Oral Presentation Novembern 26th, 2018

2. INTRODUCTION Hutchinson and Waters (1987)

3. CHAPTER 1
THE PROBLEM

4. 1.1. STATEMENT OF THE PROBLEM
THE PROBLEM
Nursing learners
in Higher
Education
are learning
General English.
CAUSES
There are not enough
textbooks to teach ESP.
CONSEQUENCE
Nursing students do not learn English
related to their
academic program.
CAUSES
Their learning tasks have
either factual questions
or exercises which do
not help to the reasoning.
CAUSES
The fewest are expensive
on the market.

5. 1.2. JUSTIFICATION
This research project could
represent a benefit to:
English
professors
of any level
of
experience
Higher
education
nursing
academic
programs
Learners of
nursing

6. 1.3. RESEARCH OBJECTIVES
General
To evaluate the
impact of a
material
designed ….
Specific
To Identify
nursing
students’ ….
To analyze the
communicative
performance …
To compare
views of
nursing
learners and …

7. 1.4. RESEARCH QUESTIONS
How does the use
of the material
…?
What is the view of
nursing learners
and authorities …?

8. CHAPTER 2
LITERATURE REVIEW

9. 2.1. ESP
• an approachHutchinson and
Water (1987)
• goal-directed approachDudley-Evans
(2001)
• two variables characteristics  its restriction
(skills) & a pre-established approachAnthony (1997)
• methodologies and materials  the
discipline focus on (language and discourse)
Dudley-Evans and
St John (1998)
• English instruction based on immediate
needs of learners and task-orientedSmoak (2003)
• the word “specific” addresses the purpose of
this teaching area.Gatehouse(2001)

10. 2.2. RESEARCHERS’ STUDIES ON THE USE OF
THE ESP MATERIAL DESIGNED FOR MEDICAL
PURPOSES
Salehi, Khadivar and
Mehrabi (2015)
Evaluate and ESP Medical textbook  results:
positive and negative toward the content of the
textbook and relevant to the learners levels and
needs.
Sabeth and
Daneshvar (2010)
Impact of ESP materials on medical students’
reading proficiency  results: their materials
would be taught as a supplementary item to
enhance more efficient reading comprehension.

11. 2.3. ESP MATERIAL
Tomlinson (2011)
• “…can be
linguistic, visual,
auditory or
kinesthetic and in
print, through live
performance or
display or on
cassette, CD-
ROM, DVD or
the internet.”
Dudley-Evans and
St John (1998)
• “…play a key role
in exposing
learners to the
language of a
particular
displine.
Ellis and johnson
(1994)
• “The selection of
ESP materials 
needs of the
learners in
relation to their
future or present
jobs…”

12. 2.3.1. PURPOSE OF ESP MATERIALS AND
CHARACTERISTICS
Absolute
Charcteristics
designed needs of learners
Underlying Methodology and
activties
Centred on the language
(grammar, lexis, register), skills,
discourse and genres
Variable
Characteristics
Related to specific disciplines
May use a differnt methodology
from that of General English
Designed for adult learners
Designed for intermediate or
advanced students
Dudley-Evans and St John (1998)
4 Reasons
for using
ESP
materials
A source
of
language
as a
learning
support
For
motivation
and
stimulation
For
reference

13. 2.3.2. NEEDS ANALYSIS: ITS ROLE IN THE
DESIGN OF THE MATERIAL
Nation and Macalister (2010)
“… directed mainly at the goals and
content of a course. … examine what the
learners know already and what they need
to know…. make sure that the course will
contain relevant and useful things to learn”
Lacks  present
knowledge
Necessities 
required knowledge
Also, they explain:
Wants  subjective
needs

14. 2.4. DESIGNING ESP MATERIALS
Hutchinson and Waters (1987)
6
Principles
provide a
stimulus to
learning
help organise
the teaching-
learning
process
embody a
view of the
nature of
language and
learning
reflect the
nature of the
learning task
can broaden
the basis of
teacher
training
provide
models of
correct and
apropriate
language use

15. 2.5. THEORETICAL FOUNDATION OF THE ESP
MATERIAL FOR NURSING STUDENTS
 The Social Constructivism
 The taxonomy of educational goals
 The second language acquisition
 The content and language integrated learning
 English for Medical Purposes
 The learner-centered approach
 The inquiry-based learning
 The critical thinking
 The effective questioning
 The critical thinking lesson plan
 The English Language skills and subskills

16. THE SOCIAL
CONSTRUCTIVISM
THE TAXONOMY OF
EDUCATIONAL GOALS
Source: Reprinted from Clark (2015),
taken from Anderson, Krathwohl, Airasian,
Cruikshank, Mayer, Pintrich, Raths,
Wittrock (2000)
Done by the author, 2018

17. THE SECOND LANGUAGE
ACQUISITION
THE CONTENT AND
LANGUAGE INTEGRATED
LEARNING (CLIL)
situations subjects
dual-
focused
aims
Learning
content
Learning of
a foreign
language
Reprinted
from Menezes (2013)
Marsh, D. (2002)

18. ENGLISH FOR
MEDICAL PURPOSES
A practical
discpline
Linguistics
peculiarities
Lexis
grammar
Dicourse
features
genres
THE LEARNER-CENTERED
APPROACH
5
principles
a natural
approach
learners’
distinctiveness
and
uniqueness
Learners’
uniqueness
learning is a
constructive
process
positive
environment
Maglie, R. (2011)
McCombs & Whisler (1997)

19. THE INQUIRY-BASED LEARNING THE CRITICAL THINKING
Hattie, J. (2009): “students are asked to
observe and question phenomena”
Friesen and Scott (2013): “critical and
essential questions and throughline
questioning”
Garrison and Ehringhaus (2014):
“questions strategies”
Taras (2009): “questioning”
Snyder (2007): “…..a culture of
inquiry by supporting students’
thinking process, model critical
thinking skills, actively questions
students’ thinking and guide
reflecting on the thinking process.

20. 2.6. THE SYLLABUS
Ur (1996)
• “a syllabus is
a document
which consist
of a list which
specifies all
the things that
are to be
taught in the
course for
which the
syllabus was
designed..”
Scrivener
(2005)
• “a syllabus
provides a
long-term
overview…”
Mickan (2013)
• “a syllabus
sets out the
goals of a
programme –
the aims and
objectives of a
programme
for a particular
group of
learners…”

21. THE MULTI-SYLLABUS SYLLABUS
Harmer (2001): the combination of items from grammar, lexis,
language functions, situations, topics, tasks, different
language skill tasks or pronunciation issues.
Ramadhani & Ulfa (2017): it helps to reach the goal of the
institution, which is to get their students to become skillful
ones.
Belohuahem (2009): “…a successful course book is to
incorporate all basic items: Grammar, vocabulary, language
functions, situations, topics, and pronunciation to enable the
learners to achieve effective and confident communication”
(p.116).

22. 2.7. MATERIAL DESIGNED FOR EFL NURSING
LEARNERS
Saragih (2004)
explored the learning
needs of 50 nursing in
Indonesia and designed
ESP materials for nurses
based on needs analysis
findind that listening and
speaking were the skills
most needed.
Pongsapan, Wello and
Jabu (2016)
carried out a piece of
research to develop
instructional materisl for
nursing students basing on
their language and learning
needs finding that there is
a study purpose as well as
looking for jobs.

23. CHAPTER 3
METHODOLOGY

24. 3.1. MODALITY OF THE INQUIRY
Modality of
experience
Field
experiments
Mixed-
method
approach
Evaluation
research
Qualitative
approach

25. 3.2. EVALUATION RESEARCH
Reprinted from Thomas, 2009
Thomas (2009): “…the most common kind of research done by
professional researchers in education and the social sciences, being
undertaken to assess how effective a program of activity has been…”

26. 3.3. QUALITATIVE APPROACH
The Ethnographic design:
• to observe the patterns of social
interactions.
The Narrative design:
• to describe in a particular way
the experience lived.

27. 3.4. POPULATION AND SAMPLE
Population
ITB: 6,800 students.
Academic programs: Nursing, Podology Gerontology,
Accounting, Administration, Computing and Driving.
Nursing Academic program: 3,722.
Sample:
39 nursing learners EPD-97. They agreed signing (Informed
consent, B).
Duration: 30 minutes for five days (each class session).

28. 3.4.1. THE PARTICIPANTS : NURSING
LEARNERS (EPD97)
Age: 19 - 40.
Come from: coast region and other provinces. most of them
(Guayaquil).
Socio economic status: low and middle
Job: none of them were working in the medical field.
High school: Most of them finished it. immediately started their
higher education studies.
Note: Module 3 of General English (English teacher Carlos
Torres) the last module to comply with the requirement to
graduate.

29. 3.5. THE TEACHING OF THE ENGLISH
LANGUAGE AT ITB
Note: From Buckingham A1 Breakthrough English, 6th ed., by Josué
Bonilla
Tenesaca, 2018. Guayaquil: El Bolígrafo.

30. 3.6. INSTRUMENTS FOR THE DATA COLLECTION
1. Observation data:
• teaching observation form (Appendix C)
• teacher diary form (Appendix D).
2. Surveys:
• At the beginning of the training process - to gather information in a general way about
needs, lacks and wants of nursing learners in connection with English for Specific
Purposes. A questionnaire (12 close-ended and open-ended questions/Spanish)
(Appendix E).
• At the end of the training process in order to gather information related to learners’
expectations and views of the ESP material implemented in the classroom. A
questionnaire with ten close-ended questions was used (Appendix F).
3. Interviews:
• Two questionnaires (open and close-ended questions) (Appendix G) addressed to
The English Coordinator at Buckingham English Center and the observer-teacher.
4. Other kinds of data collection sources:
• ProQuest, Eric, Questia etc., e-books and books.

31. 3.7. OUTLINE OF THE TRAINING PROCESS
First day: January 25th, 2018: placement test over 70 points
(Grammar, Vocabulary, Reading and Writing tasks) (Appendix H) and
an informed consent sheet (Appendix B).
Second day: January 26th, 2018: listening skill practice (Unit 1
Appendix I).
Third day: January 29th, 2018: reading skill and vocabulary (Unit 5
Appendix J).
Fourth day: January 30th, 2018: writing skill and a graphic organizer
(Appendix K) and the task of Unit 1 (see Appendix L).
Fifth day: January 31st, 2018: survey questionnaire and a crossword
related to synonyms of Unit 3 (Appendix M). This activity was a
game only and was not observed by Teacher-Observer.

32. CHAPTER 4
ANALSIS OF RESULTS

33. 4.1. NEEDS ANALYSIS OF NURSING
LEARNERS OF ITB

34. 4.2. PLACEMENT TEST

35. 4.3. TEACHING OBSERVATION

36. 4.4. TEACHER DIARY

37. 4.5. SURVEY FOR NURSING LEARNERS

38. 4.6. INTERVIEW TO PEOPLE INVOLVED
IN THE ENGLISH LEARNING PROGRAM
TO NURSING LEARNERS AT ITB
Teacher- Observer Coordinator at BEC
• The material is too advanced for
these students because they are
starters. Nevertheless the
activities were adapted to their
level during the training process
• students should have a good
higher level to use it.
• use this material with A2 or B1
nursing learners.
• However, they were encouraged
and tried to do the activities
Advice: to plan and focus on the
activity time because these
activities could be done in two or
three minutes
• It is innovative and great for
nursing students .
• The difference between our book
and the material, we actually try
to focus more on new
vocabulary for our students
whereas yours focusses on
procedures.
• English for Specific Purposes is
essential in any academic
program and in terms of nursing
To Sum up: “Our material is
focused on grammar and
vocabulary for nurses but in terms
of critical thinking, skills we really
need to have more options”

39. CHAPTER 5
CONCLUSIONS AND
RECOMENDATIONS

40. RESEARCH QUESTIONS CONCLUSIONS RECOMMENDATIONS
What are nursing students’ necessities,
lacks and wants?
English related to their academic
program, contents focused on their
proficiency level and topics which
encourage them to ask and answer
critical questions.
They must be coped with using
textbooks with content and vocabulary
referring to the medical field.
What is the impact of the material
designed …?
significant impact (survey results and
feedback given through instruments for
data collection.
Before using it to find the way to grab
learners’ attention and encourage them.
How does the use of the material for
nursing learners …?
Elementary: 72%, (module 3).
BEC textbooks (A1.2)  lower level.
Article 30 (Academic Regime: RPC-SE-
13 No.051-2013 (CES) higher technical
or technological institutes a B1.1 or
B1.2 before graduating.
To increase their level of proficiency by
using an ESP material focused on their
field according to McCombs & Whisler
(1997) who propose to teach a
language centered in learners in a
holistic and integrative way as well as
Marsh (2002) suggests, teach a foreign
language through the Content and
Language Integrated Learning.
What is the outcome of the use of the
material designed …?
The characteristics found in the
communicative performance: basic
awareness of English and the use of
questions for thinking (students not
accustomed to use them in English
classes.
to improve their opinions to answer
logically and critically. Teachers plan
their classes using critical questions and
Snyder’s stages (2007): anticipating,
building knowledge and consolidating to
get the cognitive development in the
learners in the classroom based on
Bloom’s taxonomy (1956) and through
the social constructivism of Vygotsky
(1978).
What is the view of nursing learners and
authorities …?
The time assigned  too short.
However, tasks of the designed material
 not too tough thanks to the
collaborative work in team (pairs –
To increase the number of periods of
each English module to 90 periods in
order to achieve good learning
outcomes.

41. 5.3. LIMITATIONS OF
THE STUDY
• The difficulty to find a higher education institution.
• The difficulty to obtain the permission from the authorities of
the ITB (Appendix N).
• The time given to perform this study which was not as long
as it was expected to assess the designed material
efficiently.
• The low level of proficiency of nursing learners (elementary).
• the population of the group assigned was small, only 39
students.
In summary: A2.2 level students and more time would have been
the ideal. However, without this study, it would not have been
possible to realize which contents are necessary to change in
the material design implemented and evaluated at ITB. In
addition, this study has let the author know how many contents
can be included in an ESP module by levels of proficiency.

42. 5.4. SUGGESTIONS FOR FUTURE
Future research regarding the ESP material design could
comprise a more thorough needs analysis, which could
include the collection of data from the nursing learners,
teachers and employers.