The relationship between identity development and medical students’ performance in technology-integrated English language classrooms

Hassan Afsharipour, Mehry Haddad Narafshan, L. Anjomshoa
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Abstract

Background: Contemporary technologies have created a unique set of circumstances that shape the life experiences and identities of medical students. These circumstances diverge and extend beyond the contexts experienced by previous generations in the pre-digital era. Methods: We explored how medical students’ identity development and English language performance were related in technology-integrated classrooms from February to June 2023. The research, a cross-sectional quantitative survey, studied 450 medical students at Islamic Azad University of Kerman, Iran. The study, a cross-sectional quantitative survey, was conducted on 450 medical students at the Islamic Azad University of Kerman, Iran. To collect the data, an identity development questionnaire in technology-integrated classrooms was submitted to participants either in person or via email. Data were collected using an identity development questionnaire in technology-integrated classrooms, and distributed to participants in person or via email. Furthermore, the participants’ English language proficiency scores reported by their English instructors were used to assess their English language performance. Results: The study found a positive correlation between identity development, its sub-scales, and the participants’ English language performance in technology-integrated classrooms. Commitment-making emerged as the most efficacious factor in predicting English Language Proficiency within the ambit of identity development. Within the scope of identity development, commitment-making was identified as the most effective factor in predicting English language proficiency. Conclusion: While contemporary digital technologies are not crucial for identity formation, they offer enriched opportunities for individuals to explore and express their sense of self. Particularly in the medical field, students can utilize these technologies to engage in diverse and collaborative interactions. This not only allows them to connect with others and participate in various communication modes, but also aids in the expression of their identity, idea exchange, and information acquisition across various contexts.
身份发展与医学生在科技整合英语课堂中的表现之间的关系
背景:当代技术创造了一系列独特的环境,塑造了医学生的生活经历和身份。这些环境与上一代人在前数字时代所经历的环境不同,并有所延伸。研究方法我们探讨了 2023 年 2 月至 6 月期间,医学生在技术整合课堂上的身份发展与英语成绩之间的关系。该研究是一项横断面定量调查,以伊朗克尔曼伊斯兰阿扎德大学的 450 名医学生为研究对象。这项研究是一项横断面定量调查,研究对象是伊朗克尔曼伊斯兰阿扎德大学的 450 名医科学生。为了收集数据,研究人员亲自或通过电子邮件向参与者提交了一份技术整合课堂身份发展问卷。数据收集采用了技术整合课堂中的身份发展调查问卷,并以面谈或电子邮件的形式分发给参与者。此外,参与者的英语教师报告的英语水平分数也用于评估他们的英语成绩。研究结果研究发现,身份发展及其子量表与参与者在技术整合课堂中的英语成绩之间存在正相关。在身份发展的范围内,承诺成为预测英语语言能力的最有效因素。在身份发展的范围内,承诺被认为是预测英语语言能力的最有效因素。结论:虽然当代数字技术对身份的形成并不至关重要,但它们为个人探索和表达自我意识提供了丰富的机会。特别是在医学领域,学生可以利用这些技术进行多样化的协作互动。这不仅能让他们与他人建立联系,参与各种交流模式,还能帮助他们在各种环境中表达身份、交流思想和获取信息。
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