2020 Volume 64 Pages 57-77
Drawing on English for medical professionals, Ushioda’s L2 motivation theories (a person-incontext relational view; complex dynamic systems theory), and spirituality, this study implemented a language teaching methodology for nursing-majored medical students. In verifying its pedagogical impacts, the following points were examined and explored: (1) transformation of L2 learning strategies, (2) enhancement of perceived self-and-identity-focused L2 use capability, and (3) emergence of solid mindset deriving from personal belief and sense of values. College students of nursing (N = 73) participated in the study, aiming at maturing themselves as a would-be professional nurse. In this engagement, four-layered contextualization was implemented utilizing a semester-long English course (15 class periods), in which students endeavored to develop their self-and-identity-concerned English learning strategies and language use. They also created a self-determined message to represent their inner spiritual growth arising from well-fostered belief and sense of values. In (1) and (2), results of quantitative analyses indicated positive improvement. For (3), text analysis scrutinizing the content of the created messages witnessed healthy self-development as professional nurses. Regarding the methodology, positive responses were elicited from the participants, together with changes of their English learning style and the role and use of the English language.
