English Speaking as a Second Language for Health Sciences’ Undergraduates: Preferred Activities & Motivators
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(1) * Manori
University of Ruhuna
Sri Lanka
(2) Lakeesha University of Ruhuna
Sri Lanka
(3) Kanchana University of Ruhuna
Sri Lanka
(4) Imendra University of Ruhuna
Sri Lanka
(*) Corresponding Author
Abstract
Fluency in speaking English as a second language is critical for non-native speakers in Allied Health Sciences. Unfortunately, the undergraduates who study for health sciences degrees in English medium of instruction still find it challenging. This has made the faculty administration deliver numerous programs to enhance oral skills, which often fail due to poor turnout. This study aimed to examine the types of activities students were interested in and to determine whether students are motivated by intrinsic or extrinsic factors to learn English speaking skills.
A cross-sectional survey was conducted among the undergraduates in the Pharmacy, Nursing, and Medical Laboratory Science programs. Data were gathered using a self-prepared, validated, self-administered online survey questionnaire that was pilot tested for reliability using 10% of the minimum sample size. The distinction between intrinsic and extrinsic motivators and demotivators was examined using a paired sample t-test. There were 277 responses from Pharmacy (33.2%, n=92), Nursing (45.8%, n=127), and MLS (20.9%, n=58). Findings indicated that intrinsic motivation had a significant effect (p<0.001, 95% CI) on the need to improve English speaking skills compared to extrinsic motivation factors. Mean intrinsic motivation and mean extrinsic motivation were 4.16 (n=277, SD=0.66) and 3.73 (n=277, SD=0.81), respectively. The mean intrinsic demotivation, 3.16 (n=277, SD=0.77), and mean extrinsic demotivation, 2.56 (n=277, SD=0.91) also showed a significant variation. Overall, the results indicated that students are intrinsically motivated and prefer free, relaxing learning experiences over attending compulsory English-speaking programs. Thus, English-speaking programs designed to offer a flexible learning experience would enhance student attendance compared to compulsory and authoritative program designs.
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References
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