A STUDY ON THE EFFECTIVENESS OF ESP ROLE-PLAYING IN NURSING ENGLISH INSTRUCTION

The purpose of this study intends to investigate the effectiveness of using ESP role-playing in nursing English instruction. The instructor utilized the textbook Nursing English for Pre-professionals as a basis to ask learners to assimilate and fabricate their own conversations in contexts as part of the requirement for course fulfillment. The pre-professionals had the option to change their assigned topics if they wished. Topics were assigned through lots-drawings. After the midterm exam, all written assignments were collected, checked for grammar errors by the English teacher, and then recorded on video by the junior nursing students themselves. The evaluation criteria included 40% for nursing content (including the appropriate application of nursing skills, procedures, and medical terminology), another 40% for content innovation (encompassing the richness and originality of the content and English performance), and 20% for multimedia skills (such as photography, editing, special effects, and background music). Based on assessments from both the nursing and English teachers, it was found that nursing students benefited significantly from the multimedia videos (MVs), particularly in terms of overall English competence, understanding of nursing medical theories and procedures, peer relationships, and multimedia skills. The outcomes also indicated that the pre-professionals not only improved their comprehension of the nursing textbook content (93%) but also felt that their nursing knowledge and theories were gradually enhanced (88%). Additionally, the MV project enhanced the enjoyment and diversity of the courses for the learners (93%), fostered stronger friendships among them (95%), and strengthened their multimedia skills (92%). Overall, participants expressed a higher preference for nursing English courses when engaged in this nursing project (95%).