Introduction. The aim of this paper is to determine the degree and type of motivation for learning English for specific purposes in the first year medical students of the Faculty of Medicine Novi Sad. The paper presents the results of the research on instrumental and integrative motivation carried out in a sample of 61 first year medical students of the the Faculty of Medicine in Novi Sad. Material and Methods. The paper is based on a survey carried out during the summer semester of 2017/18. An anonymous survey was conducted through a questionnaire that investigated instrumental and integrative motivation. In addition, the questionnaire included questions on the year of study, semester, number of years of learning English and regularity of attendance. Results. The results are presented in a table and the answers are expressed in percentages. The results were analyzed in two segments, based on the type of motivation that was tested. The research confirmed the hypothesis that medical students had high levels of instrumental motivation, mostly focused on their further advancement in the profession. The research also showed a strong integrative motivation of the respondents and their interest in the elements of culture and civilization of the target language. Conclusion. In conclusion, the possible impacts of this research on practical English teaching for medical purposes should be considered in order to provide guidance for further research.

This paper presents the evaluation of the Index of Learning Styles, an assessment tool of the Felder–Silverman learning model. A few studies have previously evaluated this tool, but as far as we know, none of them considered the learners’ opinion to achieve their goals. Considering that many studies suggest continuing with the Index of Learning Styles’ evaluation, an experimental study was conducted using Protus, developed as an adaptive learning system. Analysing the concurrent validity of the Index of Learning Styles, students’ learning preferences were acquired via two different tools: the Index of Learning Styles and the subjective questionnaire. Results suggest that the Index of Learning Styles is valid for defining learning style at the beginning of the learning process, resolving the cold-start problem. We found some differences between the results of the Index of Learning Styles and subjective assessment. By enhancing the Protus user interface with new functionality, which allows a free choice of the learning style during the learning process, we overcome the observed limitations of the Index of Learning Styles. This solution could be implemented in different personalised e-learning environments, regardless of the applied assessment tool, leading to a more reliable student model.

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Introduction. English for Specific Purposes focuses on teaching and learning subject specific knowledge which includes specific language skills that particular learners need for a specific purpose. Self-efficacy is determined by subjective beliefs about one?s own abilities, which also applies to the academic setting of studying English for Specific Purposes. Academic self-efficacy represents the conviction of students about their own abilities to successfully fulfil academic tasks at designated levels. The goal of this research is to examine the degree of academic self-efficacy of medical students who learn English for Specific purposes at the Faculty of Medicine of the University of Novi Sad, with respect to their gender, year of study, grade achieved in the previous course in English, and the length of learning English before enrolling in the Faculty. Material and Methods. The study included 58 medical students. The researchers used the College Academic Self-Efficacy Scale questionnaire developed by Owen and Froman (1988) to assess academic self-efficacy. Results. Three significant factors were identified: general self-competence, communication with the professor, and attendance at lectures, with general self-competence being the most significant factor. Considering the independent variables, only the grade showed statistical significance. Establishing the grade as such a significant predictor can be explained by the fact that good grades and a high grade point average are presented as very desirable outcomes. However, a good grade does not necessarily mean having better knowledge or correct use of language. Conclusion. Further research into this topic is necessary, with expanding the number of participants, study programs and variables.

For a successful program of English for Medical Purposes, it is necessary to conduct "the level of general language competence" test and to test the students' needs beforehand. The difference in the level of knowledge between different study groups points to a need of a student oriented teaching program. The analysis of needs shows the importance of all language skills which have to be included in the course Of teaching English for Medical Purposes.