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Description
Learning medical vocabulary poses significant challenges for students in English for Medical Purposes (EMP) courses due to the complexity and volume of specialized terminology. This study explores the challenges faced by medical students in learning English medical vocabulary and the strategies they employ at Thai Binh University of Medicine and Pharmacy.
A descriptive mixed-methods design was adopted involving medical students enrolled in English courses at the university. Data were collected through questionnaires and open-ended responses to examine students’ perceptions of vocabulary learning difficulties and preferred learning strategies. Quantitative data were analyzed using descriptive statistics, while qualitative responses were categorized into recurring themes.
The findings revealed that students experienced difficulties in pronouncing, memorizing, and applying medical terminology in communicative contexts. Repetition and translation-based strategies were commonly used, whereas contextual learning and digital tools were perceived as more effective for vocabulary retention and engagement. The study highlights the importance of integrating more interactive and communicative approaches into EMP instruction to support students’ vocabulary development and practical language use.
Keywords: medical vocabulary, EMP, vocabulary learning strategies, medical students, ESP
Biography
Ms. Dang Thi Nhuan is an English lecturer at Thai Binh University of Medicine and Pharmacy. She holds a Master’s degree in English Language Teaching and has extensive experience teaching English, particularly English for Medical Purposes (EMP), to medical university students. Her academic interests include technology-enhanced language learning, student engagement, English language assessment, and innovative teaching methods in higher education. She is currently conducting research on the use of digital platforms such as Quizizz in teaching and assessing medical English. In addition to teaching, she is actively involved in developing supplementary learning materials and practical language activities for healthcare students. Through her research and classroom practice, she aims to improve learners’ communicative competence and promote more interactive and effective English language instruction in medical education.
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