THEUSEOFBLENDEDLEARNINGSTRATEGIESINMEDICALENGLISHLESSONS
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therapiddevelopmentofdigitaltechnologiesandthegrowingdemandforprofessionalEnglishproficiencyinhealthcarehaveintensifiedinterestinblendedlearningapproachesinmedicaleducation.Thisarticleexplorestheeffectivenessofmulti-componentblendedlearningstrategiesinteachingMedicalEnglishtoundergraduatemedicalstudents.Thestudyintegratesface-to-faceinstruction,onlinelearningplatforms,interactivemultimediaresources,collaborativetasks,andself-directedlearningcomponents.Usingamixed-methodsapproach,datawerecollectedthroughpre-andpost-tests,learnerquestionnaires,andclassroomobservations.Theresultsindicatethatmulti-componentblendedlearningsignificantlyimprovesstudents’medicalvocabularyacquisition,communicativecompetence,andlearnerautonomy.Thefindingssuggestthatawell-structuredblendedlearningmodelenhancesbothlinguisticoutcomesandlearnerengagement,makingitaviablepedagogicalstrategyforMedicalEnglishinstruction
