Learners´preferences in ESP instruction for higher medical staff

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F21%3AA22029AY" target="_blank" >RIV/61988987:17450/21:A22029AY - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/chapter/10.1007%2F978-3-030-68198-2_60" target="_blank" >https://link.springer.com/chapter/10.1007%2F978-3-030-68198-2_60</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-030-68198-2_60" target="_blank" >10.1007/978-3-030-68198-2_60</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Learners´preferences in ESP instruction for higher medical staff

Popis výsledku v původním jazyce

The blended model of foreign language instruction in professional higher education has increased rapidly and amounts of research studies have proved that it can enhance the quality of learning English for Specific Purposes (ESP). However, not much has been discovered on how the blended model affects learning outcomes in higher education, of medical staff in particular. Therefore, the main objective of this pilot study is to analyze and consider students’ perception of blended model compared to the face-to-face course delivery, and their learning outcomes achievement. The research was conducted at the Tertiary school for medical staff in Olomouc, Czech Republic, within the ESP course. Totally, the research sample included 86 first year students of various medical study programmes. Both forms of instruction, face-to-face and blended model, were implemented for 16 weeks, i.e. one semester. Data were collected via two written didactic tests. Students’ feedback on the blended learning mode was monitored by the questionnaire. They expressed higher motivation and appreciated traditional strengths, i.e. the possibility of individual pace and independence of study. They also demonstrated better learning outcomes in the test scores, despite no significant differences were discovered. However, the students with lower level of English performed slightly better in the group taught in the blended mode.

Název v anglickém jazyce

Learners´preferences in ESP instruction for higher medical staff

Popis výsledku anglicky

The blended model of foreign language instruction in professional higher education has increased rapidly and amounts of research studies have proved that it can enhance the quality of learning English for Specific Purposes (ESP). However, not much has been discovered on how the blended model affects learning outcomes in higher education, of medical staff in particular. Therefore, the main objective of this pilot study is to analyze and consider students’ perception of blended model compared to the face-to-face course delivery, and their learning outcomes achievement. The research was conducted at the Tertiary school for medical staff in Olomouc, Czech Republic, within the ESP course. Totally, the research sample included 86 first year students of various medical study programmes. Both forms of instruction, face-to-face and blended model, were implemented for 16 weeks, i.e. one semester. Data were collected via two written didactic tests. Students’ feedback on the blended learning mode was monitored by the questionnaire. They expressed higher motivation and appreciated traditional strengths, i.e. the possibility of individual pace and independence of study. They also demonstrated better learning outcomes in the test scores, despite no significant differences were discovered. However, the students with lower level of English performed slightly better in the group taught in the blended mode.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Educating engineers for future industrial revolutions. ICL 2020. Advances in intelligent systems and computing. Proceedings of the 23rd International Conference on Interactive Collaborative Learning. Eds.: Auer, M.E., Ruutmann T.

ISBN

978-3-030-68198-2

ISSN

—

e-ISSN

—

Počet stran výsledku

8

Strana od-do

655-662

Název nakladatele

Springer, Volume 1328

Místo vydání

Cham

Místo konání akce

Tallin, Estonia

Datum konání akce

1. 1. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000772389500060