The Impact of Task-Based Language Teaching on Nursing Students’ English-Learning Motivation

This mixed-method study investigated how task-based language teaching (TBLT) implemented in English-for-nursing programmes impacted students’ learning motivation. Specifically, the study explored the motivational patterns that underlie the students’ participation in the learning process, the factors...

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Vydané v:Antitrust law journal Ročník 14; číslo 10; s. 3131 - 3140
Hlavní autori: Widanta, I Made Rai Jaya, Sitawati, Anak Agung Raka, Handayani, Luh Nyoman Chandra, Mandia, I Nyoman, Sumartana, I Made, Aryana, I Nyoman Rajin, Wilang, Jeffrey Dawala
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London American Bar Association 22.03.2024
Academy Publication Co., Ltd
Predmet:
Adult students
Analysis
Anxiety
Attitude tests
Classrooms
College Students
Curiosity
Curricula
Educational activities
Educational Resources
Empowerment
English as a second language
English as a second language learning
English as a second language teaching methods
English education
English language
English language learners
Evaluation
Extrinsic motivation
Feedback
Grammar
Interpersonal relations
Intrinsic motivation
Investigations
Language Acquisition
Language skills
Learning
Medium of instruction
Methods
Motivation
Motivation in education
Nurses
Nursing
Nursing education
Nursing students
Praise
Program implementation
Questionnaires
Reflective teaching
Relatedness
Resilience (Psychology)
Student Motivation
Student participation
Student teacher relationship
Student writing
Students
Study and teaching
Task based instruction
Task-based language teaching
Teachers
Teaching
Teaching methods
University students
China
Indonesia
ISSN:1799-2591, 0003-6056, 2053-0692
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Shrnutí:This mixed-method study investigated how task-based language teaching (TBLT) implemented in English-for-nursing programmes impacted students’ learning motivation. Specifically, the study explored the motivational patterns that underlie the students’ participation in the learning process, the factors influencing their English-learning motivation, and the aspects of TBLT that positively affected their learning motivation. The data analysed were acquired through questionnaires and interviews. The questionnaire was designed according to the motivational attitude test battery (MATB) by Gardner (2014). The results of the research reveal that intrinsic motivation was the most favourable motivation, followed by instrumental, extrinsic, and integrative motivation. Several factors influenced the students’ English-learning motivation, such as positive teacher-student interpersonal relationships, teacher praise, teacher feedback or strokethe written feedback from teacher, learning tasks and class activities, student curiosity, teaching method, and relatedness. Three aspects of TBLT positively affected student motivation: task activities, autonomous learning and authentic learning motivation, and teachers’ positive facilitation. The findings can help design materials that motivate students, specifically in nursing programmes in which English is not used as a medium of instruction.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1799-2591
0003-6056
2053-0692
DOI:10.17507/tpls.1410.15