From Language Learning to Clinical Readiness: Evaluating Technology-Integrated ESP in Medical Education through a Mixed-Methods Approach

Abstract

This study evaluates the effectiveness of technology-integrated English for Specific Purposes (ESP) instruction in enhancing both language competence and clinical readiness among health education students. The research is motivated by the persistent gap between the acquisition of medical English terminology and the contextual, practice-oriented communication skills required in clinical settings, particularly in developing countries. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase involved pre-test and post-test assessments to measure improvements in medical English proficiency, scenario-based communication skills, and student confidence. The qualitative phase included in-depth interviews, classroom observations, and analysis of interactions in virtual patient simulations to explore learning experiences and pedagogical dynamics. The findings reveal that the integration of digital technologies, such as virtual patient simulations, case-based role-play, and online learning platforms, significantly improves students’ mastery of medical terminology, interpersonal communication in clinical contexts, and academic literacy. Students also demonstrated increased confidence in conducting patient interviews, explaining medical conditions, and engaging in interdisciplinary discussions. Furthermore, technology-enhanced learning promoted self-directed learning and active engagement. This study contributes a novel ESP model that explicitly links language learning outcomes with clinical readiness indicators, offering a comprehensive framework that integrates linguistic, technological, and clinical dimensions. The results underscore the potential of technology-integrated ESP to bridge the gap between academic preparation and professional healthcare demands.