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Objective:To investigate the English learning efficacy and autonomous learning proficiency of postgraduates in universities of Traditional Chinese Medicine (TCM), explore whether there is a correlation between English learning efficacy and autonomous learning ability, and to analyze the influence of English learning efficacy on autonomous learning ability.Methods:A questionnaire survey was carried out to assess the levels of English learning efficacy and English autonomous learning in two levels of belief and behavior among 207 postgraduates in TCM universities. Statistical methods such as independent sample t-test, one-way ANOVA, nonparametric Mann-Whitney U-test, and Kruskal Wallis H-test were applied to analyze the data collected in the questionnaire survey. Results:The average score of subjects' English learning efficacy was 2.82 ± 0.60 (1 ≤ ≤ 5), and the average score of subjects' English autonomous learning ability was 3.24 ± 0.53 (1 ≤ ≤ 5). The scores of their autonomous English learning in the level of belief was significantly higher than those of the level of behavior ( t =14.10, P < 0.001). The scores of autonomous learning ability of subjects in Batch 2020 were significantly lower than those in Batch 2021 ( t = 2.64, P = 0.009). Linear correlation analysis showed that there was a moderately positive correlation between English learning efficacy and autonomous learning ability. Conclusion:The English learning efficacy of postgraduates in TCM universities is at the middle-low level and their English autonomous learning ability is at the middle level. Moreover, their English autonomous learning in the level of behavior underperforms the English autonomous learning in the level of belief, and the English autonomous learning ability decreases with the increase of the grades. In addition, the English learning efficacy has a moderate positive influence on autonomous English learning ability.
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Abstract The current study has as its objective to analyze the relationship between students' attitude towards learning English and the procrastinating behavior at the academic level. Attitudes strengthen people's motivation to learn a foreign language (Delfín, 2007), and procrastination, which involves unjustified delaying of activities, causes negative consequences in completing academic tasks postponement of responsibilities (Rodríguez & Clariana, 2017). The design was correlational, and the sample consisted of 55 students learning English. The instruments were the Attitudes towards English language learning questionnaire and the academic procrastination questionnaire. According to the results, evidence shows that there is a positive median relationship between the variables, leading us to conclude that despite having positive attitudes towards learning English, procrastinating behavior does not diminish. The results of this study could be utilized in bilingual programs, or those could also be utilized to implement curricula in language programs at schools or universities. The idea is that higher education institutions include, as mandatory, the instruction of English as a global language.
Resumen El objetivo del trabajo fue analizar la relación que existe entre la actitud de los estudiantes hacia el aprendizaje del inglés y la conducta de procrastinar. Las actitudes refuerzan la motivación de las personas para aprender un idioma extranjero (Delfín, 2007) y la procrastinación, la cual tiene que ver con el aplazo injustificado de actividades, y provoca repercusiones negativas en las tareas académicas (Rodríguez & Clariana, 2017). El diseño fue correlacional y la muestra fue de 55 estudiantes de inglés. Los instrumentos fueron el cuestionario de Actitudes hacia el aprendizaje del idioma inglés y el cuestionario de procrastinación académica. De acuerdo a los resultados se evidencia que existe relación positiva media entre las variables, con lo cual se concluye que, a pesar de tener actitudes positivas hacia el aprendizaje del inglés, la conducta de procrastinar no disminuye. Los resultados de este estudio podrían ser utilizados en programas bilingües o podrían también ser utilizados para implementar currículos de programas de idiomas en escuelas y universidades. La idea es que las instituciones de educación superior tengan como obligación la implementación del curso de inglés como idioma global.
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PEP (the study group of Practical English for Pharmacists) was started by teachers from different fields at Hokkaido Pharmaceutical University, and has been offering English conversation class for local pharmacists. As with its turning point of three years, in January 2016, it conducted an online questionnaire survey for pharmacists all over Japan. The purpose was to find their needs for learning English, as well as to make sure if PEP teaching materials were proper enough for them. The questionnaires consisted of five areas: current working situation in terms of using English; self-evaluation for their attitudes towards English-speaking customers/ patients; their preference in learning English; their foresight into the English-related situation around their job; and evaluation on PEP sample materials. Participants were 220 pharmacists at work who were interested in learning English. They were divided into two groups (Yes-group and No-group) according to the answer to the question of whether they, as a pharmacist, thought it necessary to learn English or not. The groups were compared with each other within each of the five areas mentioned above. The results showed the overall illustrations of the pharmacists today and positive evaluation for a PEP material. Most importantly, however, contrastive difference between Yes-No groups for the type of English needed was revealed (p<0.01). This was interpreted as an evidence that No-group just have a naive intention to learn English, while Yes-group have already been involved in the situations where rather high English proficiency is required for their pharmacy jobs.
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Objective To explore the status of the English learning among nurses and influencing factors. Method A self-designed questionnaire was used to investigate the status on English learning of 282 clinical nursing from 3 first-class hospitals in Beijing. The influencing factors were analyzed. Results The clinical nurses were in a poor condition and low interest and they had a poor setting for learning English. The influencing factors were found to be their English competency, education level, professional title and medical department (P < 0.05). Conclusions The clinical nurses are at lower level concerning English learning situation, learning interest, settings, learning motivation and a platform for training and practice. Therefore, hospitals should actively enhance their interest in English learning, learning motivation and learning settings and provide them with a platform for English training and practice so that they can increase their nursing professional English level.
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This research analyzed the current situation of English learning anxiety of TCM majors by means of conducting a questionnaire based on the English learning anxiety scale (ELAS).The questionnaire results showed that communication apprehension was most prominent in terms of extent and amount while test anxiety also accounted for an important part of anxiety.The research further analyzed the influences of English learning anxiety and proposed some measures to ease students' anxiety and to enhance learning efficiency from teachers' perspectives.
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Bilingual teaching is a challenge to university.Biochemistry Department of Guilin Medical College made research on relationship between bilingual teaching and professional courses learning,restrictive factors of bilingual teaching and how to further bilingual teaching,and so on.Training teachers,exploring teaching methods and establishing rational evaluation system are most important for bilingual teaching nowadays.
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Objective: The research aims at examining the reliability and validity of the self-designed English Self-efficacy Questionnaires(ESEQ).Methods: It was conducted with 669(501,168) non-English major college students as its subjects.Results: ①ESEQ consisted of 17 items and two sub-questionnaires: English learning behavior efficacy(ESEQ1),English learning ability efficacy(ESEQ2).②ESEQ,ESEQ1 and ESEQ2 all reached a set standard of reliability and validity.③English self-efficacy of female students was remarkably higher than that of their male counterparts(P
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Correlation analysis shows that the total scores of the psychological environment of English classrooms correlate significantly with the scores of the final exams,indicating that classroom psychological environment can produce significant impact on English learning effect. Both correlation analysis and independency analysis of the component factors of classroom psychological environment and the final exams show that students'study behavior can produce significant impact on their English learning effect,while classroom interpersonal relationships,classroom atmosphere,teachers'teaching behavior and students'individual psychological experience have no significant impact on the English learning effect.
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This paper draws several thoughts on medical English learning.First,although students have the positive learning attitude and definite learning purpose,they are influenced by the conventional learning habit,so when learning,they depend on their teacher.Second,the emphasis of college English reform should be put on the change of the students' learning habit.Third,the teacher should teach the learning strategy to the students.
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Language learning strategy is one of the most important items in current college English syllabus,yet it hasn't been given enough attention to.Due to the features of medicine,it is of great importance and emergency to carry out language learning strategy training in medical colleges.The aim of this essay is to promote a new English teaching mode of strategy-based instruction.
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Objective: To make an English Learning Anxiety Scale (ELAS) based on the Foreign Language Classroom Anxiety Scale (FLCAS) and to do a psychometric test of the ELAS. Method: After translation of the FLCAS into Chinese and did item adaptation to form an ELAS. It was administered to 669 college students with major field other than English. Result: The ELAS was composed of 23 items in four subscales: nervousness , worry, apprehension of being questioned, and sense of anxiety.Factor loadings in the exploratory factor analysis were: A1, 0.46-0.70; A2, 0.53-0.73; A3, 0.55-0.70, A4,0.50-0.67. 48.95% of the total variance could explained. The Cronnbach?is 0.70-0.89, split-half reliability(S-B), 0.71-0.88. ?2/df, RMSEA, GFI, AGFI, NFI, NNFI, CFI, IFI of the goodness of fit indices of confirmatory factor analysis were 2.40, 0.05, 0.92, 0.90, 0.85, 0.89, 0.90, 0.90. The correlation coefficient between ELAS and CET4 score is-0.25~0.64. The correlation coefficient between ELAS and the subscales was 0.69~0.80. The correlation coefficient between the subscales was 0.45~0.63. Conclusion: ELAS has good reliability and validity, could be an effective research instrument in studying anxiety of Chinese college students with major field other than English.