An evaluation of the coursebook nursing 1 and its suitability to the second year nursing students at quang ninh medical college

Rationale

English for Specific Purposes (ESP) has evolved significantly since the 1960s, becoming a key area in English as a Foreign Language (EFL) teaching This growth has led to the development of numerous specialized textbooks, which play a crucial role in shaping classroom instruction and student learning outcomes Selecting the right textbook is essential, as it directly impacts students' ability to achieve their language learning goals However, as noted by Swales (1980), many textbooks, particularly coursebooks, can present challenges and may contribute to educational shortcomings To ensure an effective language teaching program, it is vital to utilize high-quality materials and for educators to thoroughly evaluate textbooks using assessment tools The current ESP coursebook at Quang Ninh Medical College (QNMC) has been compiled from various sources and partially aligns with teaching objectives, such as vocabulary and reading development However, it falls short in promoting communicative skills, offering repetitive reading comprehension exercises across all units, which diminishes student engagement.

The current course material, lacking a CD, video content, and recommended reference books, has been utilized at QNMC since 2011 but is deemed unengaging and misaligned with the course objectives Therefore, the author suggests adopting "Nursing 1" from Oxford University Press, which has garnered positive feedback from peers at other medical colleges However, a comprehensive evaluation of this coursebook is essential prior to its implementation.

The evaluation of the coursebook "Nursing 1" focuses on its suitability for second-year nursing students at Quang Ninh Medical College This assessment aims to ensure that the coursebook is effectively adapted to enhance teaching and learning outcomes By identifying a suitable and beneficial coursebook, the goal is to improve learning efficiency and increase student engagement in language learning.

Aims of the study

This study evaluates the strengths and weaknesses of the coursebook used at Quang Ninh Medical College, focusing on its alignment with curriculum objectives, content, and methodology from both the teacher's and nursing students' perspectives.

Based on the evaluation results, several adaptation strategies for the book are proposed to enhance its effectiveness in teaching and learning English for Specific Purposes (ESP) at QNMC.

Research questions

1 What are the strengths and the weaknesses of the coursebook Nursing 1 ?

2 How suitable is the coursebook to the second-year nursing students at QNMC?

Scope of the study

When evaluating coursebooks, it is essential to consider various criteria, including audience, content, methodology, cultural bias, layout, and authenticity This study specifically focuses on the evaluation criteria proposed by Hutchinson and Waters (1987), emphasizing four key aspects: audience, aims, content, and methodology.

Methods of the study

This study employed three methods including document analysis, survey questionnaires and informal interviews These methods are described in detail in chapter two.

Organization of the study

The study consists of 3 parts:

Part I - Introduction - presents the rationale, aims, scope and methodology of the study

Part II - Development - includes 3 chapters:

Chapter 1 of the literature review establishes a theoretical foundation for the study by examining key concepts such as English for Specific Purposes (ESP) and English for Medical Purposes (EMP), including their definitions, classifications, and characteristics It also evaluates coursebook assessment and needs analysis, detailing their definitions, types, purposes, and models The chapter concludes by addressing the challenges related to coursebook adaptation, which will inform the improvements suggested in the study's conclusion.

Chapter 2 – Research Methodology outlines the study's approach, detailing the data collection and analytical procedures employed throughout the research.

Chapter 3 – Results and discussion – reports the findings of the survey and discusses the prominent aspects

Part III – Conclusion – makes conclusion of the study; recommends the improvements to the coursebook; expresses the limitations and suggestions for further research

LITERATURE REVIEW

An overview of ESP

Different researchers and scholars have expressed varied views to the concept of ESP.

According to Hutchinson and Waters (1987), English for Specific Purposes (ESP) should be viewed as an approach rather than a product, which Dudley-Evans (1998) refers to as an “attitude of mind.” They assert that ESP focuses on tailoring content and methods to align with the learner's motivations for learning a language The core principle of ESP revolves around the fundamental question: Why does this learner need to learn a foreign language?

According to Robinson (1991), English for Specific Purposes (ESP) is inherently goal-oriented, with ESP courses designed based on a thorough needs analysis This process identifies the precise tasks that students must accomplish using English, ensuring that the curriculum aligns closely with their specific requirements.

English for Specific Purposes (ESP) is an approach to teaching that focuses on meeting the specific needs of learners, rather than being confined to a particular discipline, age group, or ability level.

According to Hutchinson and Waters (1987), English for Specific Purposes (ESP) is categorized into two primary types: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) EAP is designed for learners in educational settings who need English for their studies, while EOP focuses on language skills required for professional contexts, such as communication for tour guides or persuasive skills for salespeople The selection of an ESP course largely hinges on the specific needs of the learners, emphasizing the importance of tailoring language instruction to their academic or occupational requirements.

Learners studying English often do so in conjunction with their job training, leading to two distinct approaches in English for Specific Purposes (ESP): independent ESP, where English is a separate subject aligned with other curriculum topics, and integrated ESP, where English serves as a medium for learning other subjects Hutchinson and Waters (1987) categorize ESP into three main branches, each further divided into two subcategories: English for Occupational Purposes (EOP) and English for Academic Purposes (EAP).

English for Science English for Business English for

EAP EOP EAP EOP EAP EOP e.g English e.g English e.g English e.g English e.g English e.g English for medical for for for for for studies technicians Economics Accountancy Psychology Law

Figure 1: Types of ESP (From Hutchinson and Waters, 1987)

The distinction between working and studying is not always clear, as individuals often engage in both simultaneously Additionally, the language skills acquired for academic purposes can be valuable in the workplace, allowing students to apply their learning in future job settings.

Most researchers (Strevens, 1988; Bojovic, 2006; Dudley-Evans, 1997; Gatehouse, 2001) have supported the main characteristics proposed by Carter (1983)

He identified the following “three features common to ESP courses: authentic material, purpose-related orientation, and self-direction”

Authentic material refers to resources not specifically created for teaching, drawn from the learners' field of study or profession, including books, forms, charts, and graphs These authentic texts can be utilized in either modified or unmodified formats based on teaching needs According to Dudley-Evans (1997), authentic material is particularly suitable for advanced or intermediate-level English for Specific Purposes (ESP) courses.

Purpose-related orientation, as outlined by Gatehouse (2001) and referenced by Carter (1983), focuses on simulating diverse communicative tasks to equip learners for various target situations This approach provides learners with practical experience through simulations, allowing them to effectively manage different linguistic roles in real-world contexts.

Self-direction is a key characteristic of English for Specific Purposes (ESP) courses, emphasizing the transformation of learners into proficient users of the language (Carter, 1983) This approach allows students to exercise a degree of autonomy in their learning, enabling them to choose when, what, and how they study (Gatehouse, 2001).

1.4 Characteristics of English for Medical Purpose

EMP, a subset of ESP Education, primarily emphasizes the teaching of medical English, especially its terminology (Hull, 2004) The language of medicine is distinctive, characterized by technical jargon, slang, colloquialisms, abbreviations, and acronyms, each governed by specific rules and structures Health professionals must adeptly read, write, and interpret this language, which is highly contextual and often blends academic and technical terms with everyday speech and workplace jargon, frequently neglecting complete sentence structure.

With regard to the level of Medical English, Hull (2004) believes that Medical English cannot be taught at the level of or in the same methods of basic English

Hull posits that English for Medical Purposes (EMP) learners are primarily health professionals or students in health-related fields Consequently, the focus should be on teaching context-specific, technical language relevant to their careers The primary objective of learning English at this level is not just to master grammar and structure, but to effectively communicate in professional and social contexts within the healthcare environment.

Roles of using the coursebook in language teaching and learning

2.1 Definitions of textbook, coursebook and materials

The definition which Ur (1996) has given is very useful and easy to understand

A coursebook is a textbook that both teachers and students use as a foundational resource for a language course, specifically an English course It is essential that each student and teacher has access to a copy of the coursebook, and it should be utilized systematically throughout the study program.

In Materials Development in Language Teaching (Littlejohn, 1998) the term

Materials are essential tools for teaching language learners, encompassing a wide range of resources such as textbooks, workbooks, audio recordings like cassettes and CDs, videos, photocopied handouts, newspapers, and even written content on a whiteboard.

1998) Therefore, it can be pointed out that coursebook is a type of materials

Coursebooks play a crucial role in classroom curricula, serving as a key element of a teacher's methodology and significantly contributing to the course syllabus According to O'Neill (1982), there are four main reasons for utilizing coursebooks: they often contain material that meets students' needs, they enable students to preview upcoming content or review previous lessons, they offer well-organized and cost-effective resources, and they facilitate improvisation and adaptation by educators.

Effective teaching requires engaging students in spontaneous interactions during class To achieve this, coursebooks must be accessible to diverse learners and adaptable to various teaching styles and educator needs.

Coursebook evaluation

According to Hutchinson and Waters (1987), evaluation involves assessing the suitability of an option for a specific purpose by determining the best solution among various possibilities based on identified needs and available resources Essentially, evaluation is a process of aligning needs with appropriate solutions.

According to Dudley (1998), evaluation is a comprehensive process that starts with identifying the necessary information to collect and concludes with implementing changes in existing practices or shaping future actions.

Researchers may have varied perspectives on evaluation, yet they collectively agree that it involves the systematic collection of data, making informed judgments based on that data, and, crucially, incorporating actionable steps.

Evaluation plays a very important role in the development of materials Ellis

Materials evaluation serves two key purposes: selecting the most suitable resources for a specific educational context before the course begins, and assessing the effectiveness of the chosen materials after they have been used for some time This evaluation process enables educators to determine whether to continue with the current materials or seek better alternatives Ultimately, it helps ensure that the coursebook aligns with the needs of target learners across different levels and teaching environments, allowing for adjustments that enhance strengths and reduce weaknesses.

Material evaluation, as classified by scholars like Cunningsworth (1995) and Ellis (1997), is divided into three main types: pre-use, in-use, and post-use evaluation Pre-use evaluation occurs before a course begins, aiming to select the most relevant materials and adapt them to the learners' needs, focusing on predicting potential value In-use evaluation assesses the suitability of materials by aligning them with specific learner objectives and available resources Lastly, post-use evaluation involves assessing a textbook's effectiveness after a period of use, which aids in deciding whether to continue using the same coursebook in the future.

Regardless of the type of evaluation—pre-use, in-use, or post-use—it is crucial for evaluators to clearly define the reasons behind their assessment This clarity ensures that the evaluation effectively contributes to the successful use of the coursebook (Robinson, 1991).

According to Hutchinson & Waters (1987), Lynch (1996), Richards (2001), and Robinson (1991), effective evaluation techniques include questionnaires, interviews, test results, discussions, and other informal methods While these various evaluation methods offer distinct advantages, they also come with potential limitations that should be considered.

Questionnaires are a widely used and cost-effective method for collecting data, allowing for simultaneous responses from a large group of students and teachers on various topics However, it is crucial to design them thoughtfully to prevent any misinterpretation of the questions by respondents.

Interviews serve as a valuable evaluation method, offering in-depth insights into specific questions While they allow for a more comprehensive exploration of issues compared to questionnaires, they can be quite time-consuming.

Observation in the classroom can highlight various observable aspects of a lesson, offering an objective perspective that may reveal insights not immediately apparent to the teacher This specialized process necessitates thorough preparation to ensure its effectiveness.

Document analysis encompasses various materials, including curriculum descriptions, policy statements, newspapers, program brochures, and correspondence This method is a valuable data collection technique for studies, as it offers critical insights that are integral to the evaluation process (Robinson, 1991).

In conclusion, researchers must carefully select the appropriate data collection methods for their studies This research utilized three effective instruments: document analysis, questionnaires, and interviews, to gather comprehensive data.

Criteria for material evaluation are essential for identifying the key aspects that should be considered According to Tomlinson (1998), these criteria guide researchers in making informed decisions about what elements require assessment.

Hutchinson and Waters (1987) suggest four main criteria for material evaluation including: the audience, the aims, the content and the methodology

To effectively evaluate educational materials, it is crucial for the evaluator to gather comprehensive information about the learners This includes assessing factors such as the students' age, English proficiency, interests, gender, academic or professional fields, status, and educational background to ensure the materials are appropriately tailored to their needs.

The primary goal of this material is to enhance learners' language skills and overall proficiency It is essential to evaluate whether the content effectively meets the aims and objectives of the language course.

Coursebook adaptation

After evaluating a coursebook, it's essential to identify potential problem areas, as the content may not align with learners' specific needs The methodology of the coursebook might differ from our teaching approach, and the overall aims may not correspond with our educational objectives Additionally, the goals of individual lessons or units may not match our lesson-by-lesson aims Therefore, prioritization and selection of relevant materials are crucial, and we may need to supplement the coursebook to ensure effective learning outcomes.

Teachers, possessing firsthand experience in their classrooms, should view textbooks as valuable resources or "idea banks" that can inspire their creativity (Cunningsworth, 1984) By adapting these materials, educators can enhance the textbook's effectiveness, ensuring it meets the specific needs of their students (Apple and Jungck, 1990; Shannon, 1987).

McDonough and Shaw (2003) identify the possible areas to adapt as follows:

- Lack of grammar coverage in general

- Lack of practice of grammar points of particular difficulty

- Reading passages contain too much unknown vocabulary

- Comprehension questions are two easy

- Subject matters are inappropriate for learners

- Photographs and other illustrative materials are not culturally acceptable

- Amount of material is too much/too little to cover

- Lack of guidance of teachers on group work and role play

- There are no vocabulary list or a key to exercises

However, they also note that more areas could be added to this list, depending on actual contexts

According to Tomlinson (1998) there are various ways various ways of adapting a course-book:

- Omission: The teacher leaves out things deemed inappropriate, offensive and unproductive, etc

- Addition: Where there seems to be inadequate coverage, the teachers may decide to add material, either in form of texts or exercise material

- Reduction: Where the teacher shortens an activity to give it less weight or emphasis

- Extension: Where an activity is lengthened in order to give an additional dimension

- Rewriting/modification: Teachers may occasionally decide to rewrite material, especially exercise material, to make it more appropriate, more communicative, more demanding, more accessible to their students

- Replacement: Texts or exercise material which is considered inadequate for whatever reason may be replaced by more suitable material

Teachers have the flexibility to rearrange the order of presented materials to better suit their students' needs, allowing them to create a customized learning path that diverges from the original plan set by the writer.

Previous studies on coursebook evaluation

Numerous studies have been conducted on the evaluation of English for Specific Purposes (ESP) coursebooks, leading to significant enhancements in their quality Notable research contributions in this area include works by Ngo Thi My Binh (2010), Luong Thi Minh Thu (2012), Nguyen Thi Van (2012), and Luu Nhu Quynh, which have collectively advanced the effectiveness of ESP course materials.

This article evaluates various English for Specific Purposes (ESP) coursebooks designed for different fields, including tourism, marine engineering, nursing, medicine, and business management Researchers have aimed to identify the strengths and weaknesses of these coursebooks, often providing suggestions for improvement The current thesis focuses on assessing the ESP coursebook for second-year nursing students at QNMC, examining its language level, objectives, content, and methodology to ensure it aligns with course goals and student needs Additionally, the article reviews a study by Luu Nhu Quynh (2012), which evaluated an ESP coursebook for second-year medical students at Ha Tinh Medical College using a learner-centered approach This study involved 100 medical students and three English teachers, employing survey questionnaires and utilizing criteria from Hutchinson and Waters (1987) to emphasize learner needs.

In her 2012 study, Nguyen Thi Van conducted a need-based evaluation of a nursing coursebook, assessing its objectives, content, and methodology from both teacher and student perspectives Utilizing questionnaires and informal interviews for data collection, she followed the material evaluation model proposed by Hutchinson and Waters (1987) The findings revealed that the coursebook was only partially suitable for students' needs regarding its aims, content, and methodology Notable issues included imbalances in subject area ratios, types of exercises, and time allocation for each unit, along with a lack of support for teachers using the coursebook.

Research on coursebook evaluation in Vietnam predominantly utilized the model proposed by Hutchinson and Waters (1987), which aligns well with local teaching and learning contexts The most commonly used data collection methods included document analysis, questionnaires, and interviews This review of existing studies has encouraged the researcher to adopt Hutchinson and Waters' model for conducting coursebook evaluations.

Summary

This chapter highlights the significance of evaluating English for Specific Purposes (ESP) coursebooks, emphasizing their crucial role in language teaching It reviews relevant literature on coursebook evaluation and adaptation, establishing that evaluation is essential for effective ESP instruction The evaluator utilized Hutchinson and Waters' (1987) criteria, focusing on key aspects such as audience, aims, content, and methodology To enhance the evaluation's credibility, methods such as document analysis, questionnaires, and informal interviews were employed to gather comprehensive insights about the course material.

RESEARCH METHODOLOGY

The current ESP teaching and learning situation at Quang Ninh medical college 17 The context

At QNMC the number of teachers of English is limited and none of them are in charge of teaching ESP independently

At the college, English is a mandatory subject for all students, consisting of two components: General English (GE) and English for Specific Purposes (ESP) Students study GE using the coursebook "Lifelines Elementary," published by Oxford University Press in 1999 Upon completing the GE course, they proceed to an ESP course that spans 32 periods However, many students face challenges as they have not yet completed all their professional courses, resulting in a lack of adequate background knowledge in their respective fields.

Nursing students utilize a coursebook for Medical English developed by the head lecturer, but its effectiveness in teaching English for Specific Purposes (ESP) is limited due to significant shortcomings Therefore, it is essential to identify a more effective coursebook as a replacement.

Teaching English for Specific Purposes (ESP) is crucial for nursing students at QNMC, as it enhances their prospects for employment in international organizations and abroad in today's globalized world.

Nursing 1 is a 135-page-long “in-house” material which was written by Tony

Grice and first published by Oxford University Press in 2007 The coursebook consists of 15 units of different topics Each unit includes the following parts:

The "Scrub Up" section serves as a warm-up activity at the start of each unit, featuring a variety of images that introduce essential keywords and concepts This engaging approach helps students concentrate on the unit's topic effectively.

In the "It's My Job" section, students will explore authentic interviews and insights from various nursing professionals, gaining a comprehensive understanding of the skills necessary for success in diverse nursing environments This recurring feature appears every two to three units, providing valuable real-world perspectives that enhance the learning experience.

Effective patient care is enhanced by developing communication skills, a vital soft skill for healthcare professionals Training in this area equips individuals to engage thoughtfully with patients, their families, and friends, particularly when addressing difficult or sensitive topics.

 Body bits: This stimulates students to concentrate on parts of the body, which enables them to extend the vocabulary for talking about the body and its functions

The section on signs and symptoms highlights prevalent diseases and conditions relevant to each unit, equipping students with essential vocabulary to accurately describe common signs and symptoms of illness.

The top margin of a page serves as a valuable space for including optional facts, statistics, and quotes that enhance lessons and engage students It can also provide supplementary material for advanced learners Additionally, this section features definitions of challenging words or phrases, which are crucial for comprehending the text presented on the page.

This section introduces specialized vocabulary relevant to the unit's topic, employing various techniques to engage learners and enhance their interest Contextualized situations are provided to facilitate understanding, followed by exercises designed for additional practice.

The Language Spot section emphasizes the grammar related to the unit's topic, highlighting its practical application Learners can review key concepts using the Grammar Reference, while teachers have access to grammar tests in the Teacher's Resource Book to assess student understanding.

 Listening, Reading, Speaking, Writing: These activities give realistic and communicative practice of language skills needed in nursing

In listening activities, students engage with nursing-related scenarios that include dialogues, emergencies, and interviews, enhancing their comprehension skills They are also exposed to a diverse range of English accents, featuring both native and non-native speakers, which broadens their understanding of the language in real-world contexts.

In the reading parts, learners will read a number of nursing-based texts

In the sections of speaking, students are required to practice speaking in authentic situations at work environment

Writing practice is designed as consolidation and extension of the topic with structured, meaningful writing tasks

 Pronunciation : This helps students to practice pronunciation with key words

The project section promotes active engagement in learning by encouraging students to take initiative in both their English language skills and nursing knowledge, making it suitable for a homework assignment.

 Checklist: This allows students to check their own progress

The Key Words section highlights essential nursing vocabulary included in the unit, complete with definitions and pronunciation available in the Glossary Additionally, this section encourages students to personalize their learning by adding five more relevant words or expressions they find useful.

The Grammar Reference section complements the Language Spot by outlining specific grammar patterns, offering concise explanations of their usage, and providing example sentences Additionally, it highlights common errors that students may encounter, ensuring a comprehensive understanding of the topic.

The listening scripts section offers full transcripts of all recordings, enabling students to verify their answers after completing listening tasks This resource also supports struggling students by allowing them to read along while listening to the recordings.

Participants

The first group of teachers consists of three members from the English Department, including one with extensive experience in collecting and editing materials for English courses While two teachers have taught English for Specific Purposes (ESP), one teacher has limited experience in this area.

The second group of teachers to be interviewed consists of 10 lecturers of Nursing Department who have much professional knowledge and experience in teaching nursing students

150 second-year nursing students taking part in the study have finished GE course.

Data collection instruments

The document analysis of this study includes Quang Ninh Medical College official curriculum and the coursebook to the criteria of the audience, aims, content and methodology

The official curriculum of Quang Ninh Medical College was evaluated based on four key criteria: audience, objectives, content, and methodology A thorough subjective analysis was conducted to examine the course objectives outlined in the curriculum.

The coursebook was subjected to an objective analysis to assess its alignment with the course requirements This analysis was divided into key areas, including the aims of the course, the intended level, the content, and the methodology, allowing for a detailed comparison of each aspect.

In this study, three questionnaires were used: 1 Questionnaire for the students;

2 Questionnaire for teachers of English; 3 Questionnaire for teachers of specialized subject (nursing)

 Questionnaire for the teachers of English

The questionnaire aimed to gather insights from English teachers regarding the requirements for the new English for Specific Purposes (ESP) coursebook It comprises four sections with a total of ten items, focusing on teachers' needs related to course objectives, content, and teaching methodologies The findings are intended to inform the development of the coursebook to better align with educators' expectations.

- Section 1 was designed to get the information of the teachers: the time of teaching English

- Section 2 was designed to collect the information on the teachers‟ ideas about the main objectives of the ESP course

- Section 3 was designed to gather the information about the teacher‟s requirements for the content of the coursebook

- Section 4 was designed to collect teacher‟s requirements for the methodology

 Questionnaire for the teachers of specialized subject

The questionnaire (see Appendix 3) for specialized subject teachers contains two sections:

- Section 1 was designed to collect the information about the objectives of the ESP course

- Section 2 was designed to collect the information about the topics which should be included in the coursebook

The student questionnaire was developed to gather insights on the requirements for the new English for Specific Purposes (ESP) coursebook It features four sections, each containing ten items, aimed at identifying students' expectations regarding course objectives, content, and teaching methodology For detailed information, please refer to Appendix 2.

- Section 1 was designed to get the information of the learners: the time of learning English, the result of their GE course

- Section 2 was designed to collect the information on the learners‟ objectives when they take part in an ESP course

- Section 3 was designed to gather the information about the learner‟s requirements for the content of the coursebook

- Section 4 was designed to collect learner‟s requirements for the methodology

In this study, interview was used to collect additional ideas and acquire a variety of opinions and concerns that cannot be elicited from the questionnaires

To make the result of the interviews objective, three interviews were conducted with three teachers of English, 6 teachers of specialized subject and 5 nursing students at different points of time

The interviews which were designed for the teachers of English with the same questions were related to the following issues:

- The objectives of the ESP course

- The language skills considered to be important for nursing students

- The contents and appearance of the coursebook which can motivate nursing students in learning ESP

The interviews which were designed for the teachers of specialized subject with the same questions were related to the following issues:

- The most necessary topics that should be taught for nursing students

- The real situations in their future working environment in which students may use English

The interviews which were designed for the nursing students with the same questions were related to the following issues:

- The reason for learning ESP

- The expectation when taking ESP course

- The situations in which they use English for their future job

- The requirements for the content and the appearance of the coursebook

- The language skills they want to learn the most

- The requirements for the methodology of the ESP course.

Data collection procedure

Data collection involved administering questionnaires and conducting interviews with both English teachers and specialized subject teachers, as well as students Initially, English teachers received individual questionnaires, which they were given a week to complete and return, allowing ample time for thoughtful responses Subsequently, students filled out their questionnaires in the classroom after receiving an explanation of the purpose and instructions for completion Lastly, specialized subject teachers were provided with their questionnaires individually, with a three-day deadline for submission.

Interviews with the teachers and the students were carried out after collecting data from questionnaires for detailed information.

Data analysis procedure

After having collected data, the researchers analyzed, synthesized and categorized the answers in suitable tables The result in this research was reported with the descriptive statistic tool

RESULTS AND DISCUSSION

Document analysis

1.1 The analysis of ESP training curriculum

An analysis of the QNMC Training Curriculum was essential to understand the training objectives of the ESP course English is a mandatory subject that encompasses both General English (GE) and English for Specific Purposes (ESP) The initial phase of the GE course comprises 4 credits, which corresponds to 56 class hours, while the ESP component consists of 2 credits.

The English course, comprising 32 class periods, aims to equip students with fundamental English language skills for effective daily communication Additionally, the ESP training curriculum ensures that students will gain essential vocabulary and grammar knowledge, enabling them to comprehend authentic materials relevant to their specialized studies and communicate proficiently with patients and colleagues in their future professional settings.

The training curriculum emphasizes that speaking, listening, and reading are the key skills developed in the ESP course Furthermore, students are encouraged to apply their English proficiency in real-world work scenarios.

For effective learning, it is essential that the topics and materials used in the course are authentic, enabling learners to become familiar with real-world applications and facilitating their transition into future job roles.

1.2 The analysis of the coursebook

The coursebook analysis focused on its aims, proficiency level, content—including specialized vocabulary, unit topics, and grammar structures—and methodology, which encompassed various task types and class arrangements The findings from this analysis revealed key insights into the effectiveness and organization of the course materials.

It can be inferred from the part of coursebook analysis presented above that the coursebook aims to equip students with vocabulary, grammar items and language skills

Nursing 1 is designed to equip pre-work students with essential English language skills necessary for their future careers The course provides contextualized examples and tasks that enhance students' speaking and listening abilities, enabling them to effectively communicate with patients and colleagues in real-life situations Ultimately, the goal is to help students communicate accurately and confidently in English within the nursing profession.

The coursebook is specifically designed for pre-intermediate students preparing for the workplace, making it suitable for nursing students at QNMC who have completed their elementary General English course.

The 15 units cover the 15 main different topics In each lesson in each big topic, there are subtopics used to clarify the big one but they do not have specific names Most of information from sentences or texts in the coursebook is updated news or articles, reports and writings from internet In terms of topic variety, as can be seen from the following figure, there is a wide range of topics in this book

Unit 1 The hospital team Unit 9 Blood

Unit 2 Hospital department Unit 10 Death and dying

Unit 3 Hospital admissions Unit 11 Hygiene

Unit 4 Accidents and emergencies Unit 12 Mental health nursing

Unit 5 Pain Unit 13 Monitoring the patient

Unit 7 Caring for the elderly Unit 15 Alternative treatments

Nursing 1 offers an extensive array of essential topics pertinent to the nursing profession, equipping students with a comprehensive vocabulary that is vital for their future careers as nurses.

In each lesson from unit 1 to unit 15, there is a dedicated section called "Language Focus" that highlights essential grammar structures This section presents various grammar patterns utilized in reading, speaking, listening, and writing, accompanied by relevant examples for better understanding.

Unit Language focus Unit Language focus

Unit 1 Present simple vs Present continuous

Unit 9 Zero and first conditional

Unit 2 Prepositions of places and movement

Unit 3 Past simple and past continuous Unit 11 Talking about obligation

Unit 4 Instructions Unit 12 Present perfect

Unit 5 Making comparison Unit 13 The passive

Unit 6 Question forms Unit 14 Be going to v present continuous for future

Unit 7 Will Unit 15 Giving reason

The course map of the book emphasizes essential language skills, particularly listening and speaking, which receive greater focus due to a higher number of related tasks Additionally, an independent reading bank featuring 15 texts is available for learners seeking to expand their vocabulary and enhance their reading abilities Overall, the coursebook prioritizes skills that empower learners to effectively use English for communication.

The coursebook analyzed predominantly features essential nursing document types, including definitions, explanations, records, dialogues, and visual aids such as charts and graphs While it offers a variety of reading texts accompanied by diverse exercises, it is noteworthy that the inclusion of monologues, dialogues, and conversations is somewhat limited.

The coursebook features a diverse range of activities designed to enhance student learning It includes numerous individual tasks such as matching, true or false questions, gap-filling exercises, multiple-choice questions, open-ended answers, picture descriptions, paragraph writing, email composition, and chart analysis Additionally, pair-work activities like conversations, role-playing, and discussions are prevalent throughout the book While there are some group work activities, opportunities for student presentations are limited.

The diverse tasks and exercises for listening, reading, speaking, writing, vocabulary, and grammar are designed within contextualized situations Notably, listening and speaking skills receive greater emphasis compared to the other language skills.

Students‟ background

Chart 1 : Students’ time of learning English

The chart reveals that a significant majority of students, 87%, have been studying English for over five years, far surpassing other groups Both the students who have learned English for 3 to 4 years and those for 2 to 3 years represent 5% each Additionally, there are five students, accounting for 5%, who have been learning English for less than one year In summary, the majority of nursing students in this study have extensive experience in learning English.

Chart 2 : Students’ levels of English

The final exam results for students who completed the elementary level GE course reveal that 7% achieved an excellent level (scores between 8/10 and 10/10), while 49% received good marks (scores from 7 to 8/10) Additionally, 37% of students fell into the average category (scores from 5/10 to 6/10), and 7% scored below average Overall, the data indicates that the majority of students passed the course, with 56% attaining either good or excellent levels, highlighting a significant portion of students performing at an average level.

Excellent Good Average Below average

Chart 3 : Learners’ attitudes towards learning ESP

A significant majority of students recognize the value of the English for Specific Purposes (ESP) course, particularly in nursing According to the data, 37% of students view the ESP course as very important, while 44% consider it important for their studies and future careers Only 17% of students perceive it as having slight importance, and a mere 2% believe it is not important at all.

The requirements for the coursebook

Table 1: Students’ and teachers’ ranking of the purposes of learning ESP

Objective 1: To build up English terms of nursing field used in books, documents and special newspapers and magazines

Objective 2: To read and comprehend some certain kinds of documents for nursing Objective 3: To translate books, documents and magazines of nursing field from English to Vietnamese and vice versa

Objective 4: To consolidate and improve basic grammar used in specific texts

Objective 5: To use English in communicating and daily activities at work not important

2% quite important 17% important 44% very important 37%

Teachers of specialized subject (N) Rank

1 st 2 nd 3 rd 4 th 5 th 1 st 2 nd 3 rd 4 th 5 th 1 st 2 nd 3 rd 4 th 5 th

The data indicates a strong consensus among nursing students, English teachers, and specialized subject teachers regarding the primary goal of the English for Specific Purposes (ESP) course: effective communication in professional settings However, there is a notable discrepancy in the ranking of specific objectives Nursing students prioritize "reading and comprehending certain types of nursing documents" as the second most important goal, while they place "building English terminology in the nursing field" as the third In contrast, both groups of teachers view the development of English terminology as more crucial than document comprehension in nursing.

Students align with their teachers in ranking the tasks of consolidating and improving basic grammar in specific texts as the fourth priority, while translating nursing-related books, documents, and magazines between English and Vietnamese is viewed as the least important task.

3.2 The requirement for the content

Table 2 : Students’ and teachers’ requirement for the topics of the coursebook

The table indicates that all topics covered in Nursing 1 are essential for nursing students enrolled in the ESP course, although some topics are viewed as more critical than others Among these, Medication and Hospital Admissions are deemed highly necessary for the course.

In a hospital setting, key topics for patient care include recognizing symptoms, understanding hospital departments, and effective patient monitoring Essential areas of focus for the healthcare team encompass managing accidents and emergencies, addressing blood-related issues, pain management, and providing support during death and dying Nutrition and obesity are also critical, particularly in caring for the elderly However, there are differing opinions among students and teachers regarding the necessity of these topics, with hygiene, mental health nursing, and alternative treatments deemed less essential.

Table 3 : Students’ and teachers’ requirement for grammar of the coursebook

Items necessary Not Necessary Highly necessary

Not necessary Necessary Highly necessary

Item 1: The coursebook need to help consolidate basic grammar points taught in GE, but focus on ESP

Item 2: The coursebook needs to provide more grammar points

Item 3: The grammar points presented with brief and easy examples and explanations Item 4: Different exercises need to be provided for practice

Item 5: Grammar points need to be introduced in realistic contexts

The data indicates that a significant majority of students (66 out of 150) and all English teachers agree on the necessity of the coursebook to reinforce fundamental grammar concepts taught in the General English (GE) course while also focusing on English for Specific Purposes (ESP) Additionally, there is a strong consensus among students and teachers regarding the need for the coursebook to include more grammar points, with 12 students deeming this highly necessary, while 26 students believe it is not essential Both groups emphasize the importance of presenting grammar with clear and concise examples.

33 explanations, and they also expect the coursebook can provide various exercises for practice

Table 4 : Students and teachers’ requirement for vocabulary of the coursebook

Items Not necessary Necessary Highly necessary Not necessary Necessary Highly necessary

Item 1: New words and nursing terms are presented easily for your students to acquire Item 2: New words and terms provided are practiced through tasks/ exercises

Item 3: New words and terms are clearly explained in the glossary at the end of the book/each reading text

Statistics reveal that both English students and teachers emphasize the importance of introducing new words and nursing terminology in an accessible manner They advocate for the practice of these terms through various tasks and exercises Notably, all teachers and 60 out of 150 students deem it essential to include a glossary at the end of the book or each reading text, while the remaining students also recognize its necessity.

Items Not necessary Necessary Highly necessary

Not necessary Necessary Highly necessary

Table 5 : Students’ and teachers’ requirement for skills of the coursebook

The data reveals a strong consensus among English teachers and students regarding the importance of three key skills: listening, speaking, and reading Both groups emphasize the necessity of focusing on listening and speaking throughout the course Additionally, reading is recognized as a significant skill by both teachers and students However, writing and translating receive comparatively less attention, with many acknowledging their importance but showing a preference to not prioritize them in the curriculum.

3.3 The requirement for the methodology

Table 6 : Students’ and teachers’ requirement for activities of the coursebook Item 1: Lockstep

Item 5: Coursebook’s activities need to encourage communicative practice

Item 6: Coursebook’s situational communicative activities need to simulate the reality of a clinical environment to promote English skills

Items Not necessary Necessary Highly necessary

Not necessary Necessary Highly necessary

The data indicates that both teachers and students strongly advocate for the inclusion of various activities in the learning process, such as lockstep, pair work, group work, and presentations A significant majority view these activities as essential or highly necessary for effective teaching.

35 and learning It is worth noting that the students express that they are most interested in group work They also show their interest in doing pair work and presentation

All of the students state that the coursebook needs to have activities which stimulate communicative practice and provoke the reality of a clinical environment to promote learners‟ English skills

Table 7 : Students’ and teachers’ requirement for the support of the coursebook

Not necessary Necessary Highly necessary

Not necessary Necessary Highly necessary

The data illustrates a significant demand for workbooks and vocabulary lists among both students and teachers, with many students emphasizing their essential role in their learning process Additionally, the accompanying CD and website linked to the coursebook are deemed important by most students Furthermore, all teachers agree on the necessity of having a Teacher's Resource book to enhance their instructional support.

Findings

The analysis of the training document, coursebook evaluation, questionnaire responses, and interview findings led to a matching process to assess the coursebook's alignment with the audience's needs, educational aims, content relevance, and teaching methodology.

4.1 The suitability of the coursebook in terms of audience

A significant number of students demonstrate a positive attitude towards learning English for Specific Purposes (ESP), recognizing its importance for their academic and professional futures The Nursing 1 course is tailored for pre-intermediate students, making it suitable for those who have successfully completed their General English (GE) course However, it may pose challenges for students who have learned English in a short period or have not performed well in their GE studies.

4.2 The suitability of the coursebook in terms of aims

The survey results indicate that the primary objective of the English course at QNMC, as defined by students, English teachers, and specialized subject instructors, is to enhance communication skills for daily work activities This aligns well with the coursebook's focus on practical communication and authentic scenarios Additionally, both students and teachers emphasize the importance of acquiring specialized English vocabulary relevant to the nursing field, enabling learners to read and understand various nursing-related documents These objectives are well-supported by the coursebook, which offers a wealth of specialist vocabulary and diverse reading exercises.

In general, the coursebook meets the students‟ requirement in terms of aims and correspond to the aims stated in the ESP course syllabus of QNMC

4.3 The suitability of the coursebook in terms of content

The data collected shows that all topics covered in the coursebook are deemed essential for nursing students Key areas identified include Medication, Hospital Admissions, Symptoms, Hospital Departments, and Patient Monitoring, which are crucial for their education and training.

To engage students more effectively and ignite their enthusiasm for learning, English teachers should prioritize selecting meaningful and appealing topics for their courses.

The data indicates that both students and teachers prioritize consolidating basic grammar concepts from the General English (GE) course while emphasizing English for Specific Purposes (ESP) over introducing additional grammar points The coursebook effectively supports this need by covering most grammar patterns previously learned in the GE course, with only a few new concepts introduced, such as the Past Continuous, Zero Conditional, Passive Voice, "Be going to," and Present Continuous for future use.

Grammar structures are introduced through simple sentences that relate to unit topics and real-life situations, aiming to engage students in learning However, the presentation design may lack appeal, leading to boredom or confusion when students encounter examples and grammar forms Consequently, the coursebook fails to fully meet the needs of both learners and teachers To address this issue, teachers must find ways to make grammar learning more enjoyable and accessible for students.

The coursebook is designed to partially fulfill the needs of both students and English teachers by offering various grammar practice exercises At the end of the "Language Focus" section, teachers can provide grammar tests along with answer keys from the Teacher's Resource Book, enabling students to evaluate their grammar knowledge and track their improvement independently.

The analysis of the coursebook and collected data indicates that it does not fully meet students' needs However, the vocabulary presentation is relatively effective, as it introduces words through diverse methods that enhance engagement and facilitate easier learning for students.

The vocabulary presented in each unit is extensive, making it difficult for learners to acquire new words effectively Additionally, the phonetic script provided for key words is insufficient, which hinders students' ability to pronounce them accurately Although a glossary includes pronunciation, part of speech, and definitions, students still struggle to fully understand the meanings While the number of vocabulary practice exercises is moderate, learners can enhance their understanding by accessing additional exercises available on the book's supporting website for each unit.

Nursing 1 is designed to meet the expectations of students and teachers by incorporating numerous tasks and exercises focused on Listening and Speaking skills Each unit features one or two dedicated sections for these skills, while also integrating them throughout other sections Additionally, the book offers a wealth of nursing-related reading texts and a supplementary Reading bank with answer keys, allowing students to practice independently These materials are tailored to their future careers, providing valuable opportunities for students to enhance their reading comprehension and understanding of English texts in the nursing field.

While learners can engage in extensive writing through various authentic tasks, some of these tasks may be overly challenging for students Moreover, the book lacks any translation tasks.

4.4 The suitability of the coursebook in terms of methodology

The coursebook is developed based on key methodologies such as the communicative approach, task-based learning, and an inspirational approach, ensuring it meets the needs of both students and teachers of English Analysis of the coursebook reveals that Nursing 1 offers students opportunities for pair work tasks, enhancing their communicative skills These contextualized tasks are designed to simulate a medical environment, thereby improving students' language knowledge effectively.

39 and language skills from doing various nursing jobs, which makes the process of learning become more interesting and practical to students

The book offers limited opportunities for group work, despite students expressing a strong desire for collaborative activities They believe that engaging in group work not only enhances their communication skills but also allows them to learn from their more proficient peers.

While there are numerous individual tasks and exercises for learners, opportunities for class presentations that engage students are limited Teachers should consider this when planning class activities and assigning homework to enhance student involvement.

The strengths and weaknesses of the coursebook

The ESP coursebook Nursing 1 , Oxford University Press is supposed to meet the strong demand of a suitable coursebook for nursing students at QNMC

The course provides teachers and students with an official English for Specific Purposes (ESP) book published by a reputable publisher, eliminating the need to search for unreliable nursing materials or create costly custom coursebooks.

The pre-intermediate coursebook is ideal for students who have successfully finished their elementary General English (GE) studies and are ready to advance their English language skills.

The coursebook's objectives align closely with the goals identified by respondents for the ESP course, as well as the aims outlined in the college's ESP course syllabus.

The coursebook features a clear and visually appealing layout, printed in vibrant colors It includes a variety of text types and a balanced mix of illustrative images, charts, graphs, and figures, enhancing the overall learning experience.

The book's content is rich, diverse, and valuable, effectively meeting the respondents' needs for essential topics It addresses the major subjects deemed necessary by a significant majority of participants and places a strong emphasis on developing listening, speaking, and reading skills, which are highly sought after by students.

The coursebook's methodology aligns effectively with the needs of both English teachers and students, incorporating numerous situational communicative activities and engaging tasks that motivate students to participate actively for their own benefit.

Moreover, there are valuable supporting tools for both learners and teachers accompanied with the book The CD, the website is useful for learners to consolidate

The Teacher's Resource Book offers essential support for non-expert English teachers, equipping them with professional insights, guidance, and career tips to effectively conduct class activities Additionally, it includes vocabulary and grammar exercises after each unit, along with opportunities for further listening practice.

Lastly, it brings convenience to the authority of the university and the faculty to supervise teaching and learning process and do the testing with the help of this coursebook

Nursing 1 generally fulfills the expectations of respondents for an English for Specific Purposes (ESP) coursebook; however, the analysis of the document and collected data reveals several notable weaknesses in the book.

Effective time allocation is crucial, as the book contains numerous units filled with extensive language knowledge, skills, and exercises Unfortunately, these cannot be adequately addressed within the limited timeframe of just 32 class periods.

Students express a strong need for a workbook to complement their coursebook, as none currently exists Additionally, the limited glossary provided in the book makes it challenging for them to understand and acquire word meanings effectively.

In terms of methodology, Nursing 1 lacks tasks for group work which is considered interesting and useful to the students under study

In summary, the strengths of the coursebook prove to overwhelm its weaknesses

To enhance the effective use of the book, recommendations are introduced in the next part.

Recommendations

A specific ESP coursebook is not universally applicable to all learners or contexts, highlighting the necessity for adaptation To maximize the book's effectiveness and address its limitations, it is crucial to tailor the content to meet the diverse needs of students.

The study's findings indicate that while the coursebook covers a variety of topics relevant to respondents, some topics are deemed more essential than others Despite its rich content and diverse tasks, the extensive amount of language knowledge, skills, tasks, and exercises in each unit necessitates careful prioritization To effectively meet learners' needs within the constraints of time, it is crucial to select the most appropriate topics and suitable language items and activities for classroom instruction.

To enhance vocabulary learning, it is essential to expand the glossary by including additional words and their meanings in Vietnamese Encouraging effective learning strategies, such as organizing vocabulary into thematic sets and groups instead of relying solely on alphabetical listings, can significantly improve learners' skills.

To enhance grammar learning for nursing students, it is essential to present grammar patterns in a simple and engaging manner, contextualized within real-life nursing scenarios This approach makes the learning process more practical and accessible, ultimately simplifying the complexities of grammar for learners in the healthcare field.

The book is structured into four distinct sections: listening, speaking, reading, and writing, emphasizing the importance of pre-activities to effectively prepare learners for while-activities Teachers should provide clear instructions to facilitate understanding In the writing section, offering guidance and assigning tasks as homework can optimize class time for other activities.

To enhance student engagement and maximize the effectiveness of the coursebook, teachers can assign translation tasks as homework to stronger students in a mixed-ability classroom This approach not only encourages active learning but also supports those who may need additional practice in translation skills.

It is advisable for teachers to think about applying learning-centred approach more in the ESP class so that they can engage students in learning ESP effectively

Learning-centred approach that can motivate students learn more actively and responsibly

To effectively address the need for group work and presentations in the classroom, it is crucial to incorporate collaborative tasks and activities that allow students to engage in teamwork and showcase their work through class presentations.

Data analysis indicates that workbooks are valuable resources for students; however, the author argues against their design, citing the adequate number of exercises in the coursebook and the availability of additional online exercises Instead, it is recommended that teachers create more exercises for challenging sections or substitute difficult exercises with simpler alternatives.

To enhance the effectiveness of the ESP course, it is essential to increase class time, allowing students more opportunities to build vocabulary and practice skills outlined in the coursebook Addressing this issue ultimately relies on the decisions made by the administrators of QNMC.

Limitations of the study

Aiming at evaluating the coursebook, the study has obtained certain results However, there exist some limitations

The study's findings are based on a limited sample size of 150 students and 10 specialized subject teachers To enhance the validity of the research, it is recommended that future studies involve a larger population.

Pre-evaluation helps evaluators grasp the expectations of both learners and teachers regarding a coursebook However, this process can be subjective, as neither teachers nor students have firsthand experience with the coursebook Consequently, evaluations often rely heavily on the evaluator's insights and perceptions of the material.

Suggestions for further study

Due to the aforementioned limitations, the researcher aims to conduct further studies, including in-use and post-use evaluations This approach is expected to yield more reliable findings by involving a larger number of participants, allowing for a more objective analysis as both teachers and students will have firsthand experience with the coursebook.

Conclusion

This research evaluates the ESP coursebook Nursing 1 from Oxford University Press using criteria established by Hutchinson and Waters (1987) The assessment focuses on the audience, aims, contents, and methodology of the coursebook The findings will help identify its strengths and weaknesses, leading to recommendations for enhancements before its implementation.

In conclusion, the coursebook is deemed appropriate for second-year nursing students at QNMC, aligning with both their interests and the English curriculum objectives While there are areas of both suitability and unsuitability regarding content and methodology, the overall advantages of the coursebook are expected to outweigh its shortcomings Teachers can effectively address any inadequacies through adaptation Therefore, while the coursebook is suitable for the ESP course at QNMC, recommended adjustments should be implemented to better cater to students' language levels and requirements The findings of this study aim to facilitate constructive adaptations of the ESP coursebook, ultimately enhancing the effectiveness of ESP teaching and learning at QNMC.

1 Apple, M., and S Jungck (1990) You don’t have to be a teacher to teach this unit: Teaching, technology and gender in the classroom American Educational

2 Carter, D (1983) Some Propositions about ESP The ESP Journal, 2, 131-137

3 Chương trình khung giáo dục đại học - Khối ngành khoa học sức khỏe (2010)

Bộ giáo dục và đào tạo

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Purposes; A Multi-Disciplinary Approach Cambridge: Cambridge University

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Teaching International Symposium of English for Medical Purposes in Beijing, China

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Medical College students according to the learning-centred approach MA

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Teaching Cambridge: Cambridge University Press

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32 Williams D (1983), Developing Criteria for Textbook Evaluation In ELT

APPENDIX 1 QUESTIONNAIRE FOR TEACHERS OF ENGLISH

This questionnaire aims to gather insights and requirements from the English teachers at Quang Ninh Medical College regarding the potential coursebook "Nursing 1." Your thoughtful responses are crucial for evaluating and enhancing the coursebook prior to its implementation.

Your cooperation is highly appreciated

1 How long have you been teaching ESP at Quang Ninh Medical College?

2 Please rank the objectives of learning an ESP course in order 1-5 (from the most important to the least one)

To build up English terms of nursing field used in books, documents and special newspapers and magazines

To read and comprehend some certain kinds of documents for nursing

To translate books, documents and magazines of nursing field from English to

To consolidate and improve basic grammar used in specific texts

To use English in communicating and daily activities at work

C Requirements for the content of the coursebook

3 How necessary is each of the following topics in the ESP course ?

4 Please indicate your answer by ticking the appropriate box

The coursebook need to help consolidate basic grammar points taught in General English 1 and General English 2, but focus on ESP

The coursebook need to provide more grammar points

The grammar points presented with brief and easy examples and explanations

Different exercises need to be provided for practice

Grammar points need to be introduced in realistic contexts

5 Please indicate your answer by ticking the appropriate box

New words and nursing terms are presented easily for your students to acquire

New words and terms provided are practiced through tasks/ exercises

New words and terms are clearly explained in the glossary at the end of the book/each reading text

6 Please indicate your answer by ticking the appropriate box

7 Please give your ideas about classroom activities in the ESP course by ticking the appropriate box

Coursebook‟s activities need to encourage communicative practice

Coursebook‟s situational communicative activities need to simulate the reality of a clinical environment to promote English skills

8 What guidance/support for the coursebook will be needed?

Not necessary Necessary Highly necessary

Thank you for your cooperation!

QUESTIONNAIRE FOR NURSING STUDENTS ( Bảng câu hỏi dành cho Sinh viên ngành điều dƣỡng )

Phiếu điều tra này được thiết kế để thu thập ý kiến của sinh viên trường Cao đẳng Y tế Quảng Ninh về giáo trình tiếng Anh chuyên ngành, cụ thể là Nursing 1 Chúng tôi mong bạn sẽ trả lời đầy đủ các câu hỏi dựa trên tình hình và nhu cầu học tập thực tế tại trường Ý kiến đóng góp của bạn sẽ rất quý giá trong quá trình nghiên cứu và đánh giá giáo trình, cũng như trong việc điều chỉnh giáo trình trước khi đưa vào giảng dạy tiếng Anh chuyên ngành.

Xin chân thành cảm ơn

1 Bạn đã học tiếng Anh bao lâu?

2 Kết quả đánh giá việc học tiếng anh cơ bản 2 tại trường Cao đẳng Y tế Quảng Ninh của bạn như thế nào?

 Giỏi  Khá  Trung bình  Dưới trung bình

3 Theo bạn, khóa học Tiếng Anh chuyên ngành Điều dưỡng có ý nghĩa như thế nào với việc học tập của bạn hiện tại và công việc trong tương lai?

 Không quan trọng  Tương đối quan trọng  Quan trọng  Rất quan trọng

4 Bạn hãy sắp xếp mục đích khi tham gia khóa học Tiếng Anh chuyên ngành Điều dưỡng theo thứ tự từ quan trọng nhất đến ít quan trọng nhất (Từ 1đến 5) Để học những thuật ngữ Tiếng Anh chuyên ngành điều dưỡng sử dụng trong sách, tài liệu và báo chí chuyên ngành

VI Để hiểu được các tài liệu chuyên ngành điều dưỡng Để dịch sách, tài liệu và báo chí liên quan đến chuyên ngành điều dưỡng từ

Bài viết này nhằm mục đích củng cố và nâng cao ngữ pháp tiếng Anh cơ bản cho các văn bản chuyên ngành Việc này giúp điều dưỡng viên tương lai sử dụng tiếng Anh hiệu quả trong giao tiếp và công việc của họ.

C Nhu cầu về nội dung giáo trình

5 Các bạn hãy đánh dấu vào các ô tương ứng dưới đây về những chủ đề cần thiết phải có trong giáo trình

Không cần thiết Cần thiết Rất cần thiết

1 Đội ngũ nhân viên bệnh viện

2 Các khoa phòng trong bệnh viện

4 Tai nạn và cấp cứu

8 Dinh dưỡng và béo phì

12 Chăm sóc bệnh nhân thần kinh

6 Các bạn hãy đánh dấu vào các ô tương ứng dưới đây về yêu cầu đối với phần ngữ pháp trong giáo trình

Cần thiết Rất cần thiết

Củng cố các cấu trúc ngữ pháp cơ bản từ chương trình Tiếng Anh cơ bản 1 và 2, đồng thời mở rộng kiến thức vào chuyên ngành cụ thể.

Bổ sung thêm các cấu trúc ngữ pháp mới cần thiết khác

Các cấu trúc ngữ pháp cần được giải thích rõ ràng và dễ hiểu

Cần có các loại bài tập khác nhau để người học luyện tập ngữ pháp

Ngữ pháp và từ vựng cần đưa vào ngữ cảnh thực tế

7 Các bạn hãy đánh dấu vào các ô tương ứng dưới đây về yêu cầu đối với phần từ vựng trong giáo trình

Cần thiết Rất cần thiết

Các từ mới và các từ chuyên ngành cần được trình bày, giải thích rõ ràng để người học dễ nắm bắt

Các từ mới trong giáo trình được luyện tập thông qua các bài tập

Các từ mới và các từ chuyên ngành được giải thích rõ ràng trong mục từ ở cuối sách hoặc cuối mỗi bài học

8 Hãy đưa ra ý kiến về kỹ năng thực hành tiếng mà bạn muốn được luyện tập

Cần thiết Rất cần thiết

D Nhu cầu về phương pháp giảng dạy

9 Hãy đưa ra ý kiến về mức độ cần thiết của các loại hình tổ chức lớp học trong lớp học tiếng Anh chuyên ngành

Cần thiết Rất cần thiết

Các hoạt động và bài tập trong giáo trình cần khuyến khích người học luyện tập với mục đích giao tiếp

Các hoạt động giao tiếp theo bối cảnh mô phỏng thực tế làm việc của điều dưỡng viên để tăng cường các kỹ năng tiếng Anh

10 Bạn cần những gì kèm theo để bổ trợ cho giáo trình?

Cần thiết Rất cần thiết

Sổ từ vựng Đĩa CD

Trang web hỗ trợ Ý kiến khác:

Xin chân thành cảm ơn!

QUESTIONNAIRE FOR SPECIALIZED SUBJECT TEACHERS

(Bảng câu hỏi dành cho Giáo viên dạy chuyên ngành Điều dƣỡng) Đối tƣợng: Giáo viên dạy chuyên ngành Điều dưỡng - Trường Cao đẳng Y tế Quảng

Chúng tôi đang thu thập ý kiến đóng góp cho các chủ đề trong chương trình tiếng Anh chuyên ngành Điều dưỡng Ý kiến từ các thầy cô là rất quan trọng và cần thiết cho nghiên cứu của chúng tôi.

Cảm ơn sự giúp đỡ của các thầy, cô!

Mục đích của khóa học tiếng Anh chuyên ngành Điều dưỡng được sắp xếp theo thứ tự quan trọng như sau: Đầu tiên, để sử dụng tiếng Anh trong giao tiếp và công việc của một điều dưỡng viên trong tương lai Tiếp theo, để hiểu được các tài liệu chuyên ngành điều dưỡng Thứ ba, để học những thuật ngữ tiếng Anh chuyên ngành điều dưỡng sử dụng trong sách, tài liệu và báo chí chuyên ngành Sau đó, để dịch sách, tài liệu và báo chí liên quan đến chuyên ngành điều dưỡng từ tiếng Anh sang tiếng Việt và ngược lại Cuối cùng, để củng cố và nâng cao ngữ pháp cơ bản sử dụng trong văn bản chuyên ngành.

B Nội dung: Những chủ đề cần có trong chương trình tiếng Anh chuyên ngành Điều dưỡng

Quý thầy, cô hãy đánh dấu vào các ô tương ứng dưới đây về những chủ đề cần thiết phải có trong chương trình

Mức độ Không cần Cần thiết Rất cần

1 Đội ngũ nhân viên bệnh viện

2 Các khoa phòng trong bệnh viện

4 Tai nạn và cấp cứu

8 Dinh dưỡng và béo phì

12 Chăm sóc bệnh nhân thần kinh

Xin chân thành cảm ơn!

1 Bạn có thích học tiếng Anh chuyên ngành? Tại sao?

2 Bạn có cho rằng mình sẽ sử dụng tiếng Anh trong công việc sau này không?

3 Bạn nghĩ gì về tầm quan trọng của giáo trình tiếng Anh chuyên ngành điều dưỡng

4 Bạn mong muốn học được gì trong khóa học tiếng Anh chuyên ngành này?

5 Bạn hình dung mình sẽ sử dụng tiếng Anh trong những tình huống nào khi làm việc thực sự?

6 Bạn có mong muốn gì về nội dung (chủ đề, ngữ pháp, từ vựng) và hình thức của giáo trình tiếng Anh chuyên ngành?

7 Trong 4 kỹ năng về giao tiếp: nghe, nói, đọc viết, dịch, theo bạn kỹ năng nào có ảnh hưởng lớn nhất tới nghề nghiệp của bạn trong tương lai?

8 Bạn thích giáo viên thực hiện những hoạt động gì trong lớp học?

Xin chân thành cảm ơn!

QUESTIONS FOR TEACHER OF ENGLISH INTERVIEW

1 What objectives do students need to achieve after learning the coursebook?

2 Should nursing students be trained with all five language skills: listening, speaking, reading, writing and translating for their future job? Why?

3 What items of contents and appearance are required from the coursebook to motivate nursing students in learning ESP?

Thank you for your cooperation!

QUESTIONS FOR SPECIALIZED SUBJECT TEACHERS

(Câu hỏi phỏng vấn dành cho Giáo viên dạy chuyên ngành Điều dƣỡng)

1 Những chủ đề nào là cần thiết nhất trong chương trình tiếng Anh chuyên ngành dạy cho sinh viên điều dưỡng?

2 Thầy cô mong muốn sinh viên sau khi ra trường sẽ làm những việc gì với tiếng Anh trong môi trường làm việc thực sự?

Xin chân thành cảm ơn!

The selected criteria checklist for materials evaluation by Hutchinson and Waters

(e.g analysis of the course in terms of material requirements)

(e.g analysis of the materials being evaluated)

1B Who are the materials intended for

2A What are the aims of the course? 2B What are the aims of the materials?

(Note: check that the aims are actually what they are said to be, by looking carefully at the material itself)

3A What language points should be covered? (What particular grammar, structures, vocabulary areas?)

3B What language points do the materials cover?

4A What micro-skills are taught? 4B What micro-skills are covered in the

(e.g deducing the meaning of unfamiliar words) materials?

5A What proportion of work on each micro-skill? Is there integrated work?

5B What proportion of work on each microskill? Is there integrated work?

6A What micro-skills does the course need?

6B With micro-skills are covered in the materials?

7A What text types should be included?

7B What kinds of texts are there in the materials? - The length of the reading texts 8A What subject matters are required?

- What level of knowledge should be assumed (e.g second year/third year college)?

- What types of topics are needed?

8B What are the subject matters assumed level of knowledge, and types of topics in the materials?

9A What kinds of tasks and exercises are needed?

9B What kinds of tasks and exercises are included in the materials?

10A What teaching – learning techniques are to be used?

10B What teaching – learning techniques can be used with the materials?

11A What aids are available for 11B What aids do the materials require?

12A What guidance/ support for teaching the course will be needed?

 List of vocabulary and other language-skills points?

12B What guidance do the materials provide?

13A What kinds of exercises/ tasks are needed?

- Language/skills practice – language/ skills use

- One right answer – many possible answers

-Language – skill based/content based?

13B What kinds of exercises/ tasks are needed?

TRƯỜNG CAO ĐẲNG Y TẾ QN

KHOA KHOA HỌC CƠ BẢN

CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự do – Hạnh phúc ĐỀ CƯƠNG CHI TIẾT MÔN HỌC

(Tiếng Anh chuyên ngành điều dƣỡng)

1 Thông tin chung về môn học

- Tên môn học: Tiếng Anh chuyên ngành điều dưỡng

- Các môn học tiên quyết: đã học xong Ngoại ngữ cơ bản 1 và 2

- Các môn học kế tiếp: không

- Giờ tín chỉ đối với các hoạt động:

2 Mục tiêu của môn học

Sau khi học xong phần Tiếng Anh chuyên ngành:

Sinh viên cần nắm vững từ vựng cơ bản trong lĩnh vực Y học, bao gồm các thuật ngữ liên quan đến sức khỏe, bệnh tật, các bộ phận và chức năng của cơ thể, cũng như các hiện tượng, dấu hiệu và thuật ngữ chuyên môn sử dụng trong chẩn đoán bệnh.

- Sinh viên tự tin giao tiếp được với đồng nghiệp, bệnh nhân, người nhà bệnh nhân trong công việc

3 Nội dung chi tiết môn học (tên các chương, mục, tiểu mục)

Bài/ Nội dung LT Tự học

Unit 1: Where do you work? 4 2

Unit 2: Parts of the body 4 2

Unit 4: Jane on the ward 2 2

Unit 5: How to examine a sick person 4 3

Unit 6: General condition of health 2 2

Unit 8: Uses of modern medicines 4 2

Unit 9: Antibiotics: What they are and how to use them 4 2

Unit 10 : Importance of limited use of antibiotics 4 2

- Giáo trình: Bộ môn Ngoại Ngữ (2016), Tiếng Anh chuyên ngành Trường Cao đẳng

1 Austin, D and Cross field, T (1976), English For Nurses, Longman Group Ltd

2 CEF (2001), Teacher‟s Guide to the Common European Framework [On-line] Available: http://www.pearsonlonman.com/ae/cef/cefguide.pdf

3 Grice, T (2007), Oxford English For Careers Nursing 1, Student’s book Oxford University Press

4 Grice, T (2008), Oxford English For Careers Nursing 2, Student’s book Oxford University Press

5 Hutchinson, T and Waters, A (1987) English for specific purposes, A learning- centred approach Cambridge: Cambridge University Press

5 Kennedy, C & Bolitho, R (1984), English for specific purposes London: Macmillan

5 Hình thức tổ chức dạy học:

Nội dung LT Tự học

1 Unit 1: Where do you work? 4 4

2 Unit 2: Parts of the body

C Put in the corrct word from the list

B Put the following sentences into negative

Unit 4: Jane on the ward

4 Unit 5: How to examine a sick person

3 Read the following dialogue between the doctor and the patient (Language focus 1,2- Practice 1,2)

5 Unit 6: General condition of health

A General condition of health: Answer the following questions

A How to take a sick person‟s temperature

6 Unit 8: Uses of modern medicines

A.Right and wrong uses of modern medicine

B The most dangerous of misuse of medicine

A What they are and how to use them

B Guidelines for the use of all antibiotics

D What to do if an antibiotic does not help

8 Unit 10 : Importance of limited use of antibiotics

Yêu cầu : Mỗi sinh viên phải có một quyển sổ tự học để làm các bài học mà GV giao nhiệm vụ dưới đây

UNIT 2: PARTS OF THE BODY

1 Làm phần part D: Điền từ đúng vào chỗ trống

2 Part E: Đọc, dịch, viết các từ vựng trong ô Dịch 20 câu E1 ra tiếng Việt

3 E2,3 điền từ vào giáo trình rồi viết kết quả vào sổ tự học

Ví dụ phần E2 câu 1: HEAD ; phần E3 câu 2 viết: thigh

4 E4.1 và E.4.2: Reading practice: Khoanh vào chữ đúng trong giáo trình sau đó viết đáp án vào sổ tự học Ví dụ: câu 1: viết đáp án đúng là B

- Ngữ pháp: ôn lại thời hiện tại đơn giản của động từ thường

Làm phần B: Chuyển 8 câu trong giáo trình sang câu phủ định

Làm phần C: Chuyển 10 câu trong giáo trình sang câu hỏi đảo

UNIT 4: JANE ON THE WARDS

- Ngữ pháp: ôn lại thời quá khứ đơn giản của động từ thường

Làm phần Drill 2: Đặt câu hỏi đảo theo mẫu

- Ngữ pháp: ôn lại thời hiện tại tiếp diễn và làm bài Drill 3 và Drill 4 theo mẫu

Làm phần C: Điền động từ trong ngoặc cho đúng thời (Điền từ vào giáo trình sau đó viết đáp án vào sổ tự học)

UNIT 5: HOW TO EXAMINE A SICK PERSON

- Đọc hiểu phần Language focus 3 và phần practice 3 (Hội thoại giữa Bác sĩ và bệnh nhân) sau đó dịch phần này ra tiếng Việt

Áp dụng bài mẫu từ phần practice 3, hoàn thành 4 hội thoại bên dưới bằng cách điền vào giáo trình và ghi đáp án trong sổ tự học Đừng quên tham khảo phần Appendix 2 ở cuối sách để có thêm thông tin hữu ích.

UNIT 6: HOW TO EXAMINE A SICK PERSON (tiếp theo )

Xem lại hội thoại trong phần thực hành 1 để soạn 12 câu hỏi của bác sĩ và 12 câu trả lời từ bệnh nhân cho phần a, cũng như 12 câu hỏi của bác sĩ và 12 câu trả lời từ bệnh nhân cho phần b.

UNIT 7: TEMPERATURE Đọc hiểu phần B: Something you should know more about temperature

PART 3: ENGLISH FOR PHARMACEUTICAL STUDY Đọc hiểu và dịch ra tiếng Việt bài đầu tiên: WORDS TO THE STORE KEEPER UNIT 8: Đọc hiểu phần C: When should medicine not be taken và dịch ra tiếng Việt

Buổi 7 Đọc hiểu và dịch ra tiếng Việt phần C Guidelines for the use of certain antibiotics

Buổi 8 Đọc bài A kind of common antibiotic: AMPICILLIN và dịch ra tiếng Việt từ đầu đến hết phần By mouth

(Đọc thêm phần Appendix 3 ở cuối sách)

8 Chính sách đối với môn học và các yêu cầu khác của giảng viên

- Đối với giảng viên : Theo quy định của nhà trường

Sinh viên cần tham gia ít nhất 80% tổng số tiết lý thuyết cho mỗi học phần và hoàn thành đầy đủ các câu hỏi tự học Mỗi sinh viên nên có một quyển giáo trình tiếng Anh chuyên ngành, một vở ghi bài và một sổ tự học để hỗ trợ quá trình học tập hiệu quả.

9 Phương pháp, hình thức kiểm tra - đánh giá kết quả học tập môn học

9.1 Các điểm đánh giá: Điểm đánh giá Trọng số Yêu cầu Điểm chuyên cần (bao gồm nhận thức, thái độ, ý thức trên lớp) 10% 1 điểm Điểm TX (bao gồm điểm tự học, điểm

KT miệng hoặc KT giấy) 10% 1 điểm Điểm kiểm tra định kỳ 20% 1 điểm Điểm thi kết thúc học phần 60% 1 bài thi