English Speaking as a Second Language for Health Sciences’ Undergraduates: Preferred Activities & Motivators

Abstract

Introduction Fluency in speaking English as a second language is critical for non-natives in Allied Health Sciences. Unfortunately, the undergraduates who study for health sciences degrees in English medium of instruction still find it challenging. This has made the faculty administration deliver numerous programs to enhance oral skills, which often fail due to poor turnout. The lack of motivation and reluctance to practice are two reasons visible on the surface. Identifying ways to enhance learner motivation has been considered a key challenge in the present study. The types of activities students were interested in have been examined and reported. Methods A cross-sectional survey was conducted among the undergraduates in the Pharmacy, Nursing, and Medical Laboratory Science programs. Data were gathered using a self-prepared, validated, self-administered online survey questionnaire that was pilot tested for reliability using 10% (n = 21) of the minimum sample size. Cronbach's Alpha values appeared ˃ 0.7. The data analysis was done using SPSS version 20.0. The distinction between intrinsic and extrinsic motivators and demotivators was examined using a paired sample t-test. Results There were 277 responses from Pharmacy (33.2%, n = 92), Nursing (45.8%, n = 127), and MLS (20.9%, n = 58). Intrinsic motivation factors had a significant effect (p < 0.001, 95% CI) on speaking skills compared to extrinsic motivation factors. Mean intrinsic motivation and mean extrinsic motivation were 4.16 (n = 277, SD = 0.66) and 3.73 (n = 277, SD = 0.81), respectively. The mean intrinsic demotivation, 3.16 (n = 277, SD = 0.77), and mean extrinsic demotivation, 2.56 (n = 277, SD = 0.91) also showed a significant variation. Findings denoted that students prefer free, relaxing learning experiences over compulsory English-speaking programs. Conclusions The results signified that self-motivation was the primary source of inspiration. It is essential that faculty revisit the compulsory and authoritative program designs to realign them, considering the students' motivation and interests at the center of it.