Improving clinical communication of students with English as a second language (ESL) using online technology: A small scale evaluation study

Rogan, Fran; Miguel, Caroline San

doi:10.1016/j.nepr.2012.12.003

Cited by 29 publications

(26 citation statements)

References 18 publications

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“…Teachers perceived two aspects of the usefulness of technology in English classes: (a) motivating and engaging students and (b) providing additional information sources relevant to teaching and learning. Prior researchers have repeatedly reported the effective use of technology in engaging students in English classes (e.g., Hwang & Wang, 2016;Rogan & San Miguel, 2013). Our data concur with these conclusions, as one of the teachers commented, ''Lifting their heads is preliminary for communicative teaching'' (Teacher A).…”

Section: Pu In English Teaching: Motivator and Information Sourcessupporting

confidence: 87%

Factors Affecting Chinese English as a Foreign Language Teachers’ Technology Acceptance: A Qualitative Study

Huang

Teo²,

Zhou³

2017

Journal of Educational Computing Research

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This article explores Chinese English as a Foreign Language (EFL) teachers' attitudes toward technology use and the factors that influence their technology acceptance. A qualitative study was conducted with data obtained from semistructured, in-depth interviews of 14 university teachers from six provinces. The interview data revealed that Chinese EFL teachers generally maintained a positive attitude toward technology use in teaching. Facilitating conditions driven by modernization, perceived usefulness, subjective norm, and technology mania are major factors influencing their technology acceptance. It is worth noticing that the degree of reliance on technology varied in terms of age and experience. Overall, the findings were consistent with previous studies, while leading to a broader and deeper understanding of technology acceptance theories by analyzing contextual and cultural phenomenon in China. Implications for future research and suggestions to improve Continuing Professional Development were provided in order to promote technology integration among Chinese teachers.

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Section: Pu In English Teaching: Motivator and Information Sourcessupporting

confidence: 87%

Factors Affecting Chinese English as a Foreign Language Teachers’ Technology Acceptance: A Qualitative Study

Huang

Teo²,

Zhou³

2017

Journal of Educational Computing Research

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“…The learning environment also extends to language support—tailored to the clinical setting—which remains a critical factor for successful placement and academic outcomes. The literature supports this but is not specific about the best mode to provide it, both face-to-face and online delivery being reported as successful modes [ 24 , 25 ].…”

Section: Discussionmentioning

confidence: 99%

Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table

O’Reilly

Milner

2015

BMC Med Educ

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BackgroundIncreasing proportions of Culturally and Linguistically Diverse (CALD) students within health professional courses at universities creates challenges in delivering inclusive training and education. Clinical placements are a core component of most health care degrees as they allow for applied learning opportunities. A research gap has been identified in regard to understanding challenges and strategies for CALD students in health professional placements.MethodsA key stakeholder approach was used to examine barriers and enablers experienced by CALD students in clinical placement. Semi-structured focus groups with healthcare students (n = 13) and clinical placement supervisors (n = 12) were employed. The focus groups were analysed using open coding and thematic analysis.ResultsThree main barrier areas were identified: placement planning and preparation; teaching, assessment and feedback; and cultural and language issues. Potential solutions included addressing placement planning and preparation barriers, appropriate student placement preparation, pre-placement identification of higher risk CALD students, and diversity training for supervisors. For the barrier of teaching, assessment & feedback, addressing strategies were to: adapt student caseloads, encourage regular casual supervisor-student conversations, develop supportive placement delivery modes and structures, set expectations early, model the constructive feedback process, use visual aids, and tailor the learning environment to individual student needs. The enablers for cultural & language issues were to: build language and practical approaches for communication, raise awareness of the healthcare system (how it interacts with healthcare professions and how patients access it), and initiate mentoring programs.ConclusionsThe findings suggest that teaching and learning strategies should be student-centred, aiming to promote awareness of difference and its impacts then develop appropriate responses by both student and teacher. Universities and partnering agencies, such as clinical training providers, need to provide an inclusive learning environment for students from multiple cultural backgrounds.

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“…Language competence and sufficient communication skills are important aspects to succeed in students' learning outcomes and to gain positive experience in clinical learning environment. Prior education in language and cultural communication increased culturally and linguistically diverse students' preparation for their first clinical practice, made them more confident, gave knowledge of expectations of their performance and increased success in their experiences in the clinical practice (Rogan and San Miguel, 2013). Additional language frameworks have been developed to assess students' language proficiency during clinical practice, which were shown to be effective guideline for nurses with the weaker students in the language proficiency (San Miguel and Rogan, 2015).…”

Section: Discussionmentioning

confidence: 99%

Mentor experiences of international healthcare students' learning in a clinical environment: A systematic review

Mikkonen

Elo

Tuomikoski

et al. 2016

Nurse Education Today

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Many healthcare students were found to share similar experiences of mentoring and learning irrespective of their cultural background. However, the role of a positive intercultural mentor was found to make a significant difference for international students: such mentors advocated and mediated cultural differences and created a welcoming environment for international students by helping to minimise feelings of social isolation.

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Improving clinical communication of students with English as a second language (ESL) using online technology: A small scale evaluation study

Cited by 29 publications

References 18 publications

Factors Affecting Chinese English as a Foreign Language Teachers’ Technology Acceptance: A Qualitative Study

Factors Affecting Chinese English as a Foreign Language Teachers’ Technology Acceptance: A Qualitative Study

Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table

Mentor experiences of international healthcare students' learning in a clinical environment: A systematic review

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