Abstract:

One of the goals in foreign language learning is to be able to communicate both in oral and written way, with fluency and accuracy in the target language. English for Nursing, as a particular field of study included in English for Specific Purposes (ESP), involves the recreation of clinical scenarios where future nurses can practice the foreign language so that they can successfully take care of patients or deal with situations which involve decision-making and the application of medical protocols. The development of speaking skill is crucial in all those scenarios which require self-confidence, accuracy and fluency in order to communicate messages to patients and other health professionals involved in patient care. The use of role playing in English classes offers an excellent means of letting students practice those clinical situations and check the achievement of the necessary speaking competence.

The new Covid-19 situation has posed a challenge in students’ assessment, especially when productive skills like speaking are involved. This paper explores the differences between practicing speaking face to face in the classroom environment with a group of undergraduate Nursing students in their sophomore year at University and doing so in virtual classrooms. Assessment of the students’ performances using different tools and methods are contrasted. Multiple forms of formative assessment applied are examined and the results of face to face speaking performance versus online performance are compared.

Keywords:

English for specific purposes, speaking, formative assessment, Nursing English.