ENGLISH FOR FUTURE HEALTHCARE PROFESSIONALS IN SAUDI ARABIA: A NEEDS ANALYSIS PROPOSAL
Literature suggests that a thorough language needs analysis is very essential for curriculum development whose goal is to help healthcare learners to be proficient and successful in English in both their academic study and professional workplace. Although English language course designers spend large amount of money in developing their curriculum, they often neglect the process of a needs analysis which is considered to be an important first step when planning any English language course. Unfortunately, English language courses taught at the Health Sciences Colleges in Saudi Arabia, too, have been developed without carrying out a needs analysis.  The purpose of this paper is to discuss the importance and necessity of identifying the academic and professional English language needs of students of Health Sciences Colleges in Saudi Arabia. It also proposes a needs analysis framework for the development of ESP course at these colleges .
Introducing storytelling into tourism and hospitality courses: students’ perceptions
ABSTRACT Storytelling is a fundamental component of human communication. As a teaching method, its introduction can lead to a wide range of benefits. Despite this, storytelling is not commonly employed by educators in tertiary education in Japan. As a result, students’ reactions to it as a pedagogic approach are relatively underreported in that context. Consequently, this study investigated the perceptions of undergraduate students (n = 132) enrolled in the Faculty of Tourism and Business Management at a university in Japan following the introduction of storytelling into the curriculum. It was found that the participants felt it improved their understanding of the tourism and hospitality industry, was a positive aspect of their course, and improved their perceptions of their English abilities and confidence when using English. It is therefore suggested that storytelling be incorporated more into tourism and hospitality courses.
Efficiently establishing concepts of inferential statistics and hypothesis decision making through contextually controlled equivalence classes.
Computerized lessons that reflect stimulus equivalence principles were used to teach college students concepts related to inferential statistics and hypothesis decision making. Lesson 1 taught participants concepts related to inferential statistics, and Lesson 2 taught them to base hypothesis decisions on a scientific hypothesis and the direction of an effect. Lesson 3 taught the conditional influence of inferential statistics over decisions regarding the scientific and null hypotheses. Participants entered the study with low scores on the targeted skills and left the study demonstrating a high level of accuracy on these skills, which involved mastering more relations than were taught formally. This study illustrates the efficiency of equivalence-based instruction in establishing academic skills in sophisticated learners.