of higher education has provided extended opportunities for students to have international experiences such as student exchange programmes or overseas internships. This paper addresses how local and international students with diverse cultural background and different learning styles can have better channels of communication in learning, interacting and collaborating through the classroom and out-of-classroom settings with a blended approach to teaching and learning.
English-Medium Content Courses: Student Approaches and Strategies to Increase Comprehension Levels .......... 1
Darrell Wilkinson
The Realities of Reconstitution: A High School‟s Tale ................................................................................................... 17
Todd Cherner
Introducing Productive Pedagogies to Nigerian Mathematics Classroom through Collaborative Action Research
Using a Community of Practice Approach........................................................................................................................ 41
Dr. Iliya Joseph Bature, James Jonah Jackson, Aramide Kemi, Danladi Remkyes Shol and Nengak Sabo
Blended VS On-Campus Learning: A Study of Exam Results in the Bachelor Degree in Nursing............................ 59
Bjørg F. Oftedal, Kristin H. Urstad, Venche Hvidsten and Brynjar Foss
Dealing with Mixed-language Abilities in an English-Medium University Content Course .................................... 69
Natalie Close
Supporting Cooperative Learning with Technological Tools ......................................................................................... 78
Asst. Prof. Dr. Ayşe Derya IŞIK and Assoc. Prof. Dr. Gizem SAYGILI
Video Annotation for Effective Feedback and Reflection on Micro-Lessons in a Collaborative Blended Learning
Environment to Promote SelfDirected Learning Skills .................................................................................................... 88
C.P. van der Westhuizen
Application of Contextual Learning to Improve Critical Thinking Ability of Students in Biology Teaching and
Learning Strategies Class .................................................................................................................................................. 109
Hasruddin, Muhammad Yusuf Nasution and Salwa Rezeqi
Differentiating instruction is important to the content, management and goals in the classroom. Students of all learning styles will be able to succeed in a classroom that differentiates instruction. There are many different trends in instructional styles. When the teacher rotates instructional styles, such as the ones in this presentation, the needs of all the students can be met.
Henderson, C., Beach, A., & Dancy, M. Facilitating Change in Undergraduate Science Instruction: Making Progress by Improving Communication between Administrators, Educational Researchers, and Faculty Developers, contributed session, Association of American Colleges and Universities Engaging Science, Advancing Learning Conference, Providence, RI, Nov 7, 2008.
Channeling interactions between local and international students through a bl...CITE
http://citers2014.cite.hku.hk/channeling-interactions-between-local-and-international-students-through-a-blended-approach/
Author
HODGSON, Paula (Hong Kong Baptist University); CURRY, Janel (Gordon College); VRIJMOED, Lilian (United International College)
Abstract
The internationalization of higher education has provided extended opportunities for students to have international experiences such as student exchange programmes or overseas internships. This paper addresses how local and international students with diverse cultural background and different learning styles can have better channels of communication in learning, interacting and collaborating through the classroom and out-of-classroom settings with a blended approach to teaching and learning.
Effect of gender on students academic achievement in secondary school social ...
Similar to Implementation and Evaluation of Material Designed for EFL Students of the Nursing Academic Program at Instituto Superior Tecnológico Bolivariano de Tecnología
English-Medium Content Courses: Student Approaches and Strategies to Increase Comprehension Levels .......... 1
Darrell Wilkinson
The Realities of Reconstitution: A High School‟s Tale ................................................................................................... 17
Todd Cherner
Introducing Productive Pedagogies to Nigerian Mathematics Classroom through Collaborative Action Research
Using a Community of Practice Approach........................................................................................................................ 41
Dr. Iliya Joseph Bature, James Jonah Jackson, Aramide Kemi, Danladi Remkyes Shol and Nengak Sabo
Blended VS On-Campus Learning: A Study of Exam Results in the Bachelor Degree in Nursing............................ 59
Bjørg F. Oftedal, Kristin H. Urstad, Venche Hvidsten and Brynjar Foss
Dealing with Mixed-language Abilities in an English-Medium University Content Course .................................... 69
Natalie Close
Supporting Cooperative Learning with Technological Tools ......................................................................................... 78
Asst. Prof. Dr. Ayşe Derya IŞIK and Assoc. Prof. Dr. Gizem SAYGILI
Video Annotation for Effective Feedback and Reflection on Micro-Lessons in a Collaborative Blended Learning
Environment to Promote SelfDirected Learning Skills .................................................................................................... 88
C.P. van der Westhuizen
Application of Contextual Learning to Improve Critical Thinking Ability of Students in Biology Teaching and
Learning Strategies Class .................................................................................................................................................. 109
Hasruddin, Muhammad Yusuf Nasution and Salwa Rezeqi
Managing academic literacy practices in specific disciplinary coursesPeter Mickan
Managing academic literacy practices in specific disciplinary courses: Investigations into students’ learning subject specific knowledge. ERGA Conference Presentation, Adelaide University, September 2012
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
Similar to Implementation and Evaluation of Material Designed for EFL Students of the Nursing Academic Program at Instituto Superior Tecnológico Bolivariano de Tecnología (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Implementation and Evaluation of Material Designed for EFL Students of the Nursing Academic Program at Instituto Superior Tecnológico Bolivariano de Tecnología
4. 1.1. STATEMENT OF THE PROBLEM
THE PROBLEM
Nursing learners
in Higher
Education
are learning
General English.
CAUSES
There are not enough
textbooks to teach ESP.
CONSEQUENCE
Nursing students do not learn English
related to their
academic program.
CAUSES
Their learning tasks have
either factual questions
or exercises which do
not help to the reasoning.
CAUSES
The fewest are expensive
on the market.
5. 1.2. JUSTIFICATION
This research project could
represent a benefit to:
English
professors
of any level
of
experience
Higher
education
nursing
academic
programs
Learners of
nursing
6. 1.3. RESEARCH OBJECTIVES
General
To evaluate the
impact of a
material
designed ….
Specific
To Identify
nursing
students’ ….
To analyze the
communicative
performance …
To compare
views of
nursing
learners and …
7. 1.4. RESEARCH QUESTIONS
How does the use
of the material
…?
What is the view of
nursing learners
and authorities …?
9. 2.1. ESP
• an approachHutchinson and
Water (1987)
• goal-directed approachDudley-Evans
(2001)
• two variables characteristics its restriction
(skills) & a pre-established approachAnthony (1997)
• methodologies and materials the
discipline focus on (language and discourse)
Dudley-Evans and
St John (1998)
• English instruction based on immediate
needs of learners and task-orientedSmoak (2003)
• the word “specific” addresses the purpose of
this teaching area.Gatehouse(2001)
10. 2.2. RESEARCHERS’ STUDIES ON THE USE OF
THE ESP MATERIAL DESIGNED FOR MEDICAL
PURPOSES
Salehi, Khadivar and
Mehrabi (2015)
Evaluate and ESP Medical textbook results:
positive and negative toward the content of the
textbook and relevant to the learners levels and
needs.
Sabeth and
Daneshvar (2010)
Impact of ESP materials on medical students’
reading proficiency results: their materials
would be taught as a supplementary item to
enhance more efficient reading comprehension.
11. 2.3. ESP MATERIAL
Tomlinson (2011)
• “…can be
linguistic, visual,
auditory or
kinesthetic and in
print, through live
performance or
display or on
cassette, CD-
ROM, DVD or
the internet.”
Dudley-Evans and
St John (1998)
• “…play a key role
in exposing
learners to the
language of a
particular
displine.
Ellis and johnson
(1994)
• “The selection of
ESP materials
needs of the
learners in
relation to their
future or present
jobs…”
12. 2.3.1. PURPOSE OF ESP MATERIALS AND
CHARACTERISTICS
Absolute
Charcteristics
designed needs of learners
Underlying Methodology and
activties
Centred on the language
(grammar, lexis, register), skills,
discourse and genres
Variable
Characteristics
Related to specific disciplines
May use a differnt methodology
from that of General English
Designed for adult learners
Designed for intermediate or
advanced students
Dudley-Evans and St John (1998)
4 Reasons
for using
ESP
materials
A source
of
language
as a
learning
support
For
motivation
and
stimulation
For
reference
13. 2.3.2. NEEDS ANALYSIS: ITS ROLE IN THE
DESIGN OF THE MATERIAL
Nation and Macalister (2010)
“… directed mainly at the goals and
content of a course. … examine what the
learners know already and what they need
to know…. make sure that the course will
contain relevant and useful things to learn”
Lacks present
knowledge
Necessities
required knowledge
Also, they explain:
Wants subjective
needs
14. 2.4. DESIGNING ESP MATERIALS
Hutchinson and Waters (1987)
6
Principles
provide a
stimulus to
learning
help organise
the teaching-
learning
process
embody a
view of the
nature of
language and
learning
reflect the
nature of the
learning task
can broaden
the basis of
teacher
training
provide
models of
correct and
apropriate
language use
15. 2.5. THEORETICAL FOUNDATION OF THE ESP
MATERIAL FOR NURSING STUDENTS
The Social Constructivism
The taxonomy of educational goals
The second language acquisition
The content and language integrated learning
English for Medical Purposes
The learner-centered approach
The inquiry-based learning
The critical thinking
The effective questioning
The critical thinking lesson plan
The English Language skills and subskills
16. THE SOCIAL
CONSTRUCTIVISM
THE TAXONOMY OF
EDUCATIONAL GOALS
Source: Reprinted from Clark (2015),
taken from Anderson, Krathwohl, Airasian,
Cruikshank, Mayer, Pintrich, Raths,
Wittrock (2000)
Done by the author, 2018
17. THE SECOND LANGUAGE
ACQUISITION
THE CONTENT AND
LANGUAGE INTEGRATED
LEARNING (CLIL)
situations subjects
dual-
focused
aims
Learning
content
Learning of
a foreign
language
Reprinted
from Menezes (2013)
Marsh, D. (2002)
18. ENGLISH FOR
MEDICAL PURPOSES
A practical
discpline
Linguistics
peculiarities
Lexis
grammar
Dicourse
features
genres
THE LEARNER-CENTERED
APPROACH
5
principles
a natural
approach
learners’
distinctiveness
and
uniqueness
Learners’
uniqueness
learning is a
constructive
process
positive
environment
Maglie, R. (2011)
McCombs & Whisler (1997)
19. THE INQUIRY-BASED LEARNING THE CRITICAL THINKING
Hattie, J. (2009): “students are asked to
observe and question phenomena”
Friesen and Scott (2013): “critical and
essential questions and throughline
questioning”
Garrison and Ehringhaus (2014):
“questions strategies”
Taras (2009): “questioning”
Snyder (2007): “…..a culture of
inquiry by supporting students’
thinking process, model critical
thinking skills, actively questions
students’ thinking and guide
reflecting on the thinking process.
20. 2.6. THE SYLLABUS
Ur (1996)
• “a syllabus is
a document
which consist
of a list which
specifies all
the things that
are to be
taught in the
course for
which the
syllabus was
designed..”
Scrivener
(2005)
• “a syllabus
provides a
long-term
overview…”
Mickan (2013)
• “a syllabus
sets out the
goals of a
programme –
the aims and
objectives of a
programme
for a particular
group of
learners…”
21. THE MULTI-SYLLABUS SYLLABUS
Harmer (2001): the combination of items from grammar, lexis,
language functions, situations, topics, tasks, different
language skill tasks or pronunciation issues.
Ramadhani & Ulfa (2017): it helps to reach the goal of the
institution, which is to get their students to become skillful
ones.
Belohuahem (2009): “…a successful course book is to
incorporate all basic items: Grammar, vocabulary, language
functions, situations, topics, and pronunciation to enable the
learners to achieve effective and confident communication”
(p.116).
22. 2.7. MATERIAL DESIGNED FOR EFL NURSING
LEARNERS
Saragih (2004)
explored the learning
needs of 50 nursing in
Indonesia and designed
ESP materials for nurses
based on needs analysis
findind that listening and
speaking were the skills
most needed.
Pongsapan, Wello and
Jabu (2016)
carried out a piece of
research to develop
instructional materisl for
nursing students basing on
their language and learning
needs finding that there is
a study purpose as well as
looking for jobs.
24. 3.1. MODALITY OF THE INQUIRY
Modality of
experience
Field
experiments
Mixed-
method
approach
Evaluation
research
Qualitative
approach
25. 3.2. EVALUATION RESEARCH
Reprinted from Thomas, 2009
Thomas (2009): “…the most common kind of research done by
professional researchers in education and the social sciences, being
undertaken to assess how effective a program of activity has been…”
26. 3.3. QUALITATIVE APPROACH
The Ethnographic design:
• to observe the patterns of social
interactions.
The Narrative design:
• to describe in a particular way
the experience lived.
27. 3.4. POPULATION AND SAMPLE
Population
ITB: 6,800 students.
Academic programs: Nursing, Podology Gerontology,
Accounting, Administration, Computing and Driving.
Nursing Academic program: 3,722.
Sample:
39 nursing learners EPD-97. They agreed signing (Informed
consent, B).
Duration: 30 minutes for five days (each class session).
28. 3.4.1. THE PARTICIPANTS : NURSING
LEARNERS (EPD97)
Age: 19 - 40.
Come from: coast region and other provinces. most of them
(Guayaquil).
Socio economic status: low and middle
Job: none of them were working in the medical field.
High school: Most of them finished it. immediately started their
higher education studies.
Note: Module 3 of General English (English teacher Carlos
Torres) the last module to comply with the requirement to
graduate.
29. 3.5. THE TEACHING OF THE ENGLISH
LANGUAGE AT ITB
Note: From Buckingham A1 Breakthrough English, 6th ed., by Josué
Bonilla
Tenesaca, 2018. Guayaquil: El Bolígrafo.
30. 3.6. INSTRUMENTS FOR THE DATA COLLECTION
1. Observation data:
• teaching observation form (Appendix C)
• teacher diary form (Appendix D).
2. Surveys:
• At the beginning of the training process - to gather information in a general way about
needs, lacks and wants of nursing learners in connection with English for Specific
Purposes. A questionnaire (12 close-ended and open-ended questions/Spanish)
(Appendix E).
• At the end of the training process in order to gather information related to learners’
expectations and views of the ESP material implemented in the classroom. A
questionnaire with ten close-ended questions was used (Appendix F).
3. Interviews:
• Two questionnaires (open and close-ended questions) (Appendix G) addressed to
The English Coordinator at Buckingham English Center and the observer-teacher.
4. Other kinds of data collection sources:
• ProQuest, Eric, Questia etc., e-books and books.
31. 3.7. OUTLINE OF THE TRAINING PROCESS
First day: January 25th, 2018: placement test over 70 points
(Grammar, Vocabulary, Reading and Writing tasks) (Appendix H) and
an informed consent sheet (Appendix B).
Second day: January 26th, 2018: listening skill practice (Unit 1
Appendix I).
Third day: January 29th, 2018: reading skill and vocabulary (Unit 5
Appendix J).
Fourth day: January 30th, 2018: writing skill and a graphic organizer
(Appendix K) and the task of Unit 1 (see Appendix L).
Fifth day: January 31st, 2018: survey questionnaire and a crossword
related to synonyms of Unit 3 (Appendix M). This activity was a
game only and was not observed by Teacher-Observer.
38. 4.6. INTERVIEW TO PEOPLE INVOLVED
IN THE ENGLISH LEARNING PROGRAM
TO NURSING LEARNERS AT ITB
Teacher- Observer Coordinator at BEC
• The material is too advanced for
these students because they are
starters. Nevertheless the
activities were adapted to their
level during the training process
• students should have a good
higher level to use it.
• use this material with A2 or B1
nursing learners.
• However, they were encouraged
and tried to do the activities
Advice: to plan and focus on the
activity time because these
activities could be done in two or
three minutes
• It is innovative and great for
nursing students .
• The difference between our book
and the material, we actually try
to focus more on new
vocabulary for our students
whereas yours focusses on
procedures.
• English for Specific Purposes is
essential in any academic
program and in terms of nursing
To Sum up: “Our material is
focused on grammar and
vocabulary for nurses but in terms
of critical thinking, skills we really
need to have more options”
40. RESEARCH QUESTIONS CONCLUSIONS RECOMMENDATIONS
What are nursing students’ necessities,
lacks and wants?
English related to their academic
program, contents focused on their
proficiency level and topics which
encourage them to ask and answer
critical questions.
They must be coped with using
textbooks with content and vocabulary
referring to the medical field.
What is the impact of the material
designed …?
significant impact (survey results and
feedback given through instruments for
data collection.
Before using it to find the way to grab
learners’ attention and encourage them.
How does the use of the material for
nursing learners …?
Elementary: 72%, (module 3).
BEC textbooks (A1.2) lower level.
Article 30 (Academic Regime: RPC-SE-
13 No.051-2013 (CES) higher technical
or technological institutes a B1.1 or
B1.2 before graduating.
To increase their level of proficiency by
using an ESP material focused on their
field according to McCombs & Whisler
(1997) who propose to teach a
language centered in learners in a
holistic and integrative way as well as
Marsh (2002) suggests, teach a foreign
language through the Content and
Language Integrated Learning.
What is the outcome of the use of the
material designed …?
The characteristics found in the
communicative performance: basic
awareness of English and the use of
questions for thinking (students not
accustomed to use them in English
classes.
to improve their opinions to answer
logically and critically. Teachers plan
their classes using critical questions and
Snyder’s stages (2007): anticipating,
building knowledge and consolidating to
get the cognitive development in the
learners in the classroom based on
Bloom’s taxonomy (1956) and through
the social constructivism of Vygotsky
(1978).
What is the view of nursing learners and
authorities …?
The time assigned too short.
However, tasks of the designed material
not too tough thanks to the
collaborative work in team (pairs –
To increase the number of periods of
each English module to 90 periods in
order to achieve good learning
outcomes.
41. 5.3. LIMITATIONS OF
THE STUDY
• The difficulty to find a higher education institution.
• The difficulty to obtain the permission from the authorities of
the ITB (Appendix N).
• The time given to perform this study which was not as long
as it was expected to assess the designed material
efficiently.
• The low level of proficiency of nursing learners (elementary).
• the population of the group assigned was small, only 39
students.
In summary: A2.2 level students and more time would have been
the ideal. However, without this study, it would not have been
possible to realize which contents are necessary to change in
the material design implemented and evaluated at ITB. In
addition, this study has let the author know how many contents
can be included in an ESP module by levels of proficiency.
42. 5.4. SUGGESTIONS FOR FUTURE
Future research regarding the ESP material design could
comprise a more thorough needs analysis, which could
include the collection of data from the nursing learners,
teachers and employers.