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Title: Taiwanese nurses perceptions and expectations of the listening and speaking components of ESP courses
Author: Lu, Yi-Ling
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2013
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In recent years, there has been a growing emphasis on the delivery of English for Specific Purposes (ESP) courses to improve English proficiency of nursing professionals in Taiwan. This research aimed to explore the nurses' perspectives. on the listening and speaking components of these courses. A qualitative case study was utilised in order to fulfil the aim of this research. This was centred on nine Taiwanese nursing professionals working in various nursing units in the ABC Hospital. Two research methods: interviews and observations were chosen as the primary methods of data collection. Data gathered were analysed using Chan's (2010) model of qualitative data analysis, which includes five steps: (1) transcribing; (2) conceptualising; (3) propositionalising; (4) graphing; and (5) theorising. Participants identified that, although being useful in some aspects, ESP courses remained unfulfilled as they failed to cater for the learners' wants and expectations. Erroneous teaching focuses and inappropriate leaching methods were identified as being the two major reasons for the participants' dissatisfaction. In addition, the findings also suggested that the nurses' connection with the nursing community made them focus on the provision of quality nursing care and the suffering of language difficulties. This, to a large extent, made an impact on their perceptions of ESP courses. They developed certain beliefs as to how the ESP courses should be structured and delivered_ Probing into the nurses' perceptions of ESP courses, 1 expect this research to shed some light on ESP education in the nursing field which aims to serve nurses who need such knowledge to carry out their nursing duties.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available