Fostering Motivation and 21st Century Skills in Nursing Education: A Task-Based Approach to English Proficiency
Keywords:
21st Century Learning, Nursing Education, English Language Proficiency, Learning Motivation, Task-Based LearningAbstract
This qualitative study aimed to explore nursing students’ perspectives on the development of English language proficiency and 21st-century skills through task-based learning. The participants were 30 students enrolled in the Bachelor of Nursing Science program at Boromarajonani College of Nursing, Chiang Mai, selected through purposive sampling. They were divided into two groups based on their English proficiency levels: beginner-elementary and intermediate–upper-intermediate. Data were collected using focus group discussions with a semi-structured interview guide. The discussions were audio-recorded, fully transcribed, and analyzed using thematic analysis.
The study revealed three key findings: students’ opinions on task-based learning, motivation in learning English, and awareness of 21st-century skills, particularly critical thinking, digital literacy, and interdisciplinary collaboration in the context of modern healthcare. There is a strong desire for continuous self-development and professional growth, with a clear intention to consistently improve both language and professional skills to prepare for future work. The study found that integrating nursing-related content into English instruction enhances the connection between English language skills and their application in the nursing profession. Therefore, it is important to emphasize the development of English language programs that incorporate a variety of innovative approaches to meet the needs of 21st-century nursing students- addressing both professional and social skills that are crucial in the rapidly evolving healthcare environment.
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