Speaker
Description
This study investigates an innovative multimodal pedagogical framework designed to alleviate "translation paralysis" among nursing students at the CEFR A1 level. While traditional English for Specific Purposes (ESP) curricula often focus on rigid technical tasks that can overwhelm beginner learners, this model shifts the educational paradigm by utilizing Human-AI synergy. Under this framework, students are empowered as "AI Directors," leveraging generative AI tools and OpenAI technologies to bridge the gap between their professional intuition and their limited linguistic proficiency. The methodology required participants to draft healthcare-related copywriting following the AIDA (Attention, Interest, Desire, Action) model, while simultaneously employing image generation features to create visual representations of innovative nursing products. This "Visual Scaffolding" approach aims to reduce cognitive overload by allowing students to conceptualize technical ideas through imagery before refining them into text. Key findings from a sample of 30 participants demonstrated statistically significant learning gains ($p < .001$) between initial drafts and final versions. Furthermore, qualitative analysis revealed a sophisticated Evolution of Literacy, as learners moved from vague descriptors to precise technical terminology like "portable hemodialysis device." Ultimately, the findings suggest that integrating AI as a mediatory bridge allows beginner learners to bypass the creativity-language gap, effectively fostering a stronger Professional Identity and enhancing technical communication skills in a high-stakes medical context.
Biography
Hsing-Huang Liang is an assistant professor in the Center for General Education at Asia Eastern University of Science and Technology, Taiwan. His research focuses on English writing, English for Specific Purposes (ESP), and English-Medium Instruction (EMI).
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