應用內容語言與整合學習於醫學術語課程

Application of Content Language and Integrated Learning in a Medical Terminology Course

背景與目的：對於語言學習信心較差的學生來說，修習醫學術語課程通常是一個問題。內容與語言整合學習（CLIL）是一種以學生為中心且具實踐性的教學方法，但少有研究檢驗CLIL對於醫學術語修課學生的學習信心之成效。本研究旨在探討於醫學術語課程中使用CLIL對於提升學生學習信心的成效。方法：本研究採用準實驗性設計，使用單一組別、前後測研究設計，以方便取樣方法，選取該台灣北部某一所大學合乎條件的研究對象。以結構式問卷評估學生的人口學資料、學習信心、學業表現和滿意度。學習信心的提升則使用廣義估計方程式進行分析。結果：本研究共招募36名大學生，期中考的學業表現與期末考試的學習信心呈正相關（p = .033）。相較前測而言，期中考的技能增強、目標達成和口語信心的得分有增加且達統計差異（p < .001, < .001和 < .001）；此外，上述三項於期末考的得分也較前測增加且達統計差異（p = .033，.005和 < .001）。結論：本研究確認應用CLIL於醫學術語課程的好處，即提高學生的學習信心。CLIL是一個實用的設計可提升學生修習醫學術語課程的學習信心。

 

Background and purpose：Taking the medical terminology course is usually problematic for students with worse language learning confidence. Content and lan-guage-integrated learning (CLIL) is a student-centered and practical teaching ap-proach. Few studies have examined the effect of CLIL on students’ confidence while learning medical terminology. This study explored the influence of CLIL on the stu-dent’s confidence in the medical terminology course. Methods：This study was quasi-experimental with a convenience sample that used a single-group, pre-post research design. This research was conducted at a university in northern Taiwan. The demographics, learning confidence, academic performance, and student satisfaction were evaluated using the structured questionnaire. Levels of learning confidence were analyzed by using the generalized estimating equation. Results：A total of 36 undergraduate students were recruited. Academic performance on the midterm was positively correlated with learning confidence on the final test (p = .033). With learning confidence divided into four subscales, the scores of skills enhancements, goal achievement, and speaking confidence showed an increase between the pretest and midterm (p < .001, < .001, and < .001, respectively) and between the pretest and final test (p = .033, .005, and < .001, respectively). Conclusions：This result identi-fied the benefit of teaching medical terminology via CLIL based on improving stu-dents’ learning confidence. CLIL is a practical design for enhancing students’ confi-dence in the medical terminology course.