Assessment of academic writing for undergraduate nursing students during COVID-19

Abstract

Language teaching, learning, and testing are often discussed as a complex process, and the relationship between language proficiency and content knowledge in assessment is also reported as a complicated issue. In this process, what to learn and how to learn are influenced by cognitive motivation, yet cognitive motivation is determined by individuals' affect. In mainstream classrooms, curriculum, course design, materials, and assessment are often discussed and updated. However, unexpected events, like the outbreak of the novel coronavirus (COVID-19), can be stressful for many teachers. Each educator might react or respond differently, and learner-centeredness accompanied by an affective-humanistic approach is an option that may be considered. A close connection with the learner-centered ideas of constructivism is associated with the affective-humanistic approach, such as boosting students' motivation and reducing stress, keeping in mind that feelings and knowledge are crucial to the learning process. If students cannot satisfy basic needs physically and psychologically, they may fail to concentrate on their language learning wholeheartedly. This study aims to share how the English for Specific Purposes (ESP) practitioner collaborated with undergraduate nursing students to respond to COVID-19 using academic writing in nursing with the motto: 'Do we want to be a winner or loser when we encounter uncertainty?'. In this study, drawing on the affective-humanistic approach and learner-centeredness, students' feelings, attitudes, reactions, and needs were considered during COVID-19 while assessing academic writing in the Reading for Nursing course at a state university in Türkiye (n=46). The findings also showed how the ESP practitioner's role changed to that of the content and language integrated learning (CLIL) teacher.