Volunteer enrollment
194 senior undergraduates and postgraduates (age: 22.23 ± 1.94 years; Female:130, male:64) from Guanghua School of Stomatology, Sun Yat-sen University were volunteer candidates. The number of English volunteers was 15, accounting for 20% of the total number of volunteers and 7.73% of the total number of volunteer candidates. The number of Chinese volunteers was 60, accounting for 80% of the total number of volunteers and 30.93% of the total number of recruits.
Sample characteristics of Questionnaire survey
A total of 121 questionnaires were released and 116 valid questionnaires were collected, with a response rate of 95.87%. Since the students were not required to answer all the questions, unanswered questions were considered as missing data. Cronbach’s alpha coefficient was 0.78, suggesting good reliability of the questionnaire.
The characteristics of 116 participants (age of 22 ± 1.7) from 22 top dental schools in China were summarized in Table 1.
Table 1
Sample characteristics of participants (n = 116)
Sample characteristics | number(%) |
Participants | |
Contestants | 80(68.97) |
English volunteers | 9 (7.76) |
Chinese volunteers | 27(23.27) |
Gender | |
Male | 28(24.14) |
Female | 88(75.86) |
University of the Dental school | |
Sun Yat-sen University | 36(31.03) |
Capital Medical University | 4(3.44) |
Zhejiang University | 3(2.56) |
Shanghai Jiao Tong University | 3(2.56) |
Nanjing Medical University | 4(3.44) |
Guangxi Medical University | 4(3.44) |
Shandong University | 3(2.56) |
Harbin Medical University | 4(3.44) |
Air Force Medical University | 4(3.44) |
Wuhan University | 4(3.44) |
Tianjin medical university | 4(3.44) |
Peking University | 4(3.44) |
Jilin University | 4(3.44) |
Guangzhou Medical University | 4(3.44) |
Southern Medical University | 5(4.31) |
Dalian Medical University | 4(3.44) |
Chongqing Medical University | 4(3.44) |
Sichuan university | 2(1.72) |
Xian Jiaotong University | 4(3.44) |
Tongji University | 4(3.44) |
Xinjiang Medical University | 4(3.44) |
China Medical University | 4(3.44) |
Grade | |
Grade 4 | 1 (0.86) |
Grade 5 | 99(85.34) |
Post-graduate students | 16(13.79) |
Have you taken Dental courses | |
Yes | 115(99.14) |
No | 1 (0.86) |
The evaluation of participants’ dental English ability based on knowledge quiz session
In order to evaluate the participants’ English ability, the comprehension and reaction time of Chinese and English questions in knowledge session was examined. We selected 96–97 subjects who participated in the knowledge quiz session. The results showed that 82.29% of participants thought the Chinese questions could be fully understood, while only 7.72% thought the English questions could be fully understood. 63.92% of participants thought that the response speed of English questions was much slower than that of Chinese questions.
The English ability of undergraduate and post-graduate volunteers was compared based on the knowledge quiz session of Guanghua Cup. The questions in Table 2 was calculated on a scale of 1–5 and the score of undergraduate and post-graduate volunteers was compared using Mann - Whitney U test. The score of Chinese question understanding (U = 28, P = 0.48), English question understanding (U = 35, P = 0.96) and reaction time towards English and Chinese questions (U = 31.5, P = 0.67) between the undergraduate and post-graduate students were of no statistical significance.
Table 2
The evaluation of participants’ dental English ability based on knowledge quiz session
Questions | Number(%) |
In knowledge quiz session, you can totally understand the Chinese questions(answer if you have participated the session). | n = 96 |
Totally disagree | 1 (1.04) |
Disagree | 2 (2.08) |
Not sure | 2 (2.08) |
Agree | 12(12.50) |
Totally agree | 79(82.29) |
In knowledge quiz session, you can totally understand the English questions(answer if you have participated the session). | n = 97 |
Totally disagree | 5 (5.15) |
Disagree | 37(38.14) |
Not sure | 22(22.68) |
Agree | 26(26.81) |
Totally agree | 7 (7.22) |
In knowledge quiz session, the reaction towards English questions is as fast as the Chinese ones(answer if you have participated the session) | n = 97 |
Totally agree | 0 (0) |
agree | 22(22.68) |
Not sure | 2 (2.06) |
Disagree | 62(63.92) |
Totally disagree | 11(11.34) |
The comparison of the answer rate(answered questions in proportion of the total English questions) and accuracy(correct answer in proportion of the answered question) of 8 English questions between the Chinese and International teams in the knowledge quiz session was statistically described. 22 Chinese team and 1 International team vied to answer the 8 English questions using the buzzers. The Chinese team answered 2 questions(answer rate: 25%) with 1 correct answer(accuracy: 50%). The international team answered 6 questions(answer rate: 75%) with 4 correct answers(accuracy: 66.67%).
The use of English in dental English course in China
We investigate the status quo of dental English education in participating schools from the aspects of the language used by the teachers, textbooks, references and exam. A total of 115 subjects from 22 dental schools in China and who have already had dental English courses were studied.
The results was described from the point of view of the most people: 63.48% of the participants think teacher speak a little English in the class. 35.5% of the participants uses Chinese textbooks. 60.00% participants uses references in mostly Chinese and a little English. 55.65% participants take the exam in mostly Chinese and a little English. The statistical results of existing oral English education are shown in Table 3.
Table 3
The use of English in dental English course(n = 115)
Questions | Number(%) |
The teachers in dental English class | |
Speak Chinese only | 11(9.57) |
Speak a little English | 73(63.48) |
Half and half | 3 (2.61) |
Speak a little Chinese | 23(20.00) |
Speak English only | 5 (4.35) |
The textbooks are | |
In Chinese | 41(35.65) |
Mostly Chinese and a little English | 40(34.78) |
Half and half | 3 (2.61) |
Mostly English and a little Chinese | 10(8.7) |
In English | 21(18.26) |
The references are | |
In Chinese | 2 (1.74) |
Mostly Chinese and a little English | 69(60.00) |
Half and half | 1 (0.87) |
Mostly English and a little Chinese | 28(24.35) |
In English | 15(13.04) |
The exams are | |
In Chinese | 8 (6.96) |
Mostly Chinese and a little English | 64(55.65) |
Half and half | 5 (4.35) |
Mostly English and a little Chinese | 11(9.57) |
In English | 27(23.48) |
The use of English from each dental school was given a score which was defined as dental English education score defined by the author based on Table 3. 80 contestants from 22 dental schools were involved. The score of each dental school of the University and the ranking of the Chinese dental school based on the 4th China University Subject Rankings (CUSR) by the Center for Degree and Graduate Education Development of China Ministry of Education in 20172 was shown in Table 4. The correlation of the score and the ranking of the dental school in China was examined using spearman test. The results show that the relationship between the use of English in course and the ranking of the dental school is of no statistical difference. (Rs = 0.315, P = 0.189)
The influence of dental English education on Guanghua Cup activity
We investigate how the participants think about the current dental English education in helping them communicate and understand in the Guanghua Cup activity. And evaluate the participants’ ability in understanding English. A total of 115 subjects who have already had dental English courses were studied.
As to how the dental English class helps the participants in the Guanghua Cup activity, 45.83% of the students thought that dental English education in class was of much help in communicating with international students and teachers. And 47.83% of the students thought that it was of much help in understanding the Guanghua Cup activity. Vocabulary was found the most helpful (98, 85.22%). In order to know the detailed aspect of how the dental English class helps the participants, the correlation Table 3 (Teachers, textbooks, references and exam) and Table 5 (communication and understanding) was examined using spearman test. The results show that the score of English textbook was positively correlated with the international communication between teachers and students score (Rs = 0.348, P = 0.016).
Table 5
The influence of current dental English education on the Guanghua Cup activity
Questions | Number(%) |
Does the dental English class help you in the communication with international students or teachers(answer if you have the communication experience)? | n = 48 |
No help | 0 (0) |
A little help | 4 (8.33) |
moderate help | 13(27.08) |
Much help | 22(45.83) |
Most help | 9 (18.75) |
Does the dental English class help you in understanding English during the Guanghua Cup activity? | n = 115 |
No help | 5(4.35) |
A little help | 14(12.17) |
moderate help | 27(23.48) |
Much help | 55(47.83) |
Most help | 14(12.17) |
What do you find the most helpful in dental English class in understanding the Guanghua Cup activity? | n = 115 |
Vocabulary | 98(85.22) |
Listening | 27(23.48) |
Reading | 39(33.91) |
Speaking | 15(13.04) |
Writing | 5 (4.35) |
Others | 0 (0) |
The statistical results of the current dental English education on the Guanghua Cup activity are shown in Table 5.
The influence of Guanghua Cup activity on the participants' English ability
The influence of Guanghua Cup activities on participants' English ability was examined among all the participants (N = 116). The results will be described from the point of view of the most people: 43.97% participants had a little English preparation before the Guanghua Cup activity, and 58.62% of the participants said that they had no chance to communicate with international students or teachers. About 30 percent of the participants said they saw a little or no improvement in vocabulary, speaking, listening and reading.
As to how the participants think in what way can they improve their dental English ability, 82.76% of the participants think English textbooks and assays help to improve their dental English ability the most, followed by courses focusing on dental English (N = 81, 69.83%) and ‘to participate in international competition/exchange program/international conference’ (N = 80, 68.97%). In addition, participants also suggest to hold ‘oral dental English competition’ and ‘increase the variety of the forms of dental English exams’. The statistical results of the influence of activities on participants’ English ability and perception are shown in Table 6.
Table 6
The influence of the Guanghua Cup activity on participants’ English ability(n = 116)
Questions | Number(%) |
I studied a lot of English for the Guanghua Cup activity before the event | |
Totally disagree | 19(16.38) |
Disagree | 51(43.97) |
Not sure | 2 (1.72) |
Agree | 37(31.9) |
Totally agree | 7 (6.03) |
I had a lot of communication with the international students and teachers | |
Totally disagree | 68(58.62) |
Disagree | 32(27.59) |
Not sure | 1 (0.86) |
Agree | 11(9.48) |
Totally agree | 4 (3.45) |
I had a great improvement in vocabulary in the Guanghua Cup activity | |
Totally disagree | 27(23.28) |
Disagree | 37(31.90) |
Not sure | 17(14.66) |
Agree | 27(23.28) |
Totally agree | 8 (6.90) |
I had a great improvement in oral English in the Guanghua Cup activity | |
Totally disagree | 33(28.45) |
Disagree | 38(32.76) |
Not sure | 13(11.21) |
Agree | 27(23.28) |
Totally agree | 5 (4.31) |
I had a great improvement in listening in the Guanghua Cup activity | |
Totally disagree | 24(20.69) |
Disagree | 33(28.45) |
Not sure | 14(12.07) |
Agree | 39(33.62) |
Totally agree | 6 (5.17) |
I had a great improvement in reading in the Guanghua Cup activity | |
Totally disagree | 23(19.83) |
Disagree | 38(32.76) |
Not sure | 19(16.38) |
Agree | 33(28.45) |
Totally agree | 3 (2.59) |
I had a great improvement in my dental English ability in the Guanghua Cup activity | |
Totally disagree | 23(19.83) |
Disagree | 39(33.62) |
Not sure | 13(11.21) |
Agree | 33(28.45) |
Totally agree | 8 (6.90) |
I paid much attention to dental English learning before the Guanghua Cup activity | |
Totally disagree | 5 (4.31) |
Disagree | 32(27.59) |
Not sure | 54(46.55) |
Agree | 14(12.07) |
Totally agree | 11(9.48) |
I paid much attention to dental English learning after the Guanghua Cup activity | |
Totally disagree | 1 (0.86) |
Disagree | 0 (0) |
Not sure | 6 (5.17) |
Agree | 32(27.59) |
Totally agree | 77(66.38) |
In what ways do you think you can improve your dental English ability(multiple choices) | n = 116 |
Traditional dental English class | 27(23.28) |
Courses focusing on dental English | 81(69.83) |
Reading English textbooks and assays | 96(82.76) |
Attending international competition/exchange program/international conference | 80(68.97) |
Others (please list out) | 6 (5.17) |
To see if contestants, English and Chinese volunteers have the same perception and improvement in dental English, Kruskal-Wallis rank sum test was used to determine among different types of participants. The subjects were divided into English volunteers (N = 9), Chinese volunteers (N = 27) and contestants (N = 80). The scores of the three groups were different in the English preparation before Guanghua Cup activity (H = 23.87, P < 0.001). The score of English volunteers was more than that of the contestants and the Chinese volunteers, and the difference was statistically significant (P < 0.001). There was no difference between Chinese volunteers and contestants (P = 0.064).
The scores of the three groups were different in the communication with international students and teachers (H = 24.63, P < 0.001). The score of English volunteers was more than that of the contestants and the Chinese volunteers, and the difference was statistically significant (P < 0.001).There was no difference between Chinese volunteers and contestants (P = 0.058).
The scores of the three groups were different in the improvement of comprehensive English ability (H = 17.86, P < 0.001), including vocabulary (H = 16.41, P < 0.001), speaking (H = 20.48, P < 0.001), listening (H = 13.95, P = 0.001) and reading (H = 9.2, P = 0.01). Among them, the above scores of English volunteers were higher than those of Chinese volunteers and contestants, and the difference was statistically significant (P < 0.001).There was no difference between Chinese volunteers and competitors (P = 0.09).
English volunteers, Chinese volunteers and competitors all attach more importance to oral English after the Guanghua Cup activity than before (U = 1969.5, P < 0.01).