Nurses among other medical professions are expected and need to communicate in English. The present study will report the views of nurses and students of nursing on the efficacy of English programs at Iranian medical universities in three major areas: general usage, medical usage, and research usage.
This descriptive study included 130 students of nursing and 167 nurses selected through randomized clustering sampling. It was conducted in Sabzevar, Iran. They were asked to fill out a questionnaire including demographic information and 31 Likert questions on the effectiveness of ELT programs in medical universities.
The participants judged the efficacy of EFL instruction in the General English section to be 25.7306±8.29288 (out of 50), the Medical English to be 21.1434± 7.40024 (out of 45), and the Research usage to be 24.6496±11.56735 (out of 60), showing a wide gap. However, the effectiveness of the current ELT programs was not so differently judged by male and female participants. Males considered the Research usage to be more affected by the current programs but females did not think so; however, the difference of views was not statistically significant (P=0.019).
In general, the results indicated a wide gap between the judgment of nurses and students of nursing about the efficacy of the ELT programs in Iranian medical universities. Therefore, a change is needed to cater for the expectations from the nursing job as far as the English language is concerned as a means of communication in the world today.
1. Rivers JD. English as an International Business Language (EIBL): The Need for an Increase in Theoretical and Practical Research Focusing on Written Business Communications across Cultural Boundaries in Relation to Multinational Corporate Language Selection. Asian ESP Journal 2008; 4(2): 6-22. Available online at http://asian-esp-journal.com/July_2008_Ebook.pdf
2. Choi LL. Literature review: issues surrounding education of English-as-a-Second Language (ESL) nursing students. J Transcult Nurs 2005;16(3):263-8. http://dx.doi.org/10.1177/1043659605274966 PMid:15980054
3. Shomoossi N & Ketabi S. A Critical look at the concept of authenticity. Electronic Journal of Foreign Language Teaching 2007; 4(1): 149-155. Retrieved online from http://e-flt.nus.edu.sg/v4n12007/shomoossi.pdf
4. Mozayyan MR, Mazloomi SS, & Asgarshahi M. Viewpoints of students of Shahid Sadooghi University of Medical Sciences on the order of Pre-university and general English courses. Iran J Med Educa 2005; 5(1): 89-90. Online document available in http://www.ijme.ir/article-A-10-1-73-1-fa.html [Persian]
5. Farhady H, Sajadi Hezaveh F, and Hedayati H. Reflections on Foreign Language Education in Iran. TESL-EJ 2010; 13(4): 1-18. Available online at http://www.teslej.org/wordpress/issues/volume13/ej52/ej5 2a1/
6. Dolati I, Mikaili P. Opinions related to the main reasons on Iranian Students’ difficulties in Spoken English proficiency. Aust J Basic Applied Sci 2011;5(11): 1142-1148. Available online at http://www.insipub.com/ajbas/2011/November-2011/1142-1148.pdf
7. Gimenez J. Academic Writing in Nursing: Genres, Marking Criteria and Course Design. Asian ESP J 2008; 4(2):23-34. Available online at http://asian-esp-journal. com/July_2008_Ebook.pdf
8. Miyake M, & Tremarco J. Needs analysis for nursing students: utilizing questionnaires and interviews. Kawasaki J Med Sci 2005; 11(1): 23-34. Available online at http://www.kawasakim.ac.jp/soc/mw/journal/en/2005- e11-1/03_miyake.pdf
9. Lieske C. Japanese Nursing College Students’ Use of English Outside of the Classroom. Asian ESP Journal 2007; 3(2): 83-97. Available online at http://asian-espjournal.com/November_2007_E_book.pdf
10. Chang JP. Teacher's Role in Teaching English for Medical Purposes (EMP). Sino-US English Teaching 2007; 4(7): 1-7. Available online at http://www.ceps.com.tw/ec/ecjnlarticleView.aspx?jnlcattyp e=1&jnlptype=1&jnltype=1&jnliid=3426&issueiid=546 57&atliid=914680
11. Abriam-Yago K, Yoder M, Kataoka-Yahiro M. The Cummins Model: A Framework for Teaching Nursing Students for Whom English is a Second Language. J Transcult Nurs 1999; 10(2):143-9. http://dx.doi.org/10.1177/104365969901000208 PMid:10476166
12. Abolhassani SM. The Impact of English Language Development (ELD) on English learning (Case Study in Tehran language schools). Life Sci J 2012; 9(3):465-74.
13. Assemi A, & Sheikhzade M. Intended, implemented and experiential null curriculum. Life Sci J 2013; 10(1):82-85.
14. Pishghadam R, & Saboori F. Linguistic Democracy in English Language Teaching. Life Sci J 2012; 9(2):297-306.
15. Shomoossi N. Collaboration of Translators with Medical Authors: A Qualitative Enquiry into Writing Articles in English. Acta Facultatis Medicae Naissensis 2013; 30 (1):45-47. Available online at http://www.degruyter.com/view/j/afmnai.2013.30.issue-1/v10283-012-0035-1/v10283-012-0035-1.xml http://dx.doi.org/10.2478/v10283-012-0035-1