The Impact of Removing Specialized Language Courses from the Sports Science Curriculum: A Mixed-Methods Exploratory Analysis

This mixed-methods study investigates the impact of removing specialized language courses (specifically English) from the sports science curriculum. Qualitative data were collected through semi-structured interviews with ۲۰ sports science faculty and doctoral students, exploring their perspectives on the necessity of English language training, challenges in teaching specialized language at the master's level, consequences of course removal, and potential solutions for language empowerment. Quantitative data were obtained via a researcher-developed questionnaire (۴۳ items) assessing attitudes and perceptions related to these issues. The questionnaire demonstrated strong content validity (validated by ۱۰ experts) and high internal consistency (Cronbach's alpha = ۰.۹۱۳). The results revealed a strong consensus that English language training is essential for sports science students, with only ۵% deeming it unnecessary. Over two-thirds of participants identified fundamental, personal, and systemic challenges in specialized language instruction. Key fundamental challenges included students' underlying language weaknesses, while systemic problems centered on insufficient teaching time, and personal challenges involved reliance on translation software. A significant majority (۸۰%) opposed the removal of the specialized language courses, citing scientific, economic, professional, personal, and social limitations. Respondents indicated that enhanced educational interventions would be most effective at developing student language skills, with expanding the specialized language unit to exceed two units being a prominent organizational solution.

Keywords:

Specialized Language , Sports Science , Curriculum , Language Instruction , Mixed Methods Research , English Language Teaching