Reflecting On “reflections” Of Nursing Students: A Case Study On Task-based Writing

Eunice Barbara C Novio

Abstract


In Thai classrooms, the learning process is dependent on the teachers who just relay them knowledge, thereby, critical thinking is not promoted nor encouraged. In medical related courses such as nursing, writing skills must be also given priority since it is a transactional skill which is useful in their future job. Task-based writing approach using reflection writing was integrated into the English for Careers subject among the second year nursing students of Vongchavalitkul University. It posited the following problems: 1) What are the problems encountered in completing the task; and 2) How to address the problems identified in the completed task? Reflective writing gives the students the freedom to analyze their situations and how to react to a given situation. After watching YouTube clips with Thai audio about HIV situation in Thailand, the students had this question to reflect on: As a Thai citizen and a nursing student, how can I help in the prevention of HIV-AIDS. The students were given a two -week period to write a minimum of 700 words reflection to be submitted in hard copy. The essays were graded using Rubric Scoring. Out of thirtyone participants, 80.65% or 23 students committed plagiarism while 19.35% or only eight students did not. Lack of lexical and syntactic skills hinder the students from writing passable English. Thus, writing must be given priority in ESP as well as in other English subjects to balance the speaking, listening and writing skills of the students.


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