ESP-BASED WORKTEXT AND GRAMMATICAL COMPETENCE OF MEDICAL TECHNOLOGY STUDENTS

PJE 5009

ESP-BASED WORKTEXT AND GRAMMATICAL COMPETENCE OF MEDICAL TECHNOLOGY STUDENTS

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ESP-BASED WORKTEXT AND GRAMMATICAL COMPETENCE OF MEDICAL TECHNOLOGY STUDENTS

Abstract

Grammatical competence plays a vital role in effective communication, particularly among Medical Technology students who are expected to use accurate language in academic and professional contexts. This study aimed to develop and evaluate an English for Specific Purposes (ESP)-based grammar worktext designed to enhance the grammatical competence of Medical Technology students in terms of subject–verb agreement, verb tenses, and sentence structure. The study employed a one-group pretest–posttest experimental research design involving thirty (30) Medical Technology students from Calayan Educational Foundation, Inc. A validated researcher-made 30-item grammar test was administered before and after the implementation of the developed ESP-based worktext. Data were analyzed using mean, standard deviation, frequency, percentage, and paired-samples t-test. Findings revealed that students initially demonstrated low to moderate grammatical competence prior to the intervention. After using the developed worktext, the students’ grammatical competence improved to a high level across all grammar areas. The results further indicated a significant difference between the pretest and posttest scores, confirming the effectiveness of the ESP-based worktext in enhancing grammatical competence. The study emphasized the importance of contextualized and discipline-specific instructional materials in improving students’ language proficiency and communication skills in specialized academic settings.

Methods

The study employed a one-group pretest–posttest experimental research design to determine the effectiveness of the developed English for Specific Purposes (ESP)-based worktext in enhancing the grammatical competence of Medical Technology students. This design was considered appropriate because it enabled the researcher to measure changes in the respondents’ performance before and after exposure to the intervention. The study was conducted at Calayan Educational Foundation, Inc. in Lucena City during the academic year in which the identified grammar competencies were taught under the Purposive Communication course. Initially, the respondents were administered a pretest to establish their baseline level of grammatical competence in terms of subject–verb agreement, verb tenses, and sentence structures. Following the administration of the pretest, the developed ESP-based worktext was implemented over a period of five weeks through contextualized and discipline-specific grammar activities. After the intervention period, the same group of respondents underwent a posttest to determine whether significant improvements occurred after the use of the developed instructional material. The use of this research design provided empirical evidence regarding the effectiveness of the ESP-based worktext and aligned directly with the study’s objective of evaluating changes in grammatical competence resulting from the intervention.
The respondents of the study consisted of thirty (30) tertiary students enrolled in the Bachelor of Science in Medical Technology program at Calayan Educational Foundation, Inc. The respondents were selected through purposive sampling because the study specifically required participants enrolled in a discipline where contextualized language instruction was highly relevant. The selected students participated in all phases of the study, including the administration of the pretest, utilization of the ESP-based worktext, and administration of the posttest. Inclusion in the study was limited to officially enrolled Medical Technology students who were taking Purposive Communication during the conduct of the research. Prior to participation, the respondents were informed of the purpose, procedures, and objectives of the study through an informed consent form. Voluntary participation was strictly observed, and the respondents were assured that all gathered data would remain confidential and would be used solely for academic and research purposes. To further ensure the validity of the instruments and instructional material, the researcher also sought the assistance of three external validators composed of language experts and a Medical Technology specialist who evaluated the appropriateness, clarity, and relevance of the developed materials.
The study utilized two major research instruments: a researcher-made grammar test serving as both pretest and posttest, and the developed ESP-based worktext. The grammar test consisted of thirty (30) multiple-choice items that measured the respondents’ grammatical competence in subject–verb agreement, verb tenses, and sentence structures, with ten (10) items allotted for each area. The test items were carefully constructed using medical and healthcare-related contexts to ensure alignment with the principles of English for Specific Purposes and to make the assessment relevant to the respondents’ discipline. In constructing the instrument, the researcher considered clarity of instructions, appropriateness of difficulty level, objectivity, and avoidance of ambiguity and bias. The grammar test underwent both internal and external validation procedures. Internal validation was conducted by the research adviser and panel members who evaluated the instrument in terms of validity, reliability, flexibility, and fairness. External validation involved language experts and Medical Technology professionals who examined the instrument for grammatical accuracy, technical appropriateness, and contextual relevance. Their comments and recommendations were incorporated to improve the quality and suitability of the instrument before actual administration.
The ESP-based worktext was likewise developed in accordance with the Policies, Standards, and Guidelines established by the Commission on Higher Education for the Bachelor of Science in Medical Technology program. The instructional material contained contextualized lessons, exercises, formative assessments, and guided activities focusing on subject–verb agreement, verb tenses, and sentence structures within authentic medical technology scenarios. The worktext aimed to enhance students’ grammatical competence while simultaneously strengthening their ability to communicate effectively in professional healthcare contexts. Similar to the grammar test, the developed worktext underwent both internal and external validation. The research panel evaluated the material in terms of content, format, presentation and organization, and accuracy and up-to-dateness of information, while language experts and Medical Technology specialists assessed its linguistic correctness, technical accuracy, and suitability for the target learners. After validation and revision, the worktext was implemented over a five-week period during which students engaged in self-directed and guided learning activities. Throughout the implementation phase, the instructor facilitated feedbacking sessions and provided clarifications to support the respondents’ understanding and engagement with the lessons and exercises contained in the material.
After the completion of the intervention period, the posttest was administered under conditions similar to those observed during the pretest to ensure consistency and comparability of results. The gathered data were then subjected to statistical analysis to determine the effectiveness of the developed ESP-based worktext in enhancing the grammatical competence of the respondents. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used to describe the respondents’ level of grammatical competence before and after the intervention. To determine whether a statistically significant difference existed between the pretest and posttest scores, the researcher employed the paired-samples t-test or t-test for dependent samples. This statistical treatment was considered appropriate because the same group of respondents was assessed twice, thereby producing paired observations. The paired-samples t-test enabled the researcher to determine whether the observed improvements in grammatical competence were significant and attributable to the intervention rather than to chance alone. Through these procedures, the study ensured methodological rigor, reliability of findings, and alignment between the research objectives, instruments, and statistical analyses employed.

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Scope Statement

Grammatical competence plays a vital role in effective communication, particularly among Medical Technology students who are expected to use accurate language in academic and professional contexts. However, given the curricular shifts both in basic and higher education, limited grammar learning opportunities resulted in lower grammatical competence especially in the collegiate level where there is only one subject geared towards language and communication. This study aimed to develop and evaluate an English for Specific Purposes (ESP)-based grammar worktext designed to enhance the grammatical competence of Medical Technology students in terms of subject–verb agreement, verb tenses, and sentence structure. This experimental study specifically aimed to determine the grammatical competence of medical technology students before and after the administration of the developed ESP-based worktext.