ENGLISH FOR TRAINEE NURSES : A SINGAPORE EXPERIENCE IN COURSE DESIGN, IMPLEMENTATION, EVALUATION AND MODIFICATIONS

Abstract

The objective of this study is to evaluate the English Proficiency Course for Nursing Diploma Students of 1993 - 1994 and 1994 - 1995 conducted by the Language Teaching Institute (LTI) of the Regional Language Centre. The evaluation will focus on the materials which posed problems in meeting learners' needs and wants in order that the following hypotheses can be verified: 1. that materials based on target situation needs alone do not maintain and increase learners' interest and motivation to learn; 2. that the learners' needs and interests are more effective and influential in modifying materials design than target situation needs. A review of a number of programme evaluation models will be carried out. From there, a model will be derived from the CSE (Centre for the Study of Evaluation) approach to evaluate the two courses. This study has adopted the process-oriented viewpoint which sees learners' needs as what they need as individuals in a learning situation. In order to evaluate the materials, a list of criteria based on a few frameworks is first drawn up. It is important that such a list should reflect the objectives of the evaluation. Therefore, any potential materials evaluator should draw up his own list instead of adopting an existing one. The content and methodology of the materials are evaluated based on a combination of Hutchinson and Waters' (1987) and Breen and Candlin's (1987) frameworks. The other aspects of the materials, such as visual appeal and course components are evaluated based on some of the criteria proposed by Sheldon (1988) and Dougill ( 1987). Besides evaluating the materials, some instruments have also been used for gathering relevant information on learners' attitudes. The main instruments are minutes of meetings, progressive needs analysis questionnaires and classroom observation reports. The findings of this study reveal that the materials which fulfil the target situation needs alone could not increase nor maintain learners' interest and motivation to learn. When these materials were replaced by others which fulfilled the learners' perceived needs, their interest and motivation levels increased. Even though some of the materials did not meet the learners' needs, they were not wholly useless. The degrees of fitness varied according to the purpose required. Course evaluation for ESP courses is seldom done due to the various constraints they operate under. However, it is recommended that it should be carried out regardless of who should do it and how it should be done. Evaluation will definitely bring improvement to the course, no matter how small or limited it may be.