ophthalmologists’ attitudes towards english reading and
TRANSCRIPT
OPHTHALMOLOGISTS’ ATTITUDES TOWARDS
ENGLISH READING AND WRITING SKILLS IN THE
WORKPLACE
BY
MISS KORRAWAN JAISUEKUL
AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL
FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN CAREER ENGLISH FOR
INTERNATIONAL COMMUNICATION
LANGUAGE INSTITUTE
THAMMASAT UNIVERSITY
ACADEMIC YEAR 2017
COPYRIGHT OF THAMMASAT UNIVERSITY
Ref. code: 25605921040118RLU
OPHTHALMOLOGISTS’ ATTITUDES TOWARDS
ENGLISH READING AND WRITING SKILLS IN THE
WORKPLACE
BY
MISS KORRAWAN JAISUEKUL
AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL
FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN CAREER ENGLISH FOR
INTERNATIONAL COMMUNICATION
LANGUAGE INSTITUTE
THAMMASAT UNIVERSITY
ACADEMIC YEAR 2017
COPYRIGHT OF THAMMASAT UNIVERSITY
Ref. code: 25605921040118RLU
i
Independent Study Paper Title OPHTHALMOLOGISTS’ ATTITUDES
TOWARDS ENGLISH READING AND
WRITING SKILLS IN THE WORKPLACE
Author Miss Korrawan Jaisuekul
Degree Master of Arts
Major Field/Faculty/University Career English for International Communication
Language Institute
Thammasat University
Independent Study Paper Advisor Assistant Professor Ketvalee Porkaew, Ph.D.
Academic Years 2017
ABSTRACT
Doctors need to be well-rounded. Not only knowledge in the field of
medicine is important, but a foreign language like English is also undeniably
significant today. This research was conducted to study the King Chulalongkorn
Memorial Hospital ophthalmologists’ attitudes towards English reading and writing
skills and the problems they encounter. The study was conducted with 46 of the
ophthalmologist staff working at King Chulalongkorn Memorial Hospital including
all residents and fellows. The questionnaire, comprised of 28 items of Likert-scaled
questions, was distributed to the participants through Google Form.
After the information was gathered, the descriptive statistics were applied
to present the result. The findings showed that the ophthalmologists at King
Chulalongkorn Memorial Hospital strongly agreed that the ability to read and write in
English was the most important factor in their advancement. Furthermore, they
strongly agreed that the most problematic aspect of English reading was that they
don’t know enough vocabulary. Similarly, for the problem of English writing, the
participants strongly agreed that they cannot use a wide range of vocabulary.
Keywords: Attitude, English reading and writing, Ophthalmologist
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ACKNOWLEDGEMENTS
I spent six months on this research. I used my effort and time to complete
my project as perfectly as I could. However, I could not have done this research
without assistance from others. First of all, I would like to thank myself for working
hard and the tolerance I had during this course. I kept going on although there were
difficulties and circumstances. Also, I really appreciate Assistant Professor Ketvalee
Porkaew, my advisor, for the advice and encouragement she gave me throughout this
six months. Apart from that, I would like to express my very great appreciation to the
ophthalmologists at King Chulalongkorn Memorial Hospital and my bosses, Dr. Pear
Pongsachareonnont and Dr. Thanapong Somkijrungroj, for their collaboration and
empathy. Additionally, I acknowledge the support of my friends and family. They
were always by my side when I was discouraged. Finally, I would like to give the
credit to my father for his sacrifice, advice and understanding. I admire all the
contributions and encouragement from everyone.
Miss Korrawan Jaisuekul
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TABLE OF CONTENTS
Page
ABSTRACT i
ACKNOWLEDGEMENTS ii
LIST OF TABLES vi
CHAPTER 1 INTRODUCTION 1
1.1 Background 1
1.2 Research questions 2
1.3 Research objectives 2
1.4 Scope of the study 3
1.5 Significance of the study 3
1.6 Limitations 3
1.7 Definition of key terms 4
CHAPTER 2 REVIEW OF LITERATURE 5
2.1 Theories of attitude 5
2.2 Language attitude theories 6
2.3 Definition of ophthalmologist 7
2.4 Definition of reading and writing 7
2.5 Related studies 8
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CHAPTER 3 RESEARCH METHODOLOGY 12
3.1 Participants 12
3.2 Materials 12
3.3 Procedures 13
3.3.1 Research design 13
3.3.2 Data collection 13
3.4 Data analysis 14
CHAPTER 4 RESULTS AND DISCUSSION 16
4.1 Personal information of the participants 16
4.2 Attitudes toward reading and writing English in the hospital 19
4.3 Discussion 26
CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS 27
5.1 Summary of the study 27
5.1.1 Objective of the study 27
5.1.2 Participants 27
5.1.3 Materials 27
5.1.4 Procedures 28
5.2 Summary of the findings 28
5.2.1 General information of the participants 28
5.2.2 Attitudes toward reading and writing English in the hospital 29
5.2.2.1 The ophthalmologists’ attitudes towards English 29
5.2.2.2 The ophthalmologists’ attitudes towards problems 29
5.3 Conclusion 30
5.4 Recommendations for further research 30
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REFERENCES 31
APPENDICES
Questionnaire 36
BIOGRAPHY 40
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LIST OF TABLES
Tables Page
1. Gender of the participants 16
2. Age of the participants 17
3. Educational background of the participants 17
4. Medical Status of the Participants 18
5. Departments of the Participants 18
6. Attitudes toward reading and writing English in the hospital 20
7. Problems in English reading 22
8. Problems in English writing 24
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CHAPTER 1
INTRODUCTION
1.1 Background
Due to globalization and the development of communication, today, English is
involved in our life in many aspects; communication, academic, daily life and so on.
Also, being an international language, English is significantly and undeniably applied
in many fields and careers. As a result, English language skills, which include
listening, speaking, reading and writing, are greatly and unconditionally important for
people in this generation. It can be said that the more they know about English
language, the more advantages they have. Employees today, especially medical staff,
are expected to have a good command of English skills when applying for a job.
Ophthalmologists need to study and keep themselves updated on current
medical information and recent research studies all the time in order to gain medical
advancement. English is generally used in their lessons, textbooks, for examining the
patients and also in meetings. This means English language plays a highly important
role in their career and it is largely expected that all the ophthalmologists have good
English skills already.
In 2016, the number of ophthalmology patients in King Chulalongkorn
Memorial Hospital was ranked second only to internal medicine. There are
approximately 400 to 600 patients per day with only 20 to 25 ophthalmologists. From
all of these duties mentioned above, the ophthalmologists need to be well-rounded in
order to respond to all duties professionally.
To support the well-rounded needs of their profession and improve their
international language skill, which is very important today, at the same time, this
research will investigate their attitudes towards English and identify their English
reading and writing problems as well. The research will be conducted with the
ophthalmologists at King Chulalongkorn Memorial Hospital, including all residents
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and fellows of all departments. A 28 question closed-ended Likert scale survey will be
distributed to evaluate their attitudes.
The result from this study can benefit the ophthalmologists to better
understand the attitudes and problems of embracing the English language in the
workplace. Consequently, they can use this information to improve their English
reading and writing skill in the future. In addition, the hospital will be able to realize
and understand their attitudes towards weaknesses of reading and writing in English.
Thus, they can provide English courses to the medical staff.
1.2 Research questions
1.2.1 To what extent do the ophthalmologists at King Chulalongkorn Memorial
Hospital consider the importance of English reading and writing in their profession?
1.2.2 What are the problems of the ophthalmologists at King Chulalongkorn
Memorial Hospital when reading and writing English?
1.3 Research objectives
1.3.1 To identify the attitudes of the ophthalmologists at King Chulalongkorn
Memorial Hospital toward reading and writing English.
1.3.2 To find out the problems faced by the ophthalmologists at King
Chulalongkorn Memorial Hospital when reading and writing English.
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1.4 Scope of the study
This study was conducted with 46 of the ophthalmologist staff working at King
Chulalongkorn Memorial Hospital, including 10 first-year residents, 10 second-year
residents, 10 third-year residents and 16 fellows. Moreover, this research focuses on
the ophthalmologists’ attitudes toward English reading and writing skill and the
problems they encountered when reading and writing in English in their profession.
1.5 Significance of the study
Investigating the ophthalmologists’ attitudes toward English reading and writing
skill and the problems they encountered when reading and writing in English in their
profession will help the ophthalmologist staff themselves and the instructors of
medical students to become aware of their attitudes and understand their problems
better. In order to improve the English course for the medical students accurately, the
instructors can use this information to adjust and develop the curriculum to match or
solve the problem effectively. Moreover, the ophthalmologists can perform
confidently when they acknowledge their attitudes towards English and can handle
their problem in English reading and writing professionally.
1.6 Limitations
This study was conducted with 46 of the ophthalmologist staff working at King
Chulalongkorn Memorial Hospital including all residents and fellows. Although, the
findings of this research is not included the doctors’ attitudes of the ophthalmology
department at King Chulalongkorn Memorial Hospital.
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1.7 Definition of key terms
The definitions of key terms are provided as follows
1. Ophthalmologist. American Academy of Ophthalmology the Eye M.D.
Association (2013) defines that an ophthalmologist is “a medical doctor (MD) or an
osteopathic physician (DO), specially trained in the medical and surgical care and
treatment of the eyes.”
2. Ophthalmologist staff. In this research, ophthalmologist staff consists of first-
year, second-year and third-year residents and fellows of all the ophthalmology
departments working in the Department of Ophthalmology at King Chulalongkorn
Memorial Hospital.
3. Residents are the persons who graduated from medical school and are
furthering their study in ophthalmology for three years to be a general
ophthalmologist.
4. Fellows are the general ophthalmologists who are practicing in subspecialties
of ophthalmology including the fields of glaucoma, retina, uveitis, cornea,
oculoplastic, pediatric and strabismus and neuro-ophthalmology.
5. Attitude is a persons’ emotional response to their satisfaction or dissatisfaction
to an object, behavior, people or other distinguishable facets (Ajzen, 1993). In this
study, attitude is the opinion of the ophthalmologists toward English reading and
writing in the workplace as measured by a five- degree Likert Scale.
6. Reading is all the English medical texts which the ophthalmologists need to
study in order to treat the patients or improve their knowledge for their profession.
7. Writing is all the English written texts which the ophthalmologists need to
write in order to treat the patients or improve their knowledge for their profession.
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CHAPTER 2
REVIEW OF LITERATURE
2.1 Theories of attitudes
Many theorists define the word “attitude” in many aspects. Allport (1935) states
that attitude is a “mental and neural state of readiness, organized through experience,
exerting a directive or dynamic influence upon the individual’s response to all objects
and situations with which it is related.” Gardner (1980, p.267) defines the term
“attitude” as "the sum total of a man's instincts and feelings, prejudice or bias,
preconceived notions, fears, threats, and convictions about any specified topic".
This concept is similar to that of Baron & Byrne (1984), who maintain that
attitude includes feelings, beliefs and behavior bias conducted through specific
persons, ideas, objects or groups. In addition, Ajzen (1993), for example, states that
attitude is a persons’ emotional response to their satisfaction or dissatisfaction to an
object, behavior, people or other distinguishable facets. According to all the concepts
mentioned earlier, it can be concluded that attitude is the individual’s satisfaction or
dissatisfaction toward objects, persons or ideas.
According to Vishal Jain (2014), attitude consists of three components, which are
affective, behavioral and cognitive components.
The affective component is the “emotional response (liking or disliking) towards
an attitude object. (Vishal Jain, 2014)” Likewise, Zimbardo & Leippe (1991) also
state that one’s evaluation of feeling, for instance liking or disliking, to some setting,
object or person is the affective component of the attitude.
Behavioral components can be both the verbal and nonverbal behavioral nature
of the person and the actions which are the outcome of the attitude (Vishal Jain,
2014). Zimbardo & Leippe (1991) explain that the behavioral component is the
person’s actions regarding a situation, object or person.
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The cognitive component is about the ideas, thoughts, beliefs or perceptions of
the person with the attitude object (Triandis, 1971). The cognitive component also
refers to how much a person understands about a topic (Zimbardo & Leippe, 1991).
2.2 Language attitude theories
Appel & Muysken (1987, p.16) suggest that “languages are not only objective,
socially neutral instruments for conveying meaning, but are linked up with the
identities of social or ethnic groups, have consequences for the social evaluation of,
and the attitude towards languages.” Gardner (1985) states that one of the factors
which involves language learning is language attitude. This concept is similar to
Baker (1997) who points out that attitude towards languages and culture affect
accomplishment in foreign language study. However, Crystal (1992, p.25) defines the
term “language attitude” as “the feelings people have about their own language or the
languages of others.”
Agheyisi & Fishman (1970) suggest that there are two viewpoints which are
important to study regarding language attitude; mentalist and behaviourist. In the
mentalist view, it was believed to be the "mental and neutral state of readiness which
cannot be observed directly, but must be inferred from the subject's introspection".
However, from the behaviourist viewpoint, they explain that the attitudes are
dependent variables. The attitudes can be measured by statistics from monitoring
actual behaviour in social situations.
Additionally, Krashen (1988) propose the affective filter hypothesis which is
about the filter that can either help or obstruct the language learners. He explains that
the filter works like a gate managing the amount of input. Nonetheless, whether the
gate will be opened or not depends on the mood. The gate will be closed if the
learners are stressed, self-conscious, unmotivated or in a negative environment. Thus,
study will be unproductive. On the other hands, if the learners are relaxed and
motivated, the gate will be opened. Consequently, study will be pleasant and
effective.
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2.3 Definition of ophthalmologist
According to the American Academy of Ophthalmology - the Eye M.D.
Association (2013), an ophthalmologist is “a medical doctor (MD) or an osteopathic
physician (DO), specially trained in the medical and surgical care and treatment of the
eyes.” Becoming an ophthalmologist can take 12 or more years of advanced education
and training. Ophthalmologists must complete four years of college, four years of
medical school, and one year of internship (hospital training). After finishing all of
the education, the doctor undergoes three to five years of hospital residency to train in
the medical specialty of ophthalmology.
The American Academy of Ophthalmology - the Eye M.D. Association (2013)
also pointed out that an ophthalmologist may practice as a comprehensive, or general,
ophthalmologist; a doctor who treats a wide range of eyes problems and conditions.
However, some ophthalmologists obtain fellowship training after residency to learn
more about one or two specific aspects or elements of the eye. After the fellowship
training, they practice as a subspecialist, a doctor who concentrates on treating eye
problems primarily in those specific areas. In addition, the British Medical
Association (2017, p.10) defines the term ophthalmologist as “the medical and
surgical care of the eyes and visual system and in the prevention of eye disease and
injury.”
2.4 Definition of reading and writing
Many theorists explain the term “reading” in several aspects. According to Smith
(1971), reading is a specialized and complicated skill consisting of many other
general skills that need to be acquired in any serious analysis of each subject. Tarigan
(1990) stated that reading is a process which is used by the readers in order to get the
message carried by the authors through the written text. Nonetheless, Hussein, (2012)
claims that the definition of the word “reading” can be categorized into two
categories. First, the meaning of “reading” is about the aspect of mouthing of words
which is true in the primary stage. Second, the meaning of “reading” emphasizes
“…what is read as the ultimate goal for reading.”
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For the aspect of writing, Chakraverty & Gautum (2000) identify that writing is a
“reflective activity”. Furthermore, this kind of activity requires time for writers to
consider the topic and to analyze and categorize the background knowledge.
Shokrpour & Fallahzadeh (2007) also suggest that after the topics are specified, the
writers need to have a well-organized language to express their ideas in the form of
coherent discourse. However, Gaith (2002) defines the term “writing” as a complex
procedure that allows writers to explore thoughts and ideas, and make them visible
and concrete. Moreover, he suggests that writing does support the writers’ thinking
and learning process. Writing encourages the writers to think back and forth when
thought is written down, ideas can be examined, reconsidered, added to, rearranged,
and changed.
2.5 Related studies
Chen (2002) identified the characteristics and problems of university ELF
writing in Taiwan. The participants were 28 freshmen and sophomore students,
including 24 foreign language and literature major students and four students who
were taking an English language skill course with the foreign language and literature
major students at that time. To discover their writing problems, the participants were
asked to compose their self-reflective reports in English on the topic “my problems
when writing in English”. After all the reports were collected, the content was
analyzed to identify the errors and key ideas. The results presented that there were six
most perceived problems including word usage or word choice, vocabulary, grammar,
organization, Chinese and English translation and content or thinking. On the other
hand, the less frequently found problems were learning attitudes, spelling, phrases and
slang, expressive skills and sentence structure.
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Cheep-aranai (2006) explored the problems of English for business used by the
employees in the Division of International Trading of Thai Ceramic Co., Ltd. The
research emphasized the skill of reading the authentic materials that the employees
handle every day. The objective of the study was to identify the problems presented
during communication through the written texts and how much each text caused
difficulty in the employees’ point of view. The results indicated that there were
problems in the use of business English in the written texts, not only from the readers
themselves but also from a variety of written texts. The employees mostly agreed that
reading in a hurry or under pressure affected their reading written material. Email,
which was the most frequently used form of reading, was the most difficult to read
and comprehend in aspects of technical terms, idioms and slang, abbreviations, too
long to read, and unfamiliar content.
Shokrpour &Fallahzadeh (2007) examined EFL writing difficulties which Iranian
EFL medical students faced when writing their reports. The objective of this research
was to find out whether language skills, i.e. spelling, grammar, syntax and
vocabulary, or writing skills i.e. punctuation, cohesive devices, coherence and
organization, were the major problem areas with which fifth year medical students
and interns were confronted. To specify their problems, 101 admission and progress
notes written in the internal medicine and pediatrics wards by these students were
investigated based on a systemic sampling approach. The score was given based on
language skills including spelling, vocabulary, grammar and syntax, and writing skills
consisting of punctuation, cohesive devices, coherence and organization. The results
indicated that the participants have an English problem in both language and writing
skills but with a higher percentage of problems in writing skill.
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Wisetsuwan (2013) investigated comprehension problems when reading English
academic texts as perceived by first-year students who were studying for a Bachelor
of Public Health degree at Nakhonratchasima College (NMC), Bangkok campus.
Forty students were given a 20-item questionnaire with a 5-point Likert scale. The
results showed that the students strongly agreed that they faced reading
comprehension problems when reading academic texts. The biggest problem which
they strongly agreed with was moving backward and rereading. On the other hand,
reading aloud to comprehend the text was their lowest ranked problem. In addition,
students majoring in Environment Health Science strongly agreed that the inability to
use a dictionary to translate the words from English to Thai was their biggest
problem, while reading aloud to comprehend the text was the least problematic. In
contrast, the students majoring in Public Health strongly agreed that their biggest
problem was moving backward and rereading to comprehend the text, and the
inability to distinguish between facts and opinions in the text was their lowest ranked
problem.
Decharotchanawirun (2015) studied the problems in the business English writing
skills of Thai employees at the Classic Chairs Company. The study was aimed to find
out the significant problems and the suggestions to improve English writing skills
within the company. The questionnaires were distributed to 30 respondents who
worked in the sales and marketing, logistics, accounting and production departments.
The results showed that the most common problem in business writing email at The
Classic Chairs Company was writing grammatically correct emails, followed by the
problem of not being able to use a wide range of vocabulary in their business English
email. The most ordinary problem in writing business letters was to write clear and
precise letters, followed by the problem that they cannot manage time for writing
letters properly. The most basic problem in writing business reports was to use
sentence structure in their reports properly, followed by the problem that the
employees cannot structure paragraphs in their business reports properly. For the
suggestions to improve the English writing skills, the participants emphasized self-
study, in-house training of English writing skill provided by the company and taking
courses at a language institute.
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Eshghinejad (2016) studied attitudes of male and female EFL learners of Kashan
University toward English language in the behavioral, cognitive, and emotional
aspects. The participants were 30 freshmen EFL learners majoring in English
Translation and English Literature at the State University of Kashan, Iran. The
participants were 19 females and 11 males. A 30 item attitude questionnaire test was
distributed to the participants. After analyzing the results presented the conclusion
was that the participants have positive attitudes toward learning English. For the
behavioral aspect of attitude, the participants have positive attitudes toward English
language. It can be conclude that they are enthusiastic about learning English. Similar
to the result of the cognitive and emotional aspects, the participants realized the
importance of learning English in the area of communicating effectively and they had
good emotional motivation to learn English.
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CHAPTER 3
RESEARCH METHODOLOGY
3.1 Participants
This study aims to identify ophthalmologists’ attitudes toward English reading
and writing skill and the problems they encountered when reading and writing in
English in their profession. The subjects of this research are 46 ophthalmologist staff
at King Chulalongkorn Memorial Hospital including 10 first-year residents, 10
second-year residents, 10 third-year residents and 16 fellows who were chosen from
all of the ophthalmology subspecialties which consist of glaucoma, retina, uveitis,
cornea, oculoplastic, pediatric and strabismus and neuro-ophthalmology fields.
3.2 Materials
The research instrument in this study is a questionnaire that consists of 28 item-
Likert-scales. The questionnaire is divided into three parts which are Attitudes toward
reading and writing English in the hospital, Problems in English writing and Problems
in English reading.
In the first part of the questionnaire, the participants were asked about their
personal information which was sex, age, level of education, medical status and
departments for fellows.
In the second part, questions number 1-10 asks about the ophthalmologists’
attitudes toward reading and writing English in the hospital. These questions were
adapted from Ardharn (2012).
In the third part, questions number 11-18 asks about problems in English writing
which the ophthalmologists found in the workplace. These questions were adapted
from Nguyen, (2014) and Decharotchanawirun, (2015).
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In the fourth part of the questionnaire, questions number 19-26 asks about
problems in English reading that the ophthalmologists encountered in the workplace.
These questions were adapted from Cheep-Aranai, (2006).
3.3 Procedures
3.3.1 Research Design
This research utilizes a quantitative research approach. A quantitative
approach is the method which is employed in order to prove the objective
theories by considering the involvement between variables. Furthermore, these
variables can be measured by instruments; therefore, the numerical data would be
diagnosed by applying statistical methods (Creswell, 2014). Thus, in order to
find out the ophthalmologists’ attitudes toward English reading and writing skill
and the problems they faced when reading and writing in English at their work,
the questionnaire contributed to systematically gain the data.
3.3.2 Data Collection
The questionnaire responses were collected through “Google Form”, which
provides a platform for online surveys. The hyperlink for the questionnaire in
Google Form was created and sent to all the participants’ email addresses on 25
March and the link was closed on 11 April 2018.
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3.4 Data analysis
To analyze the data, Microsoft Excel software was employed to represent
frequency, percentage, mean and standard deviation. The Likert scale was used in
order to see the ophthalmologists’ attitudes toward English reading and writing and
the problem they encountered when reading and writing in English at their work as
the criteria below:
Level of agreement Number
Strongly agree 5
Agree 4
Uncertain 3
Disagree 2
Strongly disagree 1
The interval scale of each level of influence was calculated by this formula:
Interval
= Maximum-Minimum
Total number of levels
= 5 − 1
5
= 0.8
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The mean value of data derived from each statement was explained from the
range below:
Mean Level of agreement
4.21-5.00 Strongly agree
3.41-4.20 Agree
2.61-3.40 Uncertain
1.81-2.60 Disagree
1.00-1.80 Strongly disagree
Moreover, descriptive statistics will be employed to present frequency,
percentage, mean and standard deviation of the ophthalmologists’ attitudes toward
English reading and writing and the problems they face.
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CHAPTER 4
RESULTS AND DISCUSSION
This chapter reports the result of the study which was collected and analyzed from
the questionnaire. The results of the research will be presented by using descriptive
statistics and percentages. The results can be divided into four parts: personal
information of the participants, the attitudes toward reading and writing English in the
hospital, the problems in English reading, and the problems in English writing.
4.1 Personal information of the participants
In part one of the questionnaire, the participants were asked to indicate their
general information, which were gender, age, educational background, medical status
and departments.
Table 1 Gender of the Participants
Gender Frequency Percentage
Male
Female
10
36
21.73
78.27
Total 46 100.00
Table 1 shows the percentage of the participants’ gender. Seventy-eight point
twenty seven of the participants were female. Twenty-one point seventy three of the
participants were male.
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Table 2 Age of the Participants
Age Frequency Percentage
20-30 years
31-40 years
29
17
63.00
37.00
Total 46 100.00
Table 2 shows the percentage of the age of participants. Sixty-three percent of the
participants were aged between 20-30 years old. Thirty-seven percent of the
participants were aged between 31-40 years old.
Table 3 Educational Background of the Participants
Educational background Frequency Percentage
Bachelor’s Degree
Master’s Degree
35
11
76.10
23.90
Total 46 100.00
Table 3 represents the percentage of the participants’ educational background.
Seventy-six point ten percent of the participants reported that they had a bachelor’s
degree. Twenty-three point ninety percent of the participants reported that they had
master’s degree.
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Table 4 Medical Status of the Participants
Medical status Frequency Percentage
First-year resident
Second-year resident
Third-year resident
Fellow
10
10
10
16
21.70
21.70
21.70
34.80
Total 46 100.00
Table 4 indicates the percentage of participants’ medical status. Thirty-four point
eighty percent of the participants were fellows. Twenty-one point seventy percent
were first-year, second-year and third-year residents equally.
Table 5 Departments of the Participants
Fellows’ departments Frequency Percentage
Glaucoma
Retina
Uveitis
Cornea
Oculoplastic
Pediatric and Strabismus
Neuro-Ophthalmology
2
3
1
3
3
2
2
11.80
23.50
5.90
17.60
17.60
11.80
11.80
Total 16 100.00
Table 5 represents the percentage of fellows’ departments. Twenty-three point
fifty percent of the fellows were retina fellows. Seventeen point sixty percent of
fellows were cornea and oculoplastic fellows equally. Eleven point eighty percent of
fellows were from the Glaucoma, Pediatric and Strabismus and Neuro-
Ophthalmology Departments equally. Finally, five point ninety percent of fellows
were from the Uveitis Department.
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4.2 Attitudes toward reading and writing English in the hospital
In the second part of questionnaire, the participants were asked to rate their
attitudes toward reading and writing English in the hospital and the problems they
faced. The questionnaire consisted of 28 items. The first ten items aimed at exploring
the ophthalmologists’ attitudes towards English reading and writing skills in the
workplace. The eleventh to nineteenth items aimed at identifying the English reading
problems while the rest of the items were intended to elicit the ophthalmologists’
problems of English writing. The participants’ attitudes towards English reading and
writing, as represented by their level of agreement, was interpreted by using the
criteria as discussed in chapter 3.
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Table 6 Attitudes toward reading and writing English in the hospital
No
Statement
1
2
3
4
5
Mean
S.D.
Level
1.
English reading and
writing skill
influences my job
performance and
professional success.
1
2.2%
0
0%
1
2.2%
27
58.7%
17
37%
4.28 0.71 Strongly
agree
2. Medical staff who
can use the skill of
reading and writing
in English fluently
are required by the
hospital.
1
2.2%
1
2.2%
4
8.7%
19
41.3%
21
45.7%
4.26 0.88 Strongly
agree
3. The ability to read
and write in English
is an important factor
in proficiency
advancement.
1
2.2%
0
0%
2
4.3%
22
47.8%
21
45.7%
4.34 0.76 Strongly
agree
4. Lack of the skill of
reading and writing
in English can lead to
communication
problems.
1
2.2%
0
0%
5
10.9%
23
50%
17
37%
4.19 0.80 Agree
5. The ability of reading
and writing in
English can support
me to become a more
effective
ophthalmologist.
1
2.2%
0
0%
3
6.5%
21
45.7%
21
45.7%
4.32 0.79 Strongly
agree
6. Reading and writing
English skills are
crucial in the medical
field.
1
2.2%
0
0%
1
2.2%
24
52.2%
20
43.5%
4.34 0.73 Strongly
agree
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Table 6 Continued
No
Statement
1
2
3
4
5
Mean
S.D.
Level
7. If I have free time, I
will take some
courses in English
reading and writing
for my career
progression.
1
2.2%
2
4.3%
14
30.4%
19
41.3%
10
21.7%
3.76 0.92 Agree
8. If I have free time, I
will practice my
English reading and
writing skills.
1
2.2%
2
4.3%
12
26.1%
23
50%
8
17.4%
3.76 0.87 Agree
9. In my career, I am
afraid to make
mistakes when I read
and write in English.
2
4.3%
5
10.9%
7
15.2%
25
54.3%
7
15.2%
3.65 1.01 Agree
10. The English reading
and writing skills
which I have gained
from the university
are sufficient for my
career requirements.
1
2.2%
15
32.6%
18
39.1%
9
19.6%
3
6.5%
2.95 0.94 Uncertain
Table 6 presents the descriptive statistic of the ophthalmologists’ attitudes
towards English reading and writing skills in the workplace. The questionnaire item
with the highest mean was item 3 “The ability to read and write in English is an
important factor in proficiency advancement.” with the mean of 4.34 (SD = 0.76).
This is followed by item 6 “Reading and writing English skills are crucial in the
medical field.” with the mean of 4.34 (SD = 0.73). Finally, the questionnaire item
with the lowest mean was item 10 “The English reading and writing skills which I
have gained from the university are sufficient for my career requirements.” with the
mean of 2.95 (SD = 0.94)
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Table 7 Problems in English reading
No
Statement
1
2
3
4
5
Mean
S.D.
Level
11.
My
comprehension
problems occur
when reading
medical
documents
because of my
weak grammar
knowledge.
3
6.5%
12
26.1%
14
30.4%
17
37%
0
0%
2.97 0.95 Uncertain
12. I don’t know
enough
vocabulary.
1
2.2%
15
32.6%
8
17.4%
19
41.3%
0
0%
3.17 1.03 Uncertain
13. When I don’t have
a purpose to read
but I have to read,
I find it difficult to
understand the
text.
2
4.3%
12
26.1%
15
32.6%
17
37%
0
0%
3.02 0.90 Uncertain
14. I don’t have
enough
background
knowledge for
what I have read.
6
13%
14
30.4%
18
39.1%
6
13%
2
4.3%
2.65 1.01 Uncertain
15. There are idioms
and slang used in
the medical
documents.
7
15.2%
20
43.5%
11
23.9%
8
17.4%
0
0%
2.43 0.95 Disagree
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Table 7 Continued
No
Statement
1
2
3
4
5
Mean
S.D.
Level
16. I cannot use
context clues to
help me identify
the meaning of
unknown words
in medical
documents.
3
6.5%
22
47.8%
10
21.7%
9
19.6%
2
4.3%
2.67 1.01 Uncertain
17. I cannot skim and
scan before
reading entire
medical articles.
2
4.3%
21
45.7%
15
32.6%
6
13%
2
4.3%
2.67 0.92 Uncertain
18. I can’t find the
main idea from
medical articles.
4
8.7%
26
56.5%
13
28.3%
2
4.3%
1
2.2%
2.34 0.79 Disagree
Table 7 shows the descriptive statistics of the ophthalmologists’ attitudes
towards problems in English reading in the workplace. According to the result, the
questionnaire item with the highest mean was item 12 “I don’t know enough
vocabulary.” with the mean of 3.17 (SD = 1.03). This is followed by item 13
“When I don’t have a purpose to read but I have to read, I find it difficult to
understand the text.” with the mean of 3.02 (SD = 0.90). Lastly, the questionnaire
item with the lowest mean was item 18 “I can’t find the main idea from medical
articles.” with the mean of 2.34 (SD = 0.79).
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Table 8 Problems in English writing
No
Statement
1
2
3
4
5
Mean
S.D.
Level
20.
I cannot generate the
main idea and
supporting ideas
when I start writing.
2
4.3%
15
32.6%
14
30.4%
14
30.4%
1
2.2%
2.93 0.95 Uncertain
21. I cannot logically
organize my ideas
when writing.
1
2.2%
19
41.3%
8
17.4%
17
37%
1
2.2%
2.95 0.98 Uncertain
22. I cannot use
appropriate words.
2
4.3%
8
17.4%
14
30.4%
17
37%
5
10.9%
3.32 1.03 Uncertain
23. I cannot use a wide
range of vocabulary.
1
2.2%
4
8.7%
10
21.7%
24
52.2%
7
15.2%
3.69 0.91 Agree
24. I cannot use correct
grammar.
0
0%
12
26.1%
10
21.7%
19
21.3%
5
10.9%
3.36 0.99 Agree
25. It is difficult for me
to write something in
clear and easy-to-
understand English.
1
2.2%
12
26.1%
10
21.7%
20
43.5%
3
6.5%
3.26 0.99 Uncertain
26. I cannot use
punctuation
correctly.
4
8.7%
9
19.6%
16
34.8%
15
32.6%
2
4.3%
3.04 1.03 Uncertain
27. I cannot structure
paragraphs properly.
0
0%
17
37%
10
21.7%
16
34.8%
3
6.5%
3.10 0.99 Uncertain
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Table 8 represents the descriptive statistics of the ophthalmologists’ attitudes
towards problems in English writing in the workplace. From the table above, the
questionnaire item with the highest mean was item 23 “I cannot use a wide range of
vocabulary.” with the mean of 3.69 (SD = 0.91). The participants had lower
agreement on item 24 “I cannot use correct grammar.” with the mean of 3.36 (SD =
0.99). Finally, the questionnaire item with the lowest mean was item 20 “I cannot
generate the main idea and supporting ideas when I start writing.” with the mean of
2.93 (SD = 0.95).
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4.3 Discussion
This research was conducted to find out the attitudes of the ophthalmologists at
King Chulalongkorn Memorial Hospital toward reading and writing English.
According to the result from this study, the ophthalmologists at King Chulalongkorn
Memorial Hospital strongly agreed that the ability to read and write in English was an
important factor in their proficiency advancement.
This finding was consistent with the study of Eshghinejad (2016), who studied
the Kashan University EFL students’ attitudes toward learning English language. She
found that in terms of the behavioral aspect of attitudes, the participants have positive
behavioral attitudes toward English language. Likewise, in the cognitive aspect, the
participants realize the importance of learning English, especially in the area of
communicating efficiently.
Another aim of this study was to identify problems faced by the ophthalmologists
at King Chulalongkorn Memorial Hospital when reading and writing English.
According to the findings, in terms of reading problems, the ophthalmologists
considered that they don’t know enough vocabulary and for the writing problems,
they accepted that they cannot use a wide range of vocabulary. This result parallels
the research conducted by Chen (2002), who examined the characteristics and
problems of 28 sophomore and freshman students university EFL writing in Taiwan.
The study showed that 17 students were found short of vocabulary which was ranked
as the second place of all problems. In addition, the result also supports the research
of Shokrpour & Fallahzadeh (2007) who studied the students and interns EFL writing
problems in Shiraz University of Medical Sciences. They found that they had a
writing problem with using general vocabulary more than medical terms.
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CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary of the study
5.1.1 Objectives of the study
This research was conducted to find out the attitudes of the ophthalmologists at
King Chulalongkorn Memorial Hospital toward reading and writing English. Another
objective of this study is to identify the problems faced by the ophthalmologists at
King Chulalongkorn Memorial Hospital when reading and writing English.
5.1.2 Participants
The participants of this research were 46 ophthalmologist staff at King
Chulalongkorn Memorial Hospital. The participants included 10 first-year residents,
10 second-year residents, 10 third-year residents and 16 fellows from all departments.
5.1.3 Materials
The instrument used in this study was a closed-ended Likert scale questionnaire.
The questionnaire consisted of 28 items including four parts as follows:
In the first part of the questionnaire, the participants were asked about their
personal information which was gender, age, level of education, medical status and
departments for fellows.
In the second part, questions number 1-10 ask about the ophthalmologists’
attitudes toward reading and writing English in the hospital. These questions were
adapted from Ardharn (2012).
In the third part, question numbers 11-18 ask about problems in English writing
which the ophthalmologists found in the workplace. These questions were adapted
from Nguyen, (2014) and Decharotchanawirun, (2015).
In the fourth part of the questionnaire, questions number 19-26 asks about
problems in English reading that the ophthalmologists encountered in the workplace.
These questions were adapted from Cheep-Aranai, (2006).
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5.1.4 Procedures
The questionnaires were distributed to 46 ophthalmologist staff at King
Chulalongkorn Memorial Hospital between 25 March 2018 and 11 April 2018.
Descriptive statistics were employed to present frequency, percentage, mean and
standard deviation of the ophthalmologists’ attitudes toward English reading and
writing and the problems.
5.2 Summary of the findings
The results of the study can be summarized as follows:
5.2.1 General information of the participants
From 46 participants, most of them were female at 78.27%, while 21.73% were
male. For the age of participants, most of them, at 63%, were aged between 20-30
years old, while the rest, 37%, were aged between 31-40 years old. Regarding their
educational backgrounds, most of the participants, at 76.10%, had a bachelor’s degree
whereas 23.90% of them had a master’s degree. In addition, 34.80% of the
participants were fellows while the rest of them, at 21.70%, were first, second and
third-year residents equally. Finally, most of the participants, at 23.50%, were in the
Retina Department.
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5.2.2 Attitudes toward reading and writing English in the hospital
5.2.2.1 King Chulalongkorn Memorial Hospital ophthalmologists’
attitudes towards English reading and writing in their profession.
The finding shows that the ophthalmologists at King Chulalongkorn
Memorial Hospital strongly agreed that the ability to read and write in English was
the most important factor in their proficiency advancement. Additionally, they agreed
that reading and writing English skills were crucial in the medical field at second
place. Finally, they least agreed that the English reading and writing skills which they
have gained from the university were sufficient for their career requirement.
5.2.2.2 King Chulalongkorn Memorial Hospital ophthalmologists’
attitudes towards the English reading and writing problems.
For the problems on English reading, the ophthalmologists at King
Chulalongkorn Memorial Hospital strongly agreed that the most problematic was that
they don’t know enough vocabulary. Moreover, they thought that when they don’t
have a purpose to read but they have to read, they find it difficult to understand the
text was their subordinate problem. Lastly, they least agreed that being unable to find
the main idea from the medical articles was their English reading problem.
In the last part, which was the ophthalmologists’ attitudes towards
problems in English writing in the workplace, they strongly agreed that they cannot
use a wide range of vocabulary. However, the participants had lower agreement that
they cannot use correct grammar. Finally, they had least agreement that they cannot
generate main ideas and supporting ideas when they start writing was their English
writing problem.
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5.3 Conclusion
5.3.1 The King Chulalongkorn Memorial Hospital ophthalmologists had positive
attitudes to English reading and writing. They realized the importance of English
reading and writing in their profession.
5.3.2 The ophthalmologists mostly had uncertainty about their English reading
problems. Nevertheless, they agreed that being unable to use a wide range of
vocabulary and correct grammar was their problem of English writing skills.
5.4 Recommendation for further research
5.4.1 Due to the fast developing technology, many organizations have started to
adapt to modernization by creating digital learning platforms such as websites,
applications, and electronic books or leaflets that promote skills needed in
workplaces. Hence, in the near future, the hospital might embrace engaging
innovations and technology to help ophthalmologists in terms of learning and
perfecting their English skills. The result of the study can be used to get an idea of
what ways and what kind of tools they need to work effectively to improve and
maximize the learning of the ophthalmologists.
5.4.2 As a doctor is an important profession for treating patients, further research
should be done in other fields of medicine or in other hospitals. Moreover to improve
the doctor’s expertise methodically, the researchers might find out more specific
problems in their writing and reading.
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APPENDICES
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APPENDIX A
QUESTIONNAIRE
The King Chulalongkorn Memorial Hospital ophthalmologists’ attitudes
toward reading and writing English in the workplace.
This questionnaire is a part of independent study submitted in partial
fulfillment of the requirement for the Master of Arts Program in Career English for
International Communication, Language institute, Thammasat University. The
purpose of this attitudes scale is to investigate The King Chulalongkorn Memorial
Hospital ophthalmologists’ attitudes toward reading and writing English language and
the problems they faced when reading and writing in English. The information gained
from this questionnaire is for research purpose only and will be held as confidential
documents. Your cooperation in answering this questionnaire is highly appreciated.
Part I: Personal Information
Instructions: Please mark in the brackets that appropriate of your responses.
1. Sex ( ) Male ( ) Female
2. Age ( ) 20-30 years old ( ) 31-40 years old
3. Level of education ( ) Bachelor’s Degree ( ) Master’s Degree
4. Medical status ( ) First-year resident ( ) Second-year resident
( ) Third-year resident ( ) Fellow
5. Department ( ) Glaucoma ( ) Retina
( ) Uveitis ( ) Cornea
( ) Oculoplastic ( ) Pediatric and Strabismus
( ) Neuro-Ophthalmology
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Part II : Attitudes toward reading and writing English
Instructions: Please mark in the column that matches your level of agreement.
Survey of Attitudess toward reading and writing English in the hospital.
No Statement Strongly
Disagree
1
Disagree
2
Uncertain
3
Agree
4
Strongly
Agree
5
1.
English reading and writing skill
influences my job performance and
professional success.
2. Medical staff who can use the skill
of reading and writing in English
fluently are required by the
hospital.
3. The ability to read and write in
English is an important factor in
proficiency advancement.
4. Lack of the skill of reading and
writing in English can lead to
communication problems.
5. The ability of reading and writing
in English can support me to
become a more effective
ophthalmologist.
6. Reading and writing English skills
are crucial in the medical field.
7. If I have free time, I will take some
courses in English reading and
writing for my career progression.
8. If I have free time, I will practice
my English reading and writing
skills.
9. In my career, I am afraid to make
mistakes when I read and write in
English.
10. The English reading and writing
skills which I have gained from the
university are sufficient for my
career requirements.
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Survey of Problems in English reading.
No Statement Strongly
Disagree
1
Disagree
2
Uncertain
3
Agree
4
Strongly
Agree
5
11.
My comprehension problems occur
when reading medical documents
because of my weak grammar
knowledge.
12. I don’t know enough vocabulary.
13. When I don’t have a purpose to read
but I have to read, I find it difficult
to understand the text.
14. I don’t have enough background
knowledge for what I have read.
15. There are idioms and slang used in
the medical documents.
16. I cannot use context clues to help
me identify the meaning of
unknown words in medical
documents.
17. I cannot skim and scan before
reading entire medical articles.
18. I can’t find the main idea from
medical articles.
19. Others (please specify)……………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
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Survey of Problems in English writing.
No Statement Strongly
Disagree
1
Disagree
2
Uncertain
3
Agree
4
Strongly
Agree
5
20.
I cannot generate the main idea and
supporting ideas when I start writing.
21. I cannot logically organize my ideas
when writing.
22. I cannot use appropriate words.
23. I cannot use a wide range of
vocabulary.
24. I cannot use correct grammar.
25. It is difficult for me to write
something in clear and easy-to-
understand English.
26. I cannot use punctuation correctly.
27. I cannot structure paragraphs
properly.
28. Others (please specify)……………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
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BIOGRAPHY
Name Miss Korrawan Jaisuekul
Date of Birth August10, 1992
Educational Attainment
2015: Bachelor of Arts Program in Journalism and
Mass Communication
Work Position Research Assistant
King Chulalongkorn Memorial Hospital
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