Reading Automated Feedback (RAF) in English for Nursing: Augmenting Perceptions and Reading Ability

Agus Wardhono, Slamet Asari, Anggia Kalista, Dumiyati Dumiyati, Khoirul Anwar

Abstract


Despite adopting a variety of tactics, nursing students struggle to grasp main ideas, read and skim, and acquire specialist vocabulary. Reading automated feedback (RAF) can help by providing contextual information and dynamic vocabulary guidance, and assisting with summarizing and reflecting on content. The primary objective of this study was to thoroughly examine the effects of RAF on the reading abilities of second-year university students who participated in a English for Nursing course in their third semester, and to examine their perspectives regarding the incorporation of RAF in the education setting. The study used both quantitative and qualitative methods to assess the impact of RAF. The quantitative methods were an intervention for 60 students who had been sampled purposively and separated into experimental and control groups (30 students each), and a survey, and the qualitative method involved interviews. The data show that implementing RAF significantly improved nursing students’ reading abilities, particularly comprehension, scanning and skimming, identifying main ideas, summarizing, and vocabulary development, while also fostering a highly positive classroom environment. In short, implementing RAF could bring about significant gains in nursing students’ reading abilities and promote a positive teaching environment. Ongoing examinations and comprehensive reviews of the long-term impacts of RAF are projected to result in major education gains.

 

https://doi.org/10.26803/ijlter.23.10.26


Keywords


English for nursing; English for specific purposes learners; Reading automated feedback

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References


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