VietTESOL International Convention 2026

Medical students, regardless of their proficiency levels, often struggle with learning and retaining specialized medical terminology, particularly in English for Medical Purposes (EMP) courses. Wright, Betteridge, and Buckby (2006) suggested that language games can effectively support communication and learner engagement across different learning contexts. Based on this view, a small-scale classroom action study was done to explore whether low-prep classroom games could improve vocabulary retention, pronunciation and participation among third-year medical students at Thai Binh University of Medicine and Pharmacy. Over an eleven-week EMP course, games including Anatomy Bingo, Medical Taboo, terminology relay races, and team-based vocabulary quizzes were integrated into lessons on human body systems, including ten human body systems such as the cardiovascular, respiratory, and nervous systems. The study involved 36 third-year medical students and followed the action research cycle of planning, action, observation, and reflection. Data were collected through classroom observations, short vocabulary checks, and student reflections. Findings indicated improvements in students’ vocabulary recall, classroom participation, and confidence in using medical terminology in English. Students also appeared more motivated and engaged during speaking and review activities. In addition, the games contributed to a more interactive and less stressful learning environment. The study suggests that low-prep classroom games can serve as practical and effective tools for vocabulary learning in EMP classrooms.