TEACHINGMEDICALENGLISHVOCABULARYTHROUGHTASK-BASEDLEARNING:ACASESTUDYOFMEDICALSTUDENTS
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ThegrowingdominanceofEnglishasthelanguageofglobalmedicinehasincreasedthedemandforeffectiveMedicalEnglishinstructioninnon-English-speakingcountries.Medicalstudentsareexpectednotonlytounderstandspecializedterminologybutalsotoapplyitaccuratelyinprofessionalcommunication.However,traditionalvocabularyteachingmethodsoftenfailtoprovidesufficientcontextualizationandcommunicativepractice.ThisstudyinvestigatestheeffectivenessofTask-BasedLearning(TBL)inteachingMedicalEnglishvocabularytouniversitymedicalstudentsinanEnglishasaForeignLanguage(EFL)context.Usingamixed-methodsresearchdesign,datawerecollectedthroughpre-andpost-tests,task-basedclassroominterventions,questionnaires,andclassroomobservations.Theresultsdemonstrateasignificantimprovementinstudents’medicalvocabularyknowledgeandtheirabilitytouseterminologyinrealisticcommunicativesituations.Furthermore,studentsexpressedpositiveattitudestowardtask-basedinstruction,highlightingincreasedmotivationandconfidence.ThefindingssuggestthatTBLisapedagogicallyeffectiveapproachforMedicalEnglishvocabularyinstructionandshouldbeintegratedmorewidelyintoEnglishforSpecificPurposes(ESP)curricula
