ACADEMIC INSIGHT ON APPLICATION AND CHALLENGES OF MEDIA TO DEVELOP EDUCATIONAL MEDICAL ENGLISH WRITING

Jafar Asgari Arani

Abstract


Introduction - Information and communication technology (ICT) has been a significant section of teaching and learning in higher education over the last few decades. One particularly important style we have in recent times observed with regard to employment of ICT is the increasing reliance on Skype tools not only in everyday jobs, but also within specialized and educational settings. To approach medical academics’ didactic prerequisites, attentions and claims, many universities and institution have developed a variety of podiums in their systems. Researcher has scrutinized the competence of these programs in dissimilar teaching and learning fields. This research has thrown up many questions in need of further investigation. If the discussion is to be progressed, a superior perception of setting requirements must be exploited.

Objectives - To express the outline and execution of this appraisal as essential purposes, there are three parts to be proposed: medical academics’ manner and feeling on applying Skype as a medium, the weak and strong positions of the Skype submission in educational writing, and the academics opinions toward using Skype as a sustaining instrument for curricula. There was an expressive quantitative-qualitative research, which a common investigation form was used in.

Finding - The analysis questionnaires comprised of 40 records, planned in five groups based on Premise Base and Conducive Assumptions to explain the Skype-based didactic worth and application. The dialogue item was also applied to discover if the contributors asserted the media-based attitude supplements their learning of academic English writing classes or not. Data recounted academic” insights toward using Skype as a sustaining implement for lessons releasing based on chosen variables: their occupation, year of education, and knowledge with Skype discovered that there were no important statistical differences at (a = 0.05) in the use of Skype units because of medical academics major knowledge. There are statistically important differences at (a = 0.05) in using Skype units because of the year of teaching adaptable, in favors of, the third and fourth year academics.  The findings also, disclosed that there are statistically significant differences at (a= 0.05) in using Skype units due to the practice with Skype variable, in favors of academics with no Skype use practice.  In addition, the designed mean and Standard Deviations in six regions each comprising five declarations approved from the highest to the lowest standing indicate the contributors' consciousness to Skype based blended replica in educating academic writing.

Conclusion - Skype instrument as an instructive media is a positive medium to be employed to supply academic medical writing data and assist education.  Academics who do not have enough time to contribute in classes believe comfortable using the Skype-based attitude in scientific writing.  They who took part in the course claimed that their approval of this media is due to learning academic innovative medical writing.  Skype-based education could turn out to be a very effectual instructive medium for learning academic English medical writing.

Keywords: Academic; Education; Skype; Medical Writing; University. 


References


Ab Manan, A Alias& A Pandian,(2012) , Utilizing a Social Networking Website as an ESL Pedagogical Tool in a Blended Learning Environment: An Exploratory Study, International Journal of Social Sciences and Education ISSN: 2223-4934

Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet and Higher Education, 11, 71–80.

Beltrán, O. C. (2009). The use of Skype™ chat for improving writing skills in an A2 adult learners group. Unpublished M.A. thesis in English Language Teaching – Autonomous Learning Environments, Universidad de la Sabana, Chía, Colombia.

Blyth, C. (2008) 'Research perspective on online discourse and foreign language learning', in Magnan, S. (ed.), Mediating Discourse Online. Philadelphia: John Benjamins Publishing Company: 47-72. https://doi.org/10.1075/aals.3.05bly

Boyer, E. L. (1987). College, the Undergraduate Experience in America. New York; Harper &Row

BRANZBURG, J. (2007) Talk Is Cheap: Skype Can Make VoIP a Very Real Communication Option for Your School. Technology & Learning, 27(8), 2007. P.36.

Brophy, J. (2004). Motivating academics to learn (2nd ed.). Mahwah, NJ: Lawrence

Celce-Murcia, M. 2001. Teaching English as a second or foreign language (3rd. Ed.). Boston: Heinle & Heinle.

Ciekanski, M. & Chanier, T. (2008). Developing online multimodal verbal communication to enhance the writing process in an audio-graphic conferencing environment. European Association for Computer Assisted Language Learning. Doi:10.1017/S0958344008000426.

Cheng, R. (2010). Computer-mediated scaffolding in L2 academics’ literacy development. Calico, 28(1). Proquest database.

Chapelle, C.A. (1997) ‘CALL in the year 2000: Still in search of research paradigms?’ Language Learning and Technology, 2 (1): 22-34.

Available from, http://polyglot.cal.msu.edu/llt/vol1num1/chapelle/default.html [Accessed 12 May 2014].

Chenzi, C., Salehi, H. & Yunusm, M. (2012). Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses. English Language Teaching Journal, 5 (8), 42-48.

Cochrane TD. (2010), Beyond the Yellow Brick Road: mobile Web 2.0 informing a new institutional e-learning strategy. ALT-J. 2010; 18(3):221–231. Doi: 10.1080/09687769.2010.529110.

Cohen, F. F., & Burkhardt, A. (2010). Even an ocean away: developing Skype-based reference for academics studying abroad. Reference Service Review, 38 (2), pp. 264-273. Retrieved from Academic Search Complete.

Chou, H.-W., Lin, Y.-H., & Chou, S.-B. (2012). Team cognition, collective efficacy, and performance in strategic decision-making teams. Social Behavior and Personality: An international journal, 40, 381-394.

Corbin, J., & Strauss, A. (2008). Basics of qualitative research. Los Angeles, CA: Sage.

Davis, V. A. (2006). Using Skype in the Classroom (or just learning how to use it!), retrieved from http://coolcatteacher.blogspot.com/2006/10/using-skype-in-classroom-or-just.html

Dey, I. (1993). Qualitative data analysis: A user-friendly guide for social scientists. London, UK: Routledge. https://doi.org/10.4324/9780203412497

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing.

Deci, E. L., & Ryan, R. M. (1994). Promoting self determined education. Scandinavian Journal of Educational Research, 38, 3–41.

Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346

Echeverría A, Nussbaum M, Calderón JF, Bravo C, (2011) Infante C, Vásquez A. Face-to-face collaborative learning supported by mobile phones. Interactive Learning Environments2011; 19(4):351–363. Doi: 10.1080/10494820903232943.

Elia, A. 2006. Language learning in tandem via Skype™. CALL Technologies and the Digital Learner, 6 (3), 269–280.

Erlbaum. FOOTE, C. (2008) See me, hear me: Chat with authors, record podcasts, and cover reference—all online and for free—with Skype. School Library Journal, 54(1), 2008. pp. 42-43.

Geraldine Mongillo & Hilary Wilder, (2013), An Examination of At-Risk College Freshmen's Expository Literacy Skills Using Interactive Online Writing Activities, volume45, 2014-issue 1.

Gabriel, M. A., Campbell, B., Wiebe, S., McDonald, R. J., &McAuley, A. (2012). The role of digital technologies in learning: Expectations of first year university academics. Canadian Journal of Learning and Technology, 38(1).

Graddol, D. (2015), English next. http://www.britishcouncil.org/files/documents/learning-research-english-next.pdf (retrieved April 8, 2015)

Harrison, R. (2013) ‘Profiles in online communities: social network sites for language learning – Live Mocha revisited’, in Lamy, M.-N., and Zourou, K. (eds.), Social Networking for Language Education. Basingstoke, UK: Palgrave Macmillan: 100-116.

Harrison, R., and Thomas, M. (2009) ‘Identity in online communities: Social networking sites and language learning’, International Journal of Emerging Technologies and Society, 7 (2): 109-124.

Helliwell, J. F., & Putnam, R. D. (2004). The social context of well-being. Philosophical Transactions of the Royal Society of Biological Sciences, 359, 1435–1446.

HERRING, S. C. (1996), Computer-Mediated Communication: Linguistic, Social and Cross-Cultural Perspectives. Pragmatics and Beyond series. - Amsterdam: 1996. pp. 29–46.

Holton, D., & Clarke, D. (2006). Scaffolding and meta cognition. International Journal of Mathematical Education in Science and Technology, 37(2): 127-143.

Huang, X. S. & Hsiao, E-L. (2012). Synchronous and asynchronous communication in an online environment: Faculty experiences and perceptions. Quarterly Review of Distance Education, 13(1). Retrieved from Academic Search Premiere database.

Jadhav, D., Bhutkar, G., & Mehta, V. (2013) Usability evaluation of messenger applications for Android phones using cognitive walkthrough.

Jones, N., Blackey, H., Fitzgibbon, F., & Chew, E. (2010) Get out of My Space. Computers and Education, 54, 776–782.

Joseph Kee-Kuok Wong (2004). Are the Learning Styles of Asian International Academics Culturally or Contextually Based? International Education Journal Educational Research Conference 2003 Special Issue, 4(4).

Kennedy, L. L. J. (2007) The effects of self determination, theory on learning and motivation of repeating academics in a high school earth science classroom. PhD thesis University of North Carolina at Greensboro.

Kno, B. & Boswell, B. (2011) Overcoming challenges of distance education: Instructional technologies. International Journal of Instructional Technology and Distance Learning, 8 (3). Retrieved from Academic Search Complete. Distance Education, 13(1). Retrieved from Academic Search Premiere database.

Koszalka TA, Ntloedibe‐Kuswani G. (2010), Literature on the safe and disruptive learning potential of mobile technologies. Distance Education. 2010;31(2):139–157. doi: 10.1080/01587919.2010.498082.

Krashen, S. (1994) ‘The input hypothesis and its rivals.’ In N. C. Ellis (ed.), Implicit and explicit learning of languages (pp. 45–78). San Diego, CA: Academic Press.

Linnebrink, E., & Pintrich, P. (2002). The role of motivational beliefs in conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change issues in theory and practice. London: Kluwer Academic Publishers.

Long, M. (1985) ‘Input and second language acquisition theory’, in Gass, S. and Madden, C. (eds.), Input in second language acquisition. Rowley, Mass: Newbury House: 377–393.

Long, M. (1996) ‘The role of the linguistic environment in second language acquisition’, in Ritchie, W. and Bhatia, T. (eds.), Handbook of second language acquisition. San Diego: Academic Press: 413–468.

Macharaschwili, C. E. &Coggin, L. S. (2013). A Skype-buddy model for blended learning. Journal of Interactive Learning Research, 24(2). Retrieved from Academic Search Premiere.

Mongillo, G. & Wilder, H. (2012). An examination of at-risk college freshmen’s expository literacy skills using interactive online writing activities. Journal of College Reading and Learning, 42 (2). Ebscohost.

Murphy, E. & Rodriguez-Manzanares, M. A. (2012). Rapport in distance education. The International Review of Research in Open and Distance Learning, 13 (1). Retrieved from ProQuest.

Nowlan, A. G. P. (2008). Motivation and Learner Autonomy Activities to Encourage Independent Study. Retrieved April 12, 2013 from http://iteslj.org/Techniques/Nowlan-Autonomy.html

PALLOFF, R. M.; PRATT, K. (1999) Building Learning Communities in Cyberspace: Effective strategies for the online classroom. San Francisco, CA: Jossey-Bass. 1999. p.206.

Parker, J., Boase-Jelinek, D., & Herrington, J. (2011). Perceptions and reflections: Using Skype chat to build a community of learners. Murdoch. Retrieved from Research repository. Google Scholar.

Pintrich, P. R., &Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Ohio: Merrill.

Prensky, M. (1998). The role of technology in teaching and the classroom. Educational Technology, 46(6), 1−3.

QUILLEN, I. (2011)"Educators Move Beyond the Hype Over Skype". Education Week, 2011 http://www.edweek.org/dd/articles/2011/02/09/02skype.h04.html (retrieved April 8, 2015).

Romaña Correa, Y. (2015). Skype™ conference calls: A way to promote speaking skills in the teaching and learning of English, PROFILE Issues in Teachers' Professional Development, 17 (1). 143-156.

Saadiyah Darus (2009). The Current Situation and Issues of the Teaching of English in Malaysia. Presented at International Symposium of the Graduate School of Language Education and Information Sciences. Retrieved December 12, 2013 from http://saadiyahdarus.blogspot.com/

Salaberry, R. (1999) ‘CALL in the year 2000: Still developing the research agenda. Language Learning and Technology’, 3 (1): 104-107

Smethurst, L., (2010) . Student Inter-school Debating with Skype, retrieved from http://loisath.edublogs.org/2009/08/29/student-inter-school-debating-with-skype on December 4, 2010.

Strang, K. D. (2012). Skype synchronous interaction effectiveness in a quantitative management science course. Decision Sciences Journal of Innovative Education, 10 (1). Retrieved from Google Scholar.

Thomann, A. (2006)"Skype – A Baltic Success Story". www.credit-suisse.com 2006. (Retrieved April, 8 2015) "The Mixxer - a free educational website for language exchanges via Skype". http://www.language-exchanges.org/content/mixxer-free-educational-website-language-exchanges-skype (retrieved April, 8 2015)

White, R. & Arndt, V. (1991) Process Writing. London: Longman.

White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–333.

Yah Awang Nik, Badariah Sani, Muhammad Noor Wan Chik, KamaruzzamanYusof and Hasif Rafidee Hasbollah. (2010). The writing performance of undergraduates in University of Technology Mara, Terengganu Malaysia. Journal of Languages and Culture, 1(1): 8-14. [63] Yates, S. J. (1996). Oral and written linguistic aspects of computer conferencing. 1996, pp.29-46 http://bulba.sdsu.edu/~malouf/ling795/Yates.pdf (retrieved April,8 2015).




DOI: http://dx.doi.org/10.0001/ijllis.v9i5.2062

Copyright © 2012-2020 ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies,Tetovo, Republic of North Macedonia.

All Rights Reserved.

The publication is licensed under a Creative Commons License (CC BY) https://creativecommons.org/licenses/by/4.0/  View Legal Code                                                                                                                 

ISSN (print): 1857-8179. ISSN (online): 1857-8187.

Disclaimer: Articles on Anglisticum have been reviewed and authenticated by the Authors before sending for the publication.

The Journal, Editors and the editorial board are not entitled or liable to either justify or responsible for inaccurate and misleading data if any. It is the sole responsibility of the Author concerned.