Comparative Analysis of English Language Teaching Techniques for Medical Students: Evidence-Based Approaches
Keywords:
medical English, language teaching techniques, content-based instruction, task-based learning, medical education, ESP, communicative competenceAbstract
Background: Proficiency in English is indispensable for medical students who must access international literature, communicate with global peers, and present research findings. Yet conventional language instruction rarely addresses the specific lexical and communicative demands of medical education. Objective: This article reviews and compares seven evidence-based English language teaching (ELT) techniques adapted for medical study contexts: Content-Based Instruction, Task-Based Language Teaching, flipped classroom, corpus-based learning, simulation and role-play, Mobile-Assisted Language Learning, and extensive reading/writing. Methods: A systematic comparative review of 50 peer-reviewed publications (2018–2025) was conducted. Techniques were evaluated across four dimensions: learning outcomes, student engagement, applicability, and evidence level. Results: Content-Based Instruction and Task-Based Language Teaching demonstrated the strongest outcomes for medical contexts. Simulation and role-play showed exceptional communicative gains. Conclusion: An integrated, context-sensitive approach combining multiple techniques offers the most effective pathway for English language acquisition in medical education.
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