English Speaking as a Second Language for Health Sciences’ Undergraduates: Preferred Activities & Motivators
-
(1) * Manori
University of Ruhuna, Sri Lanka
Sri Lanka
(2) Lakeesha University of Ruhuna, Sri Lanka
Sri Lanka
(3) Kanchana University of Ruhuna, Sri Lanka
Sri Lanka
(4) Imendra University of Ruhuna, Sri Lanka
Sri Lanka
(*) Corresponding Author
Abstract
Fluency in English is vital for non - native speakers in Allied Health Sciences. However, undergraduates in English - medium health programs often struggle with oral communication skills. To address this, faculty administrations have implemented various initiatives, though participation rates remain low. This study aimed to explore students' preferred activities and whether their motivation to improve English speaking skills was driven by intrinsic or extrinsic factors. A cross -sectional survey was conducted among first to final-year students in Pharmacy, Nursing, and Medical Laboratory Science (MLS) programs, who are native Sinhala or Tamil speakers. Data were collected through a validated online questionnaire, pilot tested for reliability. Intrinsic and extrinsic motivators were analyzed using a paired sample t-test. Among 277 respondents (Pharmacy 33.2%, Nursing 45.8%, MLS 20.9%), intrinsic motivation was predominant (p<0.001, 95% CI), with future job prospects, personal development, and confidence being key motivators. Common barriers included fear of mistakes, nervousness, and grammar difficulties. Students favored constructive feedback and supportive classroom environments. Preferred activities included presentations during lectures (60.8%) and participation in speaker clubs, with or without resource persons (55.7%). The study recommends more flexible, interactive opportunities like weekly speaker clubs, certification programs, and integrating both informal and professional topics into the curriculum. These findings offer practical strategies for improving language programs in similar educational contexts. HIGHLIGHTS:- The study identifies intrinsic motivation as the primary driver for health sciences undergraduates learning English speaking skills, with future job opportunities, personal development, and confidence being key motivating factors.
- Common barriers to speaking proficiency include fear of mistakes, nervousness, and grammar difficulties, yet students expressed a strong preference for constructive feedback and supportive classroom environments.
- Recommendations for faculty include implementing flexible, interactive speaking practice opportunities, such as weekly speaker clubs and presentations while moving away from authoritative, compulsory programs to better align with students' interests.
Downloads
Download data is not yet available.
References
Aggouni, A. (2015). The Role of Motivation in Enhancing Learners’ Speaking Performance in English Classrooms (Issue June). Biskra University.
Alkhuzaee, F. S., Al-Mehmadi, A. A., Al-Sehly, A. A., Nahari, M. H., Al-Muwallad, M. A., & Ali, M. (2019). Identifying the facilitators and barriers for scientific writing among pharmacy students in College of Pharmacy, Umm Al-Qura University - A qualitative study. Currents in Pharmacy Teaching & Learning, 11(12), 1265–1273. https://doi.org/10.1016/j.cptl.2019.09.004
AlMously, N., Salem, R., & AlHamdan, N. (2013). The impact of gender and English language on the academic performance of students: An experience from new Saudi medical school. Journal of Contemporary Medical Education, 1(3), 170. https://doi.org/10.5455/jcme.20130226121358
Aluwihare, S., & De Silva, S. (2016). Prolonged time taken to complete the degree programmes at the Faculty of Engineering Technology of the Open University of Sri Lanka. Asian Association of Open Universities Journal, 11(2), 136–148. https://doi.org/10.1108/AAOUJ-09-2016-0027
Bensoussan, M. (2015). Motivation and English language learning in a multicultural university context. Journal of Multilingual and Multicultural Development, 36(4), 423–440. https://doi.org/10.1080/01434632.2014.936874
Fazeena, J. F., Hewagamage, K. P., & Ekanayake, Y. (2012). Suitability of mobile learning to enhance English language learning: A survey among University of Colombo School of Computing students. CEUR Workshop Proceedings, 955, 197–202.
Gardner, R. C. (2005). Attitude / Motivation Test Battery : International AMTB Research Project. The University of Western Ontario, http://publish.uwo.ca/~gardner/docs/englishamtb.pd.
Hayes, S. C., & Farnill, D. (1993). Medical training and English language proficiency. Medical Education, 27(1), 6–14. https://doi.org/10.1111/j.1365-2923.1993.tb00222.x
Hill, C. (2009). Opening Doors for Learners: Barriers and Challenges at the Open University of Sri Lanka. OUSL Journal, 5(0), 3–21. https://doi.org/10.4038/ouslj.v5i0.2140
Ihsan, M. D. (2016). STUDENTS ’ MOTIVATION IN SPEAKING ENGLISH. JOURNAL OF ENGLISH EDUCATORS SOCIETY (JEES), 1, 31–48. http://ojs.umsida.ac.id/index.php/jess
Krejcie, R., V.Morgan, & W., D. (1996). Determining sample Size for Research Activities, Educational and Psychological Measurement. International Journal of Employment Studies, 18(1), 89–123.
Krishnan, K. S. D., Ali, Q., Al, K., & Pathan, Z. H. (2013). Motivational Factors That Impact English Language Learning in an Arab Model School , Jordan : An Empirical Investigation Corresponding Author : K . Sarojani Devi Krishnan. Journal of Emerging Trends in Educational Research and Policy Studies, 4(6), 867–871. https://journals.co.za/doi/epdf/10.10520/EJC148732
Mansor, N., & Ishak Badarudin, M. (2011). Teachers Perspective of Using English As a Medium of Instruction in Mathematics and Science Subjects. International Journal of Instruction, 4(2), 1694–609.
Menggo, S. (2018). ENGLISH LEARNING MOTIVATION AND SPEAKING ABILITY. Journal of Psychology and Instructions, 2(2), 70. https://doi.org/10.23887/jpai.v2i2.15979
Navaz, A. (2013). A STUDY ON PERCEPTION OF LECTURER-STUDENT INTERACTION IN ENGLISH MEDIUM SCIENCE LECTURES. Novitas Royal (Research on Youth and Language), 7(2), 117–136.
Pabodha, G., & Abeywickrama, R. (2021). Language Alienation of Sri Lankan Students Studying Overseas: An Empirical Study. Sabaragamuwa University Journal, 19(1), 48. https://doi.org/10.4038/suslj.v19i1.7773
Rameez, A. (2019). English Language Proficiency and Employability of University Students: A Sociological Study of Undergraduates at the Faculty of Arts and Culture, South Eastern University of Sri Lanka (SEUSL). International Journal of English Linguistics, 9(2), 199. https://doi.org/10.5539/ijel.v9n2p199
Sadeghi, B., Kashanian, N. M., Maleki, A., & Haghdoost, A. (2013). English language proficiency as a predictor of academic achievement among medical students in Iran. Theory and Practice in Language Studies, 3(12), 2315–2321. https://doi.org/10.4304/tpls.3.12.2315-2321
Salamonson, Y., Everett, B., Koch, J., Andrew, S., & Davidson, P. M. (2008). English-language acculturation predicts academic performance in nursing students who speak English as a second language. Research in Nursing & Health, 31(1), 86–94. https://doi.org/10.1002/nur.20224
Seefa, K. F. (2017). A learners ’ Perspective of the challenges faced in learning English as a Second Language in Post-Conflict Sri lanka: a Case Study of the Madhu Zone in Mannar District. Proceedings of 7th International Symposium, SEUSL, December, 602–613.
Sorayyaei Azar, A., & Tanggaraju, D. (2020). Motivation in second language acquisition among learners in Malaysia. Studies in English Language and Education, 7(2), 323–333. https://doi.org/10.24815/siele.v7i2.16506
Vidanapathirana, U., & Gamini, L. (2009). OUSL Journal (2009) Vol. 5, (pp. 41-59). OUSL Journal, 5, 41–59.
Wazeema, T. M. F., & Kareema, M. I. F. (2017). Implication of multimedia audio-visual aids in the English language classroom. Proceedings of 7th International Symposium, SEUSL, 7th & 8th December 2017, December, 433–442. http://192.248.66.13/handle/123456789/3028
Weerakkody, K. A., & Dharmadasa, M. P. P. (2015). The impact of background variables for students ’ Performance : Case of online external degree program in Sri Lanka. International Journal of Conceptions on Management and Social Sciences, 3(3), 5–9.
Weerasooriya, T. N. (2021). Enhancing the English oral competence of undergraduates. The 7th International Conference on Humanities and Social Sciences (IRCHSS), 1–10. https://doi.org/10.2139/ssrn.3808971
Alkhuzaee, F. S., Al-Mehmadi, A. A., Al-Sehly, A. A., Nahari, M. H., Al-Muwallad, M. A., & Ali, M. (2019). Identifying the facilitators and barriers for scientific writing among pharmacy students in College of Pharmacy, Umm Al-Qura University - A qualitative study. Currents in Pharmacy Teaching & Learning, 11(12), 1265–1273. https://doi.org/10.1016/j.cptl.2019.09.004
AlMously, N., Salem, R., & AlHamdan, N. (2013). The impact of gender and English language on the academic performance of students: An experience from new Saudi medical school. Journal of Contemporary Medical Education, 1(3), 170. https://doi.org/10.5455/jcme.20130226121358
Aluwihare, S., & De Silva, S. (2016). Prolonged time taken to complete the degree programmes at the Faculty of Engineering Technology of the Open University of Sri Lanka. Asian Association of Open Universities Journal, 11(2), 136–148. https://doi.org/10.1108/AAOUJ-09-2016-0027
Bensoussan, M. (2015). Motivation and English language learning in a multicultural university context. Journal of Multilingual and Multicultural Development, 36(4), 423–440. https://doi.org/10.1080/01434632.2014.936874
Fazeena, J. F., Hewagamage, K. P., & Ekanayake, Y. (2012). Suitability of mobile learning to enhance English language learning: A survey among University of Colombo School of Computing students. CEUR Workshop Proceedings, 955, 197–202.
Gardner, R. C. (2005). Attitude / Motivation Test Battery : International AMTB Research Project. The University of Western Ontario, http://publish.uwo.ca/~gardner/docs/englishamtb.pd.
Hayes, S. C., & Farnill, D. (1993). Medical training and English language proficiency. Medical Education, 27(1), 6–14. https://doi.org/10.1111/j.1365-2923.1993.tb00222.x
Hill, C. (2009). Opening Doors for Learners: Barriers and Challenges at the Open University of Sri Lanka. OUSL Journal, 5(0), 3–21. https://doi.org/10.4038/ouslj.v5i0.2140
Ihsan, M. D. (2016). STUDENTS ’ MOTIVATION IN SPEAKING ENGLISH. JOURNAL OF ENGLISH EDUCATORS SOCIETY (JEES), 1, 31–48. http://ojs.umsida.ac.id/index.php/jess
Krejcie, R., V.Morgan, & W., D. (1996). Determining sample Size for Research Activities, Educational and Psychological Measurement. International Journal of Employment Studies, 18(1), 89–123.
Krishnan, K. S. D., Ali, Q., Al, K., & Pathan, Z. H. (2013). Motivational Factors That Impact English Language Learning in an Arab Model School , Jordan : An Empirical Investigation Corresponding Author : K . Sarojani Devi Krishnan. Journal of Emerging Trends in Educational Research and Policy Studies, 4(6), 867–871. https://journals.co.za/doi/epdf/10.10520/EJC148732
Mansor, N., & Ishak Badarudin, M. (2011). Teachers Perspective of Using English As a Medium of Instruction in Mathematics and Science Subjects. International Journal of Instruction, 4(2), 1694–609.
Menggo, S. (2018). ENGLISH LEARNING MOTIVATION AND SPEAKING ABILITY. Journal of Psychology and Instructions, 2(2), 70. https://doi.org/10.23887/jpai.v2i2.15979
Navaz, A. (2013). A STUDY ON PERCEPTION OF LECTURER-STUDENT INTERACTION IN ENGLISH MEDIUM SCIENCE LECTURES. Novitas Royal (Research on Youth and Language), 7(2), 117–136.
Pabodha, G., & Abeywickrama, R. (2021). Language Alienation of Sri Lankan Students Studying Overseas: An Empirical Study. Sabaragamuwa University Journal, 19(1), 48. https://doi.org/10.4038/suslj.v19i1.7773
Rameez, A. (2019). English Language Proficiency and Employability of University Students: A Sociological Study of Undergraduates at the Faculty of Arts and Culture, South Eastern University of Sri Lanka (SEUSL). International Journal of English Linguistics, 9(2), 199. https://doi.org/10.5539/ijel.v9n2p199
Sadeghi, B., Kashanian, N. M., Maleki, A., & Haghdoost, A. (2013). English language proficiency as a predictor of academic achievement among medical students in Iran. Theory and Practice in Language Studies, 3(12), 2315–2321. https://doi.org/10.4304/tpls.3.12.2315-2321
Salamonson, Y., Everett, B., Koch, J., Andrew, S., & Davidson, P. M. (2008). English-language acculturation predicts academic performance in nursing students who speak English as a second language. Research in Nursing & Health, 31(1), 86–94. https://doi.org/10.1002/nur.20224
Seefa, K. F. (2017). A learners ’ Perspective of the challenges faced in learning English as a Second Language in Post-Conflict Sri lanka: a Case Study of the Madhu Zone in Mannar District. Proceedings of 7th International Symposium, SEUSL, December, 602–613.
Sorayyaei Azar, A., & Tanggaraju, D. (2020). Motivation in second language acquisition among learners in Malaysia. Studies in English Language and Education, 7(2), 323–333. https://doi.org/10.24815/siele.v7i2.16506
Vidanapathirana, U., & Gamini, L. (2009). OUSL Journal (2009) Vol. 5, (pp. 41-59). OUSL Journal, 5, 41–59.
Wazeema, T. M. F., & Kareema, M. I. F. (2017). Implication of multimedia audio-visual aids in the English language classroom. Proceedings of 7th International Symposium, SEUSL, 7th & 8th December 2017, December, 433–442. http://192.248.66.13/handle/123456789/3028
Weerakkody, K. A., & Dharmadasa, M. P. P. (2015). The impact of background variables for students ’ Performance : Case of online external degree program in Sri Lanka. International Journal of Conceptions on Management and Social Sciences, 3(3), 5–9.
Weerasooriya, T. N. (2021). Enhancing the English oral competence of undergraduates. The 7th International Conference on Humanities and Social Sciences (IRCHSS), 1–10. https://doi.org/10.2139/ssrn.3808971
Picture in here are illustration from public domain image (License) or provided by the author, as part of their works
Published
2024-10-21
How to Cite
Jayasinghe, M., Liyanage, L., Wijesekara, K., & Kotapola, I. (2024). English Speaking as a Second Language for Health Sciences’ Undergraduates: Preferred Activities & Motivators . JEES (Journal of English Educators Society), 9(2), 134-143. https://doi.org/10.21070/jees.v9i2.1878
Section
Articles
Copyright (c) 2024 Manori Jayasinghe, Lakeesha Liyanage, Kanchana Wijesekara, Imendra Kotapola
This work is licensed under a Creative Commons Attribution 4.0 International License.
