خلاصة:
The present study, whose main aim was to investigate the relative
importance of a pre-selected set of situational factors which seem to
motivate learners to engage in English for medical purposes reading, was
carried out at Tabriz University of Medical Sciences in Iran during
February - June 2007. A total of 339 students from various fields of study
including medicine, dentistry, pharmacology, nursing, midwifery,
medical library, medical records, nutrition, health information
management and environmental health participated in this study. A
questionnaire consisting of twenty-six items on a five-point Likert scale
was distributed among students to collect data. The collected data were
then analyzed, using simple linear and stepwise regressions. The results
showed that the situational factors of motivation with a focus on reading
skills, content of EAP textbooks, requirement assigned by EAP teachers,
ease/difficulty of EAP textbooks and practitioner of EAP courses
significantly contributed to motivating students to engage in EAP
reading(p<.05). The findings of the present study can shed light on EAP
syllabus design, materials development, course delivery and instructional
strategies in a tertiary medical educational setting.
ملخص الجهاز:
97-117, 2014 <H1><H1><H1>Contextualizing Situational Factors of Motivation in an Iranian Medical ESP Setting*</H1></H1></H1> Abbas Ali Zarei Associate Professor, Imam Khomeini International University <H1><H1><H1>Rajab Esfandiari</H1></H1></H1> Assistant Professor, Imam Khomeini International University Abstract The present study, whose main aim was to investigate the relative importance of a pre-selected set of situational factors which seem to motivate learners to engage in English for medical purposes reading, was carried out at Tabriz University of Medical Sciences in Iran during February - June 2007.
The results showed that the situational factors of motivation with a focus on reading skills, content of EAP textbooks, requirement assigned by EAP teachers, ease/difficulty of EAP textbooks and practitioner of EAP courses significantly contributed to motivating students to engage in EAP reading(p&lt;.
In addition to reading skills, the content of EAP textbooks plays a pivotal role in motivating students.
Reading skills, requirement, content, ease/difficulty of EAP textbooks, practitioner of EAP course Dependent Variable: Motivation in EAP Reading Table 6 Results of Accounted Variance by Individual Variables To get a clearer picture, we analyzed the variables individually, using both simple linear regression and stepwise regression.
Table 7 The Number of Questions and Items for Research Question 1 (به تصویر صفحه رجوع شود) To determine whether the ease/difficulty of EAP textbooks had any motivational effect on EAP reading, we used both simple linear regression and multiple regression.
Overall, the present study shows that content is influential in motivating students to read EAP texts, but when we look at Table 10, the picture is far from clear.