A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies
-
Barry Lee Reynolds
,
Xiaofang Zhang
and
Chen Ding
Abstract
This mixed-methods study investigated the English medical vocabulary strategies, needs, and difficulties of Taiwanese medical school students via an open- and closed-ended questionnaire (n = 17), a test measuring vocabulary size (n = 17), student interviews (n = 5), and teacher interviews (n = 3). Students reported using some vocabulary strategies more than others. A statistically significant negative relationship between students’ English vocabulary size and their use of word cards for vocabulary learning was also revealed. Through analysis of the interview data gathered from the medical students and their English teachers, five vocabulary learning difficulties faced by the medical students were uncovered: (1) nonexistent intentional English vocabulary learning, (2) stagnant specialized medical English vocabulary acquisition, (3) lack of sufficient contextualized academic English writing practice with newly encountered specialized medical vocabulary; (4) lack of teacher feedback on the students’ vocabulary use; and (5) lack of pedagogical communication among faculty. The pedagogical implications of these results were discussed with a focus on improving students’ vocabulary learning efficiency in light of their specialized English medical vocabulary needs.
Funding source: Universidade de Macau
Award Identifier / Grant number: MYRG2019-00030-FED
Questionnaire about vocabulary learning strategies
Name:
Sex:
Age:
Major:
1. How many years have you been learning English?
2a. Have you ever studied English in an English-speaking country?
2b. If you answered “Yes” to the question above, please indicate where and for how long:
3a.Have you taken any English exams (for example: TOEFL, TOEIC, IELTS, GEPT)?
3b. If you answered “Yes” to the previous question, please indicate which exam(s) you have taken, and the level/score obtained:
4a.Learning vocabulary through understanding word meanings is ______.[1]
4b.I chose the answer above because _____.
5a.Learning vocabulary through word formation is ______.[2]
5b.I chose the answer above because _____.
6a.Learning vocabulary through grouping them into a category is ______.
6b.I chose the answer above because _____.
7a.Learning vocabulary through listening is ______.
7b.I chose the answer above because _____.
8a.Learning vocabulary though context is ______.
8b.I chose the answer above because _____.
9a.Learning vocabulary through word cards is ______.
9b.I chose the answer above because _____.
10a.Learning vocabulary though connections to one’s daily life is ______.
10b.I chose the answer above because _____.
11.How important do you think second language vocabulary learning strategies are to the language learning process? Please answer in 3–5 sentences.
12.In your second language vocabulary learning process, how do you try to learn or memorize new words? Why did you select this as your method of learning/memorizing new words? Please answer in 3–5 sentences.
Interview questions for students
How many hours a week do you study English vocabulary? Do you think it is enough?
Do you consider yourself an effective vocabulary learner? Could you give me some examples of how you are or aren’t effective at learning vocabulary?
Is it more effective to study vocabulary on your own, or is it better to study vocabulary with others?
Under what circumstances do you usually encounter new words?
What do you do when you encounter new words?
Do you try to memorize the new words you encounter?
How do you memorize the new words you encounter?
How do you usually feel while you are studying new vocabulary words?
– Could you give me some examples of when you have felt that way?
6.Do you think the size of your English vocabulary is important for taking English exams (for example: TOEFL, TOEIC, IELTS, GEPT)?
7.What does it mean to have learned a word?
8.What strategies do you consider the most effective for learning vocabulary?
– Please describe your own opinions about each strategy and give an example of how you use this strategy to learn a word.
– Is this vocabulary learning strategy the only one you use?
– Do you combine the use of this strategy with other strategies?
9.How did you learn how to use vocabulary learning strategies?
10.What do you think the content of a well-balanced vocabulary course should include?
11.Is there anything special about English vocabulary learning for your major?
12.What kinds of vocabulary learning activities and techniques have you been taught while studying for your degree?
13.Do you have any comments on your vocabulary learning experiences while studying for your degree?
14.How important is it for you to learn English vocabulary? Why do you feel this way?
15.How is English vocabulary learning important or not important for your major and future career?
Interview questions for teachers
What courses do you teach in your university?
What majors do you teach?
Do you think students who are medical majors are different from other students?
Could you tell me what kinds of English courses are offered in your university?
Which students need to take English courses?
What is your opinion about your university’s English curriculum?
What kinds of teaching materials do you use?
Could you give some examples of the activities or techniques you use to teach your courses?
Do you teach English vocabulary in your courses?
What kinds of vocabulary learning strategies do you teach in your courses?
Do you know the kinds of vocabulary learning strategies your students use?
Do you teach any medical terminology in your courses?
Do you think learning English vocabulary is necessary for your students?
Do you think vocabulary is the most important aspect for your students to focus on in your courses?
How is English vocabulary learning important for your students’ major and their future careers?
Do you receive student feedback regarding your courses?
Could you comment on your previous or current medical students’ behavior in class?
Before designing your syllabi, did you ask your students what they wanted to be taught in the courses?
Do you have any interaction with the teachers that teach the medical courses?
Do you think is it necessary for medical students to attend medical courses that are taught in English?
Perceptions of vocabulary learning codes
| Category: perceptions of vocabulary learning | Abbreviation: PVL |
|---|---|
| Positive feelings | PVL-PF |
| Negative feelings | PVL-NF |
Vocabulary learning by medical students: Codes
| Category: vocabulary learning by medical students | Abbreviation: VLMS |
|---|---|
| Current situation | VLMS-CS |
| Special features | VLMS-SF |
| Career development | VLMS-CD |
Second cycle of coding: Themes
| Major themes | Abbreviation |
|---|---|
| Vocabulary learning strategies use | VLSU |
| Learning difficulties | LD |
| Learning needs | LN |
Results of Qualitative Interview Data
| No. | Difficulties and needs | Proponents |
|---|---|---|
| 1 | Nonexistent intentional English vocabulary learning | MS1 MS2 MS3 MS4 MS5 |
| 2 | Stagnant specialized medical English vocabulary acquisition | MS1 MS2 MS3 MS4 MS5 ET1 ET2 ET3 |
| 3 | Lack of sufficient contextualized academic English writing practice with newly encountered specialized medical vocabulary | MS5 ET1 ET2 ET3 |
| 4 | Lack of teacher feedback on students’ vocabulary use | MS2 MS3 MS4 MS5 ET1 ET2 ET3 |
| 5 | Lack of pedagogical communication among the faculty | MS5 ET1 ET2 ET3 |
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Research funding: This research was funded by Universidade de Macau (grant no. MYRG2019-00030-FED).
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Articles in the same Issue
- Frontmatter
- Research Articles
- Cross-linguistic influence on the use of L2 collocations: the case of Vietnamese learners
- Commodification or shared ownership? A case study of Chinese communities in the linguistic landscape of Bendigo
- Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
- Isomorphism and language-specific devices in comprehension of Korean suffixal passive construction by Mandarin-speaking learners of Korean
- A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success
- L2 university students’ motivational self system in English writing: a sociocultural inquiry
- Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center
- Professional written voice “in flux”: the case of social work
- A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies
Articles in the same Issue
- Frontmatter
- Research Articles
- Cross-linguistic influence on the use of L2 collocations: the case of Vietnamese learners
- Commodification or shared ownership? A case study of Chinese communities in the linguistic landscape of Bendigo
- Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
- Isomorphism and language-specific devices in comprehension of Korean suffixal passive construction by Mandarin-speaking learners of Korean
- A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success
- L2 university students’ motivational self system in English writing: a sociocultural inquiry
- Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center
- Professional written voice “in flux”: the case of social work
- A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies
