The impact of digital technologies on the effectiveness of english language learning by medical students
Keywords:
foreign language training, independent learning, language learning, medical HEI, technologies.
Abstract
Globalization and increasing demands on specialists determined the need to learn a foreign language in the modern world. Consequently, higher education institutions need to improve the educational programme for the preparation of future specialists for professional activities. The aim of this research was to determine the effectiveness of the use of modern digital technologies during the study of a foreign language by medical students. The research employed the methods of expert evaluation, preand post-testing (CEFR), a survey with the inclusion of a technology perception model. Cronbach’s alpha was used to check the reliability of the used questionnaires. Cohen’s kappa coefficient and Pearson’s chi-squared test were used for statistical processing of the results. The study found that students of the experimental group who studied using different digital technologies showed significantly more success in improving foreign language skills after the final test than students of the control group. The novelty of this study is that the study of English by medical students was carried out using digital technologies that were chosen according to the age, profession and foreign language proficiency level of the experimental sample of students. Prospects for further research may be to determine the effectiveness of artificial intelligence during foreign language learning by medical students.
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References
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Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
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Waemusa, Z., & Jongwattanapaiboon, A. (2023). Divergence of everyday practices and school policy on mobile use: Challenges to developing EFL learners’ digital literacies. International Journal of Technology in Education (IJTE), 6(1), 37-48. https://doi.org/10.46328/ijte.294
Yan, D., & Li, G. (2023). A heterogeneity study on the effect of digital education technology on the sustainability of cognitive ability for middle school students. Sustainability (Switzerland), 15(3), 2784. https://doi.org/10.3390/su15032784
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Zalite, G. G., & Zvirbule, A. (2020). Digital readiness and competitiveness of the EU higher education institutions: The COVID-19 pandemic impact. Emerging Science Journal, 4(4), 297-304. https://doi.org/10.28991/esj-2020-01232
Council of Europe. (2023). Common European Framework of Reference for Languages (CEFR). Retrieved from https://acortar.link/RXP3y3
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Los Angeles: SAGE Publications.
Dağdeler, K. O., & Demiröz, H. (2022). EFL instructors’ perceptions of utilizing mobile-assisted language learning in higher education. Acta Educationis Generalis, 12(2), 22-40. https://doi.org/10.2478/atd-2022-0012
Davis, F. D., Granić, A., & Marangunić, N. (2023). The technology acceptance model 30 years of TAM. New York, NY: Springer.
Desta, M. A., Workie, M. B., Yemer, D. B., Denku, C. Y., & Berhanu, M. S. (2021). Social media usage in improving english language proficiency from the viewpoint of medical students. Advances in Medical Education and Practice, 12, 519-528. https://doi.org/10.2147/AMEP.S310181
Dhivya, D. S., Hariharasudan, A., Ragmoun, W., & Alfalih, A. A. (2023). ELSA as an Education 4.0 tool for learning business English communication. Sustainability, 15(4), paper 3809. https://doi.org/10.3390/su15043809
EF SET. (2023). Our short English quiz. Retrieved from efset.org/quick-check
Halian, A., Halian, I., Popovych, I., Zavatskyi, Y., Semenov, O., & Semenova, N. (2021). Stress Resistance in the Situation of Uncertainty as a Factor of Development of Adaptive Ability of Medical Personnel. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(1), 251-264. https://doi.org/10.18662/brain/12.1/181
Hoppin, K. M., Knollman, G., Rice Doran, P., & Hong, H. (2023). Teacher trainees’ perspectives on remote instruction for multilingual learners of English. Languages, 8(1), 85. https://doi.org/10.3390/languages8010085
Jeong, K. O. (2022). Facilitating sustainable self-directed learning experience with the use of mobile-assisted language learning. Sustainability, 14(5), 2894. https://doi.org/10.3390/su14052894
Konotop, O., Bykonia, O., Bondar, O., Shevchenko, Y., & Kasianchuk, N. (2021). Practice of using GoToMeeting/Zoom in the study of foreign languages. Journal for Educators, Teachers and Trainers, 12(3), 179-185. https://dialnet.unirioja.es/servlet/articulo?codigo=8041664
Kryshko, O., Fleischer, J., Waldeyer, J., Wirth, J., & Leutner, D. (2020). Do motivational regulation strategies contribute to university students' academic success? Learning and Individual Differences, 82, 101912. https://doi.org/10.1016/j.lindif.2020.101912
Li, K. (2017). Motivational regulation in foreign language learning. Singapore: Springer.
Liu, Z., Hua, J., & Zhang, Z. (2022). Scaffolding instruction in virtual language learning. Journal of Language Teaching and Research, 13(2), 386-391. https://doi.org/10.17507/jltr.1302.20
Maszkowska, N. (2017). The use of technology in English language teaching. English in interdisciplinary context of life-long education. Torun: Nicolaus Copernicus University Poland Publ.
Mustapha, I., Van, N. T., Shahverdi, M., Qureshi, M. I., & Khan, N. (2021). Effectiveness of digital technology in education during COVID-19 pandemic. A bibliometric analysis. International Journal of Interactive Mobile Technologies, 15(8), 136-154. https://doi.org/10.3991/ijim.v15i08.20415
Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2), ep423. https://doi.org/10.30935/cedtech/13094
Putra, I. D. G. R. D., Saukah, A., Basthomi, Y., & Irawati, E. (2020). The acceptance of the English language learning mobile application Hello English across gender and experience differences. International Journal of Emerging Technologies in Learning (iJET), 15(15), 219-228. https://doi.org/10.3991/ijet.v15i15.11077
Rashid, S., & Howard, J. (2023). Blogging with smartphones for independent writing practice beyond the EFL classroom. Indonesian Journal of Applied Linguistics, 12(3), 777-788. https://doi.org/10.17509/ijal.v12i3.46086
Rintaningrum, R. (2023). Technology integration in English language teaching and learning: Benefits and challenges, Cogent Education, 10(1), 2164690. https://doi.org/10.1080/2331186X.2022.2164690
Salem, A. A. M. S. (2022). Multimedia presentations through digital storytelling for sustainable development of EFL learners’ argumentative writing skills, self-directed learning skills and learner autonomy. Frontiers in education, 7. https://doi.org/10.3389/feduc.2022.884709
Semaan, G., & Yamazaki, K. (2015). The relationship between global competence and language learning motivation: An empirical study in critical language classrooms. Foreign Language Annals, 48(3), 511-520. https://doi.org/10.1111/flan.12146
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
Spurava, G., & Kotilainen, S. (2023). Digital literacy as a pathway to professional development in the algorithm-driven world. Nordic Journal of Digital Literacy, 18(1), 48-59. https://doi.org/10.18261/NJDL.18.1.5
Srivani, V., Hariharasudan, A., Nawaz, N., & Ratajczak, S. (2022). Impact of Education 4.0 among engineering students for learning English language. PLoS ONE, 17. https://doi.org/10.1371/journal.pone.0261717
Waemusa, Z., & Jongwattanapaiboon, A. (2023). Divergence of everyday practices and school policy on mobile use: Challenges to developing EFL learners’ digital literacies. International Journal of Technology in Education (IJTE), 6(1), 37-48. https://doi.org/10.46328/ijte.294
Yan, D., & Li, G. (2023). A heterogeneity study on the effect of digital education technology on the sustainability of cognitive ability for middle school students. Sustainability (Switzerland), 15(3), 2784. https://doi.org/10.3390/su15032784
Yuriy, R., Huzchenko, S., Lobach, N., Karbovanets, O., Bokova, S., & Isychko, L. (2022). Modern digital learning and simulation technologies in higher medical education: definitions, innovative potential. Amazonia Investiga, 11(60), 53-61. https://doi.org/10.34069/AI/2022.60.12.6
Zalite, G. G., & Zvirbule, A. (2020). Digital readiness and competitiveness of the EU higher education institutions: The COVID-19 pandemic impact. Emerging Science Journal, 4(4), 297-304. https://doi.org/10.28991/esj-2020-01232
Published
2023-11-30
How to Cite
Levitskaia, A. (2023). The impact of digital technologies on the effectiveness of english language learning by medical students. Amazonia Investiga, 12(71), 284-292. https://doi.org/10.34069/AI/2023.71.11.25
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