INTRODUCTION 1 I.1 Rationale
Aims of the study
This study evaluates the "English Course for Nursing Students," focusing on the suitability of its objectives, content, and methodology from both teachers' and students' perspectives The findings will enable educators to enhance the effectiveness of the material by leveraging its strengths and addressing weaknesses through the integration of alternative medical resources.
Scope of the study
In material evaluation, several criteria must be considered, including the target audience, content quality, methodology, cultural bias, layout, and authenticity This study specifically focuses on the evaluation criteria established by Hutchinson and Water (1987), emphasizing three key aspects: the objectives of the material, the content itself, and the methodology employed.
Methods of the study
This study employs survey research with two methods, including survey questionnaires and informal interviews These methods are described in detail in chapter two
The study consists of 3 parts:
Part I - Introduction - presents the rationale, aims, scope and methodology of the study Part II - Development - includes 3 chapters:
Chapter 1 – Literature review – provides a theoretical basis for the study First, it surveys the literature on the theories of the basic concepts such as English for Specific Purposes and English for Medical Purposes, regarding the definition, classification, and characteristics Second, it reviews material evaluation, need analysis in terms of definition, types, purposes and models The last part of the chapter presents the issues involving material adaptation which serve as a base for the improvements recommended at the end of the study
Chapter 2 – Methodology – includes an overview of the approach used in conducting the study It also provides a thorough description of the data collection procedure as well as the analytical procedure
Chapter 3 – Result and discussion – reports the findings of the survey and discusses the prominent aspects
Part III – Conclusion – makes conclusion of the study; recommends the improvements to the material; expresses the limitations and suggestions for further research.
DEVELOPMENT 4
Literature Review 4 1.1 An Overview of English for Specific Purpose
English for Specific Purposes (ESP) is a language learning approach that focuses on the specific language needs related to particular fields of human activity, while considering the time constraints faced by learners According to Hutchinson and Waters (1987), ESP involves tailoring content and teaching methods to align with the learners' motivations for studying the language Widdowson (1983) further clarifies that ESP is a targeted training initiative aimed at equipping learners with the necessary skills to perform clearly defined tasks relevant to their specific purposes.
English for Specific Purposes (ESP) is a specialized approach within the broader category of language teaching, emphasizing the unique needs of learners Its key advantages include a strong focus on learner relevance, effectiveness in facilitating learning, and cost-efficiency compared to traditional General English programs.
English for Specific Purposes (ESP) is an adaptable teaching approach that focuses on meeting the unique needs of learners, regardless of their age, ability, or specific discipline.
English for Specific Purposes (ESP) is primarily categorized into two key areas: English for Occupational Purposes (EOP) and English for Academic Purposes (EAP) EOP focuses on training individuals to meet work-related English language needs, while EAP addresses the requirements of academic study EOP is typically delivered in professional contexts where learners must use English in their jobs, whereas EAP is offered within educational institutions for students specializing in specific fields Additionally, ESP can be further divided into independent ESP, where English is taught as a separate subject related to other disciplines, and integrated ESP, where English serves as a medium for learning other subjects.
Figure 1: Types of ESP (From Strevens, 1977, Robinson 1991)
To make the ESP classification more clearly, Hutchinson and Water (1987) divide it into three branches with each branch subdivided into two smaller ones: EOP and EAP as follows:
Figure 2: Types of ESP (From Hutchinson and Water, 1987)
Pre-experience Simultaneous Post-experience
Pre-study In-study Post-study Independent integrated
ESP - English for Specific Purposes
English for Science English for Business English for & Technology & Economics Social Study
EAP EOP EAP EOP EAP EOP e.g English e.g English e.g English e.g English e.g English e.g English for medical for for for for for studies technicians Economics Accountancy Psychology Law
Carter (1983) identifies three key features of English for Specific Purposes (ESP) courses: the incorporation of authentic materials, a focus on purpose-related orientation, and an emphasis on self-direction Authentic content, whether modified or unmodified, is essential in ESP, as it enhances the relevance of the learning experience Purpose-related orientation involves simulating communicative tasks that learners will encounter in their specific contexts Lastly, self-direction is crucial in ESP, as it aims to transform learners into proficient users of the language.
Hutchinson and Waters (2007) highlight two significant drawbacks of traditional English for Specific Purposes (ESP) course design: it often overlooks the development of learners' communication skills and fails to adequately analyze and address the specific realities of the ESP learning environment.
In giving ESP definition, Dudley-Evans and St John suggest the following absolute characteristics and variable characteristics
- ESP is designed to meet specific needs of learners
- ESP makes use of the underlining methodology and activities of the disciplines it serves
- ESP is centered on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities
- ESP may be related to or designed for specific disciplines
- ESP may use, in specific teaching situations, a different methodology from that of general English
- ESP is likely to be designed for adult learners, either at a tertiary level or in a professional work situation It could, however, be used for learners at secondary school level
English for Specific Purposes (ESP) is primarily tailored for intermediate to advanced learners, presupposing a foundational understanding of the language However, it can also be effectively utilized to teach beginners in English.
1.1.4 Characteristics of English for Medical Purpose
English for Medical Purposes is a specialized branch of English for Specific Purposes Education, emphasizing the teaching of medical terminology The language used in medicine is distinctive, characterized by technical and academic vocabulary, as well as slang, colloquialisms, abbreviations, and acronyms Health professionals must adeptly read, write, and interpret this unique language, which is often career-specific Medical English is contextual, blending academic and technical language with everyday speech and workplace jargon, and it typically does not prioritize complete or proper sentence structure.
Hull asserts that Medical English cannot be taught using the same methods as basic English, as it is tailored for health professionals or students in health-related fields He emphasizes that the focus should be on acquiring contextually relevant, career-specific language rather than solely on grammar and structure The primary objective is to enable learners to effectively use the language in professional practice and social interactions within the healthcare environment.
According to Dudley (1998), “Evaluation is a whole process which begins with determining what information to gather and ends with bringing about the change in current activities or influencing future ones” (p.128)
Material evaluation is “A process not a final product” (Nunan,1998) with
“Attempts to measure the value of materials” (Tomlinson,1998, p.3)
Hutchinson and Waters (1987) describe evaluation as a process of aligning needs with available solutions, emphasizing that it involves assessing the suitability of options for specific purposes They assert that, given a particular need and the resources at hand, the goal is to identify the best possible solution among various alternatives Ultimately, evaluation is not about categorizing options as strictly good or bad, but rather about determining their degrees of fitness for the intended purpose.
Researchers may have varied perspectives on evaluation, but they universally agree that it involves the systematic collection of data and making judgments based on that information Crucially, effective evaluation must lead to actionable steps for improvement.
According to Tomlinson (1988), material evaluation encompasses various dimensions, each associated with specific types of evaluation These dimensions include approach, purpose, focus, scope, evaluators, timing, and types of information.
Cunningsworth (1995) identifies three types of material evaluation: pre-use, in-use, and post-use, which align with Ellis's (1997) terminology of Preliminary, Formative, and Summative evaluation Pre-use evaluation occurs before a course starts, focusing on selecting the most appropriate materials for learners, making it the most challenging type due to the lack of prior experience with the course book In-use evaluation assesses the suitability of materials during the course.
According to Cunningsworth (1995, p 14), evaluating a course book involves aligning it with specific requirements such as learners' objectives, backgrounds, and available resources The third evaluation type, known as post-evaluation, assesses a textbook's effectiveness after prolonged use This type of evaluation is valuable for determining whether to continue using the same textbook in future courses.
According to Cunningsworth (1995), through evaluation, it can be assessed whether the course book is the most appropriate for the target learners at various levels and in various teaching settings
According to Robinson (1991), evaluation plays a crucial role in quality control by identifying both the advantages and disadvantages of materials, as well as assessing their overall effectiveness.
Research Methodology 18
Since its reestablishment eight years ago, Thanh Hoa Medical College (TMC) has prioritized English as a crucial subject, with the faculty of foreign languages overseeing all foreign language instruction A standardized English syllabus and materials have been implemented across all faculties, requiring students to complete 150 periods of general English in the first two years, using the Headway Elementary course book, followed by 75 periods of Medical English in their final semester However, students often face challenges in mastering the language and its medical context, as they typically have limited background knowledge in essential subjects like math, biology, and epidemiology at this stage of their studies.
In this medical English course, students attend one or two shifts weekly, comprising 4 to 8 periods in large classes of approximately 60 students each The curriculum is based on the "English Course for Nursing Students," which will be detailed in the subsequent section To assess their progress, students will take a 150-minute written test at the end of the course.
The main objectives of the course are set out by the English Department of TMC as follows:
At the end of the course, the students should be able to:
Name the organs in human body, rooms in hospital
Describe these organs in terms of structures, location, functions and properties
Describe a number of diseases, their causes, indications and treatment
Understand diagrams and common medical abbreviations
Define the medical terms and abbreviations presented by memory
Make simple conversation at work (hospital)
The "English Course for Nursing Students" is an 85-page in-house resource developed by the English Department, featuring 17 units on various topics It includes reading texts primarily sourced from "English for Nurses" and "English for Medical Students," with exercises designed for answering questions However, the course material lacks information regarding the authors or publishers' credentials on both the cover and in the References section.
The "English Course for Nursing Students" lacks supplementary materials such as audio tapes, CDs, workbooks, and teacher's guides Additionally, the manual offers only two review units, providing limited opportunities for student self-review Consequently, teachers are required to invest significant time in preparing their own reviews and tests.
The aims of this study are to answer the two following research questions:
1 To what extent does “English Course for Nursing Students” satisfy the requirements of the courses provided?
2 What adaptation should be made to the material to meet the courses‟ requirement?
This study focuses on a target population of 200 second-year students from various faculties at TMC, including both male and female participants, alongside 7 teachers from the English Department All students are enrolled in the mandatory Medical English course.
This study utilizes a questionnaire and informal interviews as its primary instruments The questionnaire features two columns for each main section: one assessing necessity conditions, rated from 1 (not necessary) to 4 (highly necessary), and another evaluating present conditions, rated from 1 (total lacking) to 5.
“excellent” (see Appendix A), it should be added for the sake of easy and informative comparison and contrast of two conditions
Data collection for the study involved administering questionnaires to both teachers and students, designed based on specific criteria related to the three key aspects of the research The student survey was conducted during the final class meeting, allowing students to complete the questionnaires in a supportive environment where they could seek clarification on any ambiguous questions.
Differently, the teachers were requested to complete and return the questionnaires in one week to ensure that they would have enough time to give detailed and accurate information
The evaluative feedback from teachers and students was gathered through informal interviews conducted both during and after the course, encompassing interactions in and out of the classroom.
Findings and Discussion 21
This section summarizes the survey results, categorizing participants' responses into three key areas: Objectives, Contents, and Methodology, aligning with the study's focus.
The result shows the appropriateness of the material to the objectives via the statistics of teachers’ and students’ views as follow:
Table 1: Teachers‟ views on the appropriateness of the material to the course objectives
Table 2: Students‟ views on the appropriateness of the material to the course objectives
Both teachers and students overwhelmingly recognized the need for course materials that align with course objectives, with 100% of teachers and 56% of students rating this need as "highly necessary." Additionally, 31.5% of students deemed it "necessary," while 12.5% felt it was "almost necessary." However, the current materials only partially meet these objectives, as indicated by 42.7% of teachers and 57.5% of students rating them as "poor," while 57.5% of teachers and 42.5% of students considered them "adequate."
In informal interviews, teachers expressed that students could only achieve two or three objectives after completing the English for Specific Purposes (ESP) course, which include naming human body organs, identifying hospital rooms, and reading simple medical documents This limitation arises from a disparity between course objectives and material goals The primary aim of the course is to equip students with the ability to communicate effectively in medical settings, including giving and following instructions and engaging in basic conversations at work, while also understanding simple medical documents, diagrams, and common abbreviations Each lesson in the "English Course for Nursing Students" focuses on enhancing students' medical knowledge, enabling them to learn about diseases, their causes, indications, and treatments through English lessons.
“After studying this unit students will be able to:
1 know whether a person has fever
2 know how germs attack and enter the body
3 advise people how to protect themselves against germs
4 decide what to do with a patient who has fever: for less than 24 hours; for more than days; with other signs” (Unit 4: Fever, p.7)
The 17 units align well with the course objectives for reading and writing skills; however, they fall short in addressing the requirements for speaking and listening skills In particular, the materials provided do not adequately support the development of listening skills, failing to meet the course's standards.
In terms of subject matter areas, “English Course for Nursing Students” covers a wide range of fundamental and interesting topics such as “burns”, “diarrhea”,
“poisoning”… that the students seemed to enjoy However most teachers and students believed that the material didn’t meet their demand adequately (for teachers 28,6% as
“poor” present condition and 71,4% as “adequate” present condition; for students 25% as
“total lack” present condition, 50% as “poor” present condition, 12.5% as “adequate” present condition) This is caused by material application Originally the material “English
The "Course for Nursing Students" was initially tailored exclusively for nursing students focused on patient care; however, it has now expanded to serve all second-year students across various fields of study, including nursing, midwifery, and diagnostic imaging, who require essential knowledge of medical terminology.
1 The contents of the material are relevant to student’s needs as an English language learner(s)
2 The contents of the material are generally realistic
3 The contents of the material are interesting, challenging and motivating
4 The language used in the textbook is authentic
5 The language is used at the right level for student current
6 The progression of grammar points and vocabulary items are appropriate
7 The grammar points are presented with brief and easy examples and explanations
English that students will be likely to use
9 The material provides an appropriate 0 0 0 0 2 28.6 5 71.4 7 100 0 0 0 0 0 0 0 0 four language skills
10 The material pays attention to sub-skills (i.e scanning, skimming…)
11 The practice of individual skills is integrated into the practice of other skills
Table 3: Teachers‟ views on the appropriateness of the content of material
1 The contents of the material are relevant to student’s needs as an
2 The contents of the material are generally realistic
3 The contents of the material are interesting, challenging and motivating
4 The language used in the textbook is authentic
5 The language is used at the right level for student’s current
6 The progression of grammar points and vocabulary items are appropriate
7 The grammar points are presented with brief and easy examples and explanations
English that students will be likely to use
9 The material provides an appropriate balance of the four language skills
10 The material pays attention to sub-skills
11 The practice of individual skills is integrated into the practice of other skills
Table 4: Students‟ views on the appropriateness of the content of material
A significant 71% of teachers and all students agree that it is crucial for educational materials to offer a balanced approach to the four language skills Emphasizing the importance of sub-skills such as scanning and skimming, as well as integrating single skills into broader practices, is essential However, both teachers and students currently report a complete absence of these necessary components in their learning materials.
The statistical analysis reveals a significant gap between the ideal educational material and its current state, highlighting a consensus among teachers and students on the necessity for content that meets students' needs, is realistic, engaging, and appropriately leveled for their English proficiency However, the existing materials are deemed inadequate, with many items rated as "poor" or showing a "total lack" of relevance to the curriculum and participant needs Key deficiencies include insufficient skill-building activities, a lack of balance among language skills, misalignment between activities and required competencies, absence of skill-building strategies, and no coherent progression of skills throughout the material Additionally, activities that activate students' prior knowledge are notably missing.
There was a notable disparity between teachers' and students' perspectives on text types in English for Specific Purposes (ESP) Teachers viewed authentic language materials as beneficial due to their real-world relevance, while students found the vocabulary challenging, often struggling with the introduction of thirty new words per lesson, which they deemed excessive.
Both teachers and students observed that the organization of the material was flawed, with linguistic elements like grammar and vocabulary presented randomly rather than in a logical sequence or order of difficulty More complex reading texts were introduced before simpler ones, and comprehension questions did not escalate in difficulty as the textbook advanced This disorganization may stem from the use of texts from various sources Additionally, new vocabulary was seldom revisited in later lessons; for instance, terms such as "oesophagus," "duodenum," "pancreas," and "gall-bladder" from the unit on "Anatomy" were never reinforced through repetition in different contexts, hindering students' understanding and usage of these words.
Despite all of these drawbacks, the contents of the material seem to be the strongest point in their opinions with the statistic that 42.9% of teachers, 53.5% of students selected
A significant 57.1% of teachers and 30% of students rated the materials as having an "adequate present condition." Additionally, the content was generally perceived as realistic, with many recognizing the authenticity of the language used Both teachers and students agreed that the language is appropriately tailored to match students' current abilities, contributing to the overall positive assessment of the materials.
"English Course for Nursing Students" stands out from other educational materials as it does not adhere to a specific pedagogical approach The course begins by introducing lesson objectives and new vocabulary, primarily relying on direct translation while neglecting pronunciation aspects It provides vocabulary without engaging activities to teach word stress or sentence stress, and lacks explicit context for pronunciation practice Additionally, there are no exercises included for developing listening and speaking skills.
1 The material follows teaching methodology: CLT
2 The material provides a balance of activities
3 The activities encourage sufficient communicative and meaningful practice
4 The activities incorporate individual, pair and group work
5 The grammar points and vocabulary items are introduced in motivating and realistic contexts
6 The activities promote creative, original and independent
7 The material’s activities can be modified or supplemented easily
8 The material includes and focuses on the skills that students need to practice
9 The material highlights and practices natural pronunciation
Table 5: Teachers‟ views on the methodology of the material
1 The material provides a balance of activities
2 The activities encourage sufficient communicative and meaningful practice
3 The activities incorporate individual, pair and group work
4 The grammar points and vocabulary items are introduced in motivating and realistic contexts
5 The activities promote creative, original and independent responses
6 The material includes and focuses on the skills that students need to practice
7 The material highlights and practices natural pronunciation
Table 6: Students‟ views on the methodology of the material
The methodology of the material appears to be its weakest aspect, as there is a statistically significant difference between the desired and present conditions Both teachers and students expressed a strong need for the material to focus on essential skills, emphasize natural pronunciation, and include activities that promote individual, pair, and group work Additionally, they sought grammar and vocabulary introductions in motivating and realistic contexts, along with easily modifiable activities However, the current state reflects a complete absence of these elements, as indicated by teachers across various levels.
“total lack” and “poor” selected by students
Students expressed dissatisfaction with the teaching methodology, which may stem from their previous experiences with the Communicative Approach in general English classes at high school, college, or evening courses Their discontent was largely due to the low level of learner involvement and a lack of communicative activities The absence of interactive or task-based activities hindered active information sharing and collaborative group work, which is concerning as most students favored working in pairs or groups.
Teachers observed that the bottom-up strategy used in language materials often bored students who preferred different learning styles While students expressed dissatisfaction with the limited practice exercises available, teachers felt that the exercises lacked both quality and quantity.
Teachers supported the method despite its criticism, citing it as the most effective way to teach English for Specific Purposes (ESP) in large classes with limited time This approach significantly enhanced students' reading comprehension skills.
CONCLUSION 31
Conclusion
This study assessed the "English Course for Nursing Students" ESP material, focusing on its objectives, content, and methodology The evaluation revealed that the material only partially meets the necessary course objectives and has several shortcomings, including a lack of practical teaching approaches, minimal emphasis on speaking and listening skills, inadequate and undiversified activities and tasks, and the absence of a manual containing answer keys and teaching instructions.
In conclusion, "English for Nursing Students" should be substituted with materials tailored to various academic disciplines Ideally, students from different faculties would benefit from having their own specialized textbooks However, if this is not feasible, adapting and reorganizing existing resources could enhance learning experiences, foster innovative ideas, and create a more enjoyable environment for students.
Recommendations
The course objectives exhibit minor issues regarding the criteria for degree and condition, specifically in defining the expected behavior and the circumstances under which learners should demonstrate mastery For instance, the objective to “describe these organs in terms of structures, location, functions, and properties” requires clarification, such as specifying whether this should be done through oral presentation or written format Additionally, objectives like “name the organs in the human body” or “give and follow instructions” are overly broad; incorporating specific numbers of organs or types of instructions would enhance clarity and accessibility.
The material objectives of the course only partially align with its overall goals, failing to address the specific needs of students While students express a strong desire to enhance their speaking and listening skills alongside reading and writing, the current materials overlook these essential areas By integrating these skills into the curriculum, even to a modest extent, student motivation could significantly increase.
To support students in meeting course objectives, faculty should consider several strategies: first, they should reduce the number of objectives to make them more manageable; second, if certain objectives are overly challenging, they should be replaced; third, any material objectives not aligned with the course goals should be omitted; and finally, supplementary materials should be provided to enhance student learning and help achieve the desired outcomes.
Though the students seem to be generally in favour of the contents of the material, a number of improvements should be made to overcome the shortcomings
Firstly, the lessons on midwife, examination, images should be added for students of different faculties to enhance their interests in learning ESP
Secondly, the proportions of the four macro skills should be provided an integrated balance
To enhance students' comprehension, reading texts should be organized by increasing difficulty, starting with short and simple texts before progressing to longer ones Additionally, grouping texts with similar themes allows for vocabulary recycling, aiding in the retention of words in students' long-term memory.
To address the linguistic challenges posed by authentic texts, incorporating pre-reading tasks can be beneficial These tasks can help students acquire new vocabulary and phrases while also providing essential background knowledge.
Textbooks should incorporate a variety of exercise types rather than focusing on just one Additionally, assessments should reflect only the material covered during the term, ensuring relevance to students' majors To enhance practicality, it's recommended that distinct tests be developed for students across different disciplines.
It would be challenging and time-consuming to change the methodology of a book However, it would be still acceptable if some appropriate adaptations were made to
“English Course for Nursing Students”
To enhance language learning, teachers can integrate productive skills (speaking and writing) with receptive skills (listening and reading) through simple task modifications By providing directions orally in English, students are encouraged to utilize their listening skills to comprehend assignments Additionally, discussing readings in English fosters both speaking and listening abilities Asking students to summarize or analyze their readings in writing activates their writing skills This approach allows students to practice all language skills in a cohesive and communicative manner, while still maintaining a primary focus on reading.
To enhance skill development and foster social interaction, it is essential to incorporate a diverse array of activities, including pair and group work However, as highlighted by Jacobs and Ball (1996), careful consideration must be taken when designing these activities to ensure their effectiveness.
Many ELT textbooks introduce group activities by simply adding "in groups" or "in pairs" to previously individual tasks, often neglecting the necessary modifications to foster genuine cooperation among learners While this approach may work in certain contexts, effective interactions typically require additional guidance and encouragement for students to engage meaningfully with one another.
In large English courses for nursing students, creating effective pair and group work can pose logistical challenges due to the nature of the texts used A viable solution is to incorporate dialogues on relevant topics from sources like "Focus on Medical English" (1997) These dialogues can facilitate role-play and discussions, such as taking patient histories or making diagnoses, while also engaging students in the writing process through activities like note-taking.
To enhance the reading skill as a central focus of the course, it is essential to incorporate additional reading activities that align with the course objectives These activities can take various forms to engage learners effectively.
Scanning to locate specifically required information (e.g what do the following numbers refer to?)
Surveying the text (e.g which of the following are included in the text: symptoms, indication, and treatment?)
Using the title (e.g Look at the title of the following text, ask 3 questions that you hope the text will answer Read the texts and try to answer your questions)
Word meanings from context (e.g what does “dehydration” mean?
Contributing to the main idea (e.g Underline the sentence that does not contribute to the main idea)
Limitations of the Study …
It should be acknowledged that there are some limitations of this research
Firstly, the result and recommendations are suitable for the material “English Course for Nursing Students” and teaching situations in merely Thanh Hoa Medical
College It could be unreasonable if they are applied for other documents and other settings
In material evaluation, various criteria are essential, including audience, content, methodology, cultural bias, layout, and authenticity However, due to time constraints, this study concentrated on three key aspects: objectives, content, and methodology, resulting in a limited perspective on the overall material.
The recent improvements in methodology focused solely on enhancing teaching and learning techniques, without addressing any specific approaches or methods Consequently, there will be no alterations to the existing methodological framework of the material.
Suggestions for Further Research …
Despite the aforementioned limitations, this research lays the groundwork for future studies by highlighting key areas that require further exploration, including audience analysis, cultural bias, layout considerations, and methodological approaches These identified aspects serve as valuable starting points for subsequent research endeavors.
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This questionnaire is designed to collect ideas from the teachers of English of the English Department at Thanh Hoa Medical College on the currently-used material
“English Course for Nursing Students” Please answer the following questions carefully Your opinions would be valuable to the evaluation research and the improvement of the material
Your cooperation is highly appreciated
To answer the survey questions below, please assign one of the numbers to the items given in the table
4: Highly Necessary 3: Necessary 2:Almost Necessary 1: Not Necessary
5: Excellent 4: Good 3: Adequate 2: Poor 1: Total Lacking
1 The material is appropriate for the curriculum and fits the objectives
1 The contents of the material are relevant to student’s needs as an English language learner(s)
2 The contents of the material are generally realistic
3 The contents of the material are interesting, challenging and motivating
4 The language used in the textbook is authentic
5 The language is used at the right level for student current English ability
6 The progression of grammar points and vocabulary items are appropriate
7 The grammar points presented with brief and easy examples and explanations
8 The language functions exemplify English that students will be likely to use
9 The material provides an appropriate balance of the four language skills
10 Sub-skills are paid attention (i.e scanning, skimming…)
11 The practice of individual skills is integrated into the practice of other skills
1 The material follows teaching methodology: CLT
2 The material provides a balance of activities
3 The activities encourage sufficient communicative and meaningful practice
4 The activities incorporate individual, pair and group work
5 The grammar points and vocabulary items are introduced in motivating and realistic contexts
6 The activities promote creative, original and independent responses
7 The material’s activities can be modified or supplemented easily
8 The material includes and focuses on the skills that students need to practice
9 The material highlights and practices natural pronunciation
Thank you for your cooperation!
Bản khảo sát này được thiết kế để thu thập ý kiến của sinh viên trường Cao đẳng Y tế Thanh Hóa về tài liệu tiếng Anh "English course for nursing students" Chúng tôi rất mong bạn sẽ trả lời đầy đủ các câu hỏi dưới đây, dựa trên thực tế tại trường Những ý kiến đóng góp của bạn sẽ đóng vai trò quan trọng trong việc nghiên cứu và đánh giá cũng như cải tiến giáo trình này.
Xin chân thành cảm ơn Để trả lời các câu hỏi dưới đây, bạn hãy đánh dấu vào các ô trống thích hợp và/hoặc điền vào chỗ trống
4: Cần thiết cao 3: Cần thiết 2: Tương đối cần thiết 1: Không cần thiết
5: Rất tốt 4: Tốt 3: Trung bình 2: Kém 1: Hoàn toàn thiếu
1 Giáo trình phù hợp với chương trình và mục tiêu đào tạo
1 Nội dung của giáo trình phù hợp với nhu cầu của người học
2 Chủ điểm của giáo trình tương đối thực tế và hữu ích cho công việc của bạn sau này
3 Chủ điểm của giáo trình thú vị, khó nhưng hấp dẫn
4 Từ vựng được sử dụng đúng theo ngữ cảnh
5 Từ vựng được sử dụng phù hợp với trình độ của người học
6 Các chủ điểm về ngữ pháp và từ vựng được sắp xếp theo trình tự hợp lý
7 Các chủ điểm về ngữ pháp được trình bày với những ví dụ và giải thích ngắn gọn, dễ hiểu người học muốn sử dụng
9 Giáo trình có đủ bốn kỹ năng nghe, nói, đọc, viết
10 Giáo trình này chú trọng đến các tiểu kỹ năng (sub- skills), chẳng hạn đọc nhanh tìm ý chính, đọc kỹ tim thông tin
11 Các kỹ năng được luyện tập xen kẽ
1 Giáo trình có đầy đủ các loại hoạt động
2 Các hoạt động khuyến khích luyện tập với mục đích giao tiếp
3 Các hoạt động bao gồm cách làm việc cả lớp, nhóm, cặp và cá nhân độc lập
4 Ngữ pháp và từ vựng được đưa vào ngữ cảnh thực tế
5 Các hoạt động khuyến khích sự sang tạo và độc lập
6 Giáo trình này tập trung vào các kỹ năng mà người học cần luyện tập
7 Giáo trình tạo cơ hội cho người học luyện tập phát âm một cách tự nhiên
Xin chân thành cảm ơn!
APPENDIX 3: QUESTIONAIRE FOR TEACHER INTERVIEW
1 Which of the following objectives does the material contain?
Name the organs in human body, rooms in hospital
Describe these organs in terms of structures, location, functions and properties
Describe a number of diseases, their causes, indications and treatment
Understand diagrams and common medical abbreviations
Define the medical terms and abbreviations presented by memory
Make simple conversation at work (hospital)
2 Which of the following objectives can your students achieve after learning this material?
Name the organs in human body, rooms in hospital
Describe these organs in terms of structures, location, functions and properties
Describe a number of diseases, their causes, indications and treatment
Understand diagrams and common medical abbreviations
Define the medical terms and abbreviations presented by memory
Make simple conversation at work (hospital)
3 Is the material suitable for large, homogeneous classes of college students?
4 Would you choose to teach this material again?
5 What adjustment should be done to the material?
Thank you for your cooperation!
APPENDIX 4: QUESTIONAIRE FOR STUDENT INTERVIEW
1 Bạn có thích học tiếng Anh chuyên ngành? Tại sao?
2 Bạn có cho rằng mình sẽ sử dụng tiếng Anh trong công việc sau này không?
3 Hãy đánh số thứ tự từ 1 ( quan trọng nhất) đến 4 (không quan trọng) cho các kỹ năng sau đây:
4 Theo bạn, bao nhiêu phần trăm thời lượng giờ học nên sử dụng cho mỗi kỹ năng? đọc % nghe % viết % nói %
5 Bạn mong muốn học được gì trong khóa học tiếng Anh chuyên ngành này?
6 Bạn thích học/làm bài độc lập hay theo cặp hoặc nhóm?
7 Bạn có thích dùng giáo trình trong khi học không? Tại sao?
8 Giáo trình này làm tăng hứng thú học tiếng Anh chuyên ngành của bạn
9 Nếu được lựa chọn, bạn có chọn học cuốn sách này không?
10 Bạn có kiến nghị gì về giáo trình này?
Xin chân thành cảm ơn!