English is considered a language of communication as well as language of fashion and status in Pakistan. For last some decades, it is being taught in different institutions to meet specified academic and professional needs of learners. As far as medical profession is concerned, doctors need English language during their academic studies as well as in their professional settings. The study investigated the communicative needs of doctors at academic and professional level in survey based research. The data was collected, analyzed and interpreted quantitatively by administering questionnaire among medical students and doctors. The findings revealed that there is huge gap between the acquired competencies of doctors with their desired level of English proficiency skills. Majority of the respondents stressed upon the need to introduce English language courses and workshops for medical students and doctors respectively, so that they may fulfill their communicative needs in effective way.

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International Journal of English Linguistics; Vol. 8, No. 5; 2018

ISSN 1923-869X E-ISSN 1923-8703

Published by Canadian Center of Science and Education

205

English for Doctors: An ESP Approach to Needs Analysis and Course

Design For Medical Students

Muhammad Arfan Lodhi1 , Mahwish Shamim2 , Mahwish Robab3 , Syed Khurram Shahzad4 & Abida Ashraf5

1 Lecturer, Higher Education Department Collegiate Wing, Punjab, Pakistan

2 Lecturer, University of Lahore, Pakpattan Campus, Pakistan

3 Visiting Lecturer, The Islamia University of Bahawalpur, Pakistan

4 PhD Scholar, University of Sindh, Jamshoro, Pakistan

5 M.Phil Scholar, NCBA & E Lahore, Pakistan

Correspondence: Muhammad Arfan Lodhi, Lecturer, Higher Education Department Collegiate Wing, Punjab

Pakistan. E-mail: samaritan_as@hotmail.com

Received: May 4, 2018 Accepted: June 2, 2018 Online Published: June 21, 2018

doi:10.5539/ijel.v8n5p205 URL: https://doi.org/10.5539/ijel.v8n5p205

Abstract

English is considered a language of communication as well as language of fashion and status in Pakistan. For last

some decades, it is being taught in different institutions to meet specified academic and professional needs of

learners. As far as medical profession is concerned, doctors need English language during their academic studies

as well as in their professional settings. The study investigated the communicative needs of doctors at academic

and professional level in survey based research. The data was collected, analyzed and interpreted quantitatively

by administering questionnaire among medical students and doctors. The findings revealed that there is huge gap

between the acquired competencies of doctors with their desired level of English proficiency skills. Majority of

the respondents stressed upon the need to introduce English language courses and workshops for medical

students and doctors respectively, so that they may fulfill their communicative needs in effective way.

Keywords: EMP (English for Medical Purposes), communicative needs, language learning, ESP

1. Introduction

Though there are other international languages which thrived around the world, English is still playing a central

role in Education all over the World. English language has gained the status of international language and the

second official language in Pakistan. It has become the language of science, media and technology. However, in

this modern age, learning English language is equal to learning skills of life; it was being learnt according to the

needs of a specific field. This sort of learning is called ESP (English for specific purpose). EMP (English for

medical purpose) is a sub-type of ESP which is a fundamental part of this study. Pakistan is a country in which

all medical literature is published in English. English language in the medical field is essential for students'

academic purposes such as in reading textbooks, searching material from the internet, in presentations, taking the

examination, doing interaction with teachers and further studies abroad. It is necessary for doctors such as in

meetings, conferences and in research publications.

The purpose of this study was to explore the English language needs of medical learners and design a course to

meet their specific needs. In order to design a course, it was central to consider the point of view of medical

students and doctors. English is the language of medical textbooks and journals so there is a dire need to learn

basic skills of English language in medical colleges. Further an ESL course helps students to pass the entrance

examination when they go for specialization either in Pakistan or abroad. ESP specified need analysis and course

designing strategy was used in this study to determine the communicative needs of doctors and medical

professionals.

Kang (2004) remarked that learning English is essential for medical professionals because all medical

information for medical professionals is available in English language. According to Kurfurst (2004) command

over English language is necessary for medical professionals as most of information present in books, articles,

documents and journals are in English language. In addition it is necessary for their training and upcoming

ijel.ccsenet.org International Journal of English Linguistics Vol. 8, No. 5; 2018

206

medical careers. However, English for medical purpose (EMP) became essential. EMP is a kind of ESP which is

important for academic and professional needs of medical students. Niazi (2012) remarked that English has got

an unquestionable status in medical settings of Pakistan. There are several reasons for medical students to learn

medical English as it has gained the status of Lingua Franca. There are many academic and professional settings

relying on English as far as Pakistani medical situation is concerned. In Pakistan, the medical students have

strong needs to learn EMP (p. 3).

1.1 Research Questions

1) What are the English language needs of medical students in their academic activities?

2) What are the English language needs of doctors in their professional career?

3) To what extent medical students are proficient in English proficiency skills?

4) What ESL course can be designed based upon the information gathered during the present study?

1.2 Research Objectives

1) To find the English communicative needs of doctors in their academic settings.

2) To investigate the English language needs of doctors in their professional career.

3) To examine the existing level of proficiency in English skills among medical students.

4) To identify what ESL course can be designed based upon the information gathered during the present study.

2. Literature Review

2.1 ESP and Medical Discourse

Ramirez (2015) said, "ESP is defined to meet specific needs of the learners" (p. 2). Smoak (2003), "ESP is

English instruction based on actual and immediate needs of learners. ESP is needs based and task oriented" (p.

27). One clear difference between ESP and EGP was that, ESP courses served a "utilitarian purposes" (Mackay

& Mountford, 1978) while, Crystal (1996) said, "EGP aimed at establishing a general level of proficiency".

According to Hutchinson and Waters the difference between ESP and General English is "not the existence of

need but rather an awareness of the need". The difference is "in theory nothing, in practice a great deal"

(Hutchinson & Waters, 1987, p.53).

Frinculescu (2009) puts, "English gains the status of Lingua Franca" due to its vast importance and usage across

the world. Most of the medical journals are in English and paramount contributions in medicine and science are

published in English. Both in American and international journal, English became a vital medium for the

transmission of information in recent years. Along with presence of traditional communication system in English,

there is also the WWW and computer networking system which operates in English languages. The consequence

of this has been the rapid export of English into other language cultures (Frinculescu, 2009). In the last five years

the discipline of EMP has lived powerfully in international countries. Its range is from Hong Kong to US.

English is used as an instrument across the World (Master, 2005). Now, English became the "Premier research

language" among the language of medicine (Swales, 2004).

Medical English is highly technical and contextually based. In workplace doctors use technical and academic

language, and use jargons and common language. They hardly focus on proper sentence structure. Medical

English is the advanced English, thus it cannot be taught as the same method of fundamental English language

teaching. Health professionals and students of health department of a university or college are the EMP learners.

The aim of EMP learning is not to learn primary grammar and structure but to learn use of language for social

and career relations (Niazi, 2012, p.51).

EMP courses like ESP courses should be designed accordingly to learner's needs and purposes, first thinking are

that who are the medical learners can be and what are their purposes. English language course should enhance

the communicative effectiveness of EMP learners. It is based on instructional methodologies like content-based

and problem-based learning. For the purpose of real life communication in classroom, the use of technological

equipment is an important aspect of EMP course. Medical terminology are also include in ME course.

Traditional methods like grammar translation method and vocabulary t eaching method have also been found

(Maher, 1986).

Needs analysis had taken the needs of students in terms of EAP and EOP: "which aims to specify as closely as

possible what exactly it is that students have to do through the medium of English" (Robinson, 1991). It was

"designed to meet specified needs of the learner" (Johns & Dudley- Evans,1991). According to Robinson (1991)

needs analysis is the important and crucial factor of ESP. Learners' target needs and learning needs are assessed

ijel.ccsenet.org International Journal of English Linguistics Vol. 8, No. 5; 2018

207

by using different evaluation techniques. These evaluation strategies are used to determine the communicative

needs of learners in specified fields (Brown, 1995). Based upon the information obtained from the need analysis

process, new courses are designed or existing courses are modified.

2.2 Curriculum Design for Medical English

Niazi (2012) pointed out that, the requirements of Medical English language teaching are a new and modern

approach. Teaching medical English should be different from teaching of general English language. Medical

students gathered a large amount of medical knowledge and skills in their medical education. The purpose of

learning English at this level is for the use of language in their medical studies rather than learning grammar and

primary structures. For the help of non-native English speaking, students of medicine learn English jargons, for

that reason, information about medical discourse and register should be mutual with pedagogical skills of a

language teacher.

The curriculum of medical English course should be based on medical English rather than rules and structure of

English language. DuGas, Esson and Ronaldson (1999) have given a lesson format. It has followed an 'A'-'B'

format. Lesson 'A' has establish its center on vocabulary presentation and acquisition. Lesson 'B' gives chances

to apply learning from the preceding lesson into context. Learning exercises in Lesson 'B' can comprise using

real hospital forms and charts, use of medical equipment, role playing assessment, open exploration of

treatments and interferences related to the key subject. Understanding that, discussions including all students are

improved as health professionals try to consult and confer, sometimes c onversation about medical-health setting

can be practices. They have also stated that Medical English should be taught from the following perspectives of

health and medicine care:

• It is necessary to emphasize on grammar, structure and vocabulary acquisition.

• Teachers are mandatory to be language instructors as well as health professionals.

On the other hand, lesson and case studies consist on easy and complex medical practices, anatomy, physiology,

pharmacology, pathology and treatment. The aim to get ready the learners for ongoing studies in English,

preparing them for exams and for English language proficiency at work that can be specific to career. Applying

the EMP approach to teaching medical English can be useful in regard to providing feedback from graduates of

the medical faculties.

EMP courses like ESP courses should be designed accordingly to learner's needs and purposes, first thinking are

that who are the medical learners can be and what are their purposes. English language course should enhance

the communicative effectiveness of EMP learners. It is based on instructional methodologies like content-based

and problem-based learning. For the purpose of real life communication in classroom, the use of technological

equipment is an important aspect of EMP course. Medical terminology are also include in ME course.

Traditional methods like grammar translation method and vocabulary t eaching method have also been found

(Maher, 1986).

A course should be designed for health department with the concept of how to improve learners' learning in ESL

context. Course started journalistic writing and use of time magazine, next step is reading medical literature.

Finally watching videos about medical issues and performing dramas. According to writer, at the end of the

semester students improve English because they found the very useful and authentic learning with this

instruction. The communicative skills made great progress through discussions and communication. He

concluded that students experienced the pleasure of learning in groups as considering on appealing health issues

(Bailey, 2000).

The textbooks for teaching EMP are suitable for doctors, medical students and those w ho have it in mind to work

in a foreign country. The various skills and cross-cultural awareness are adept in the different units. Constant

innovation and development are occurs in medical field, the content of the books is modernized in every edition

(Holmstrom, 2005).

Shirvan (2008) described, following four reasons for English instructions because medical students have:

• to read academic literature in English,

• to make discussion with their colleague from English speaking countries or from non-English speaking

countries for medical interrelated determination,

• opportunities to study or job in English speaking countries,

• to use English widely in their future career as well as it is extensively used by professionals.

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208

Shirvan (2008) has more recommended that, the curriculum designer should be keep in mind who are the

students, what are their motivations and recognize the viewpoints of the EMP teachers.

3. Research Methodology

3.1 Framework of Research

Design of research is the set and framework of procedures and methods used in collecting and analyzing the

specified variables and research problem. It defines the type of study, data collection methods and statistical plan.

The nature of this research was descriptive. Descriptive research describes the characteristics of population and it

usually precedes the explanatory research. It aims to describe the characteristics and data what have been studied.

It involves frequencies, averages and statistical calculations. It involves gathering data that explain events and

after it organizes, tabulates, depicts, and describes the collected data. It frequently uses visual aids like tables,

charts and graphs to help the reader in understanding the data distribution. The researchers have selected the

mixed method approach for conducting this research keeping in view different consideration. It includes the

mixing of quantitative and qualitative methods. Population of this study was doctors and enrolled students of

MBBS in all medical colleges of Southern Punjab. In Southern Punjab, Medical colleges are in three districts:

RYK, BWP and Multan.

Table 1. Figures of medical colleges taken from the website of PMDC

Districts Public Sector Medical

Colleges

Private sector Medical

Colleges

Tot a l

RYK 1 0 1

BWP 1 0 1

Multan 1 3 4

Total 3 3 6

A sample of the study was conveniently selected from Sheikh Zayed Medical College and Hospital Rahim Yar

Khan. 200 students of MBBS were selected conveniently from Sheikh Zayed Medical College Rahim Yar Khan

for this study to analyze the English language needs in their academic and future career. Furthermore, twenty

doctors were selected conveniently from Sheikh Zayed Hopital RYK to analyze the professional linguistics

needs. In this study closed ended questionnaire was used for medical students for the purpose of data collection.

The questionnaire used for doctors consisted closed ended and open ended questions.

3.2 Description of Questionnaire for the Students and Doctors

In the process of questionnaire construction the first step was gathered information about academic and

professional activities of medical education. For this purpose researchers made informal discussions and

interviews with doctors. Further the researchers read relevant literature and the previous researches done in the

field of EMP. After gathering information through process on Needs Analysis, the inventory was developed. The

questionnaire was made valid and reliable in the pilot testing phase; after which it was made ready to administer

among the sample determined for this study. The detailed description of questionnaire for medical students is as

follows:

Table 2. Description of data collection inventory

Part Part name Description of parts Scale

1 Demographic

information

In this part researcher asked about gender, age, class and medium of high

school of the medical students.

No scale was used for

this part

2 Importance of

English

This part was consisted on the importance of English language. In this part

eight questions were designed to ask the importance of general and medical

English in their educational and professional settings.

Five points Likert

scale of importance.

3 Necessities This part was designed to examine the opinions of using and learning the

English language skills (listening, speaking, reading and writing).

Five point Likert

scale of agreement.

4 Analytical

assessment

Aim of this part was to analyze the medical students' existing level of

proficiency in linguistics skills and factors. Thirteen items were used for this

purpose.

Five points Likert

scale of quality.

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209

4. Data Analysis

Data were gathered from two groups of medical discourse community: medical students and doctors.

Questionnaire one was used to gather data from medical students and questionnaire two was used to gather

information from doctors.

4.1 Data Analysis of Responses Obtained from Medical Students

Questionnaire one has six parts, each part consists of sub items. First part was the demographical information,

which deals with students' personal information, part two was the importance of English and next part was the

necessities which cover the area of language skills by using sub items. Fourth part was the analytical information

which deals with the existing proficiency level of medical students. Next part was about the learning needs that

consisted of eleven questions. Lacks and wants was the last part, in this part nine statements was designed.

This part provides quantitative analysis in regard of importance of English language in academic and

professional medical settings. For this purpose five point Likert scales was used to determine the opinion of

respondents.

Table 3. Importance of English

Importance of English Frequency Mean S.D

EI

5

1

4

SI

3

MI

2

NI

1

English for medical academic studies 113 62 14 4 7 4.35 .955

English for medical profession 79 91 19 3 8 4.14 .944

EMP course 72 79 31 9 9 3.98 1.051

English language skills 57 94 31 12 6 3.92 .974

Understanding medical terminology 80 68 31 9 12 3.98 1.286

Pakistani medical discourse 70 69 30 8 23 3.78 1.286

The data in above table showed that how many students mentioned that English was extremely important and

that English was important for them. Whereas, some students reported that English was somewhat important and

others believed that English was minimal important and remaining believed that English was not important for

academic and professional settings. Data shows that English language is rated as very important at academic

level, at professional level and for understanding medical terminologies. Majority of the respondents emphasized

upon the need of English language course which could fulfill their academic and professional needs.

Table 4. Using language skills

Using language skills Frequency Mean S.D

SA

5

A

4

UN

3

D

2

SD

1

Daily conversations 104 64 16 14 2 4.27 .950

Discussion on medical issues 68 96 14 13 9 4.00 1.039

Seminars and conferences 72 90 18 14 6 4.04 1.004

Presentations 83 79 16 13 9 4.07 1.077

Read textbooks 90 84 13 7 6 4.22 .937

Read articles and journals 81 84 17 8 10 4.09 1.048

Write laboratory reports 78 84 19 9 10 4.06 1.057

Take notes during lectures 79 83 15 18 5 4.06 1.028

Write research paper 90 73 12 16 9 4.10 1.110

This part was designed to identify the opinions about using and learning four English language skills. Table 4

presents the frequencies and percentages of responses a bout using and learning four English language skills. The

data in above table showed that how many respondents were strongly agreed, agreed and were not sure about

using language skill. Data also indicate that some respondents were disagreed and others were strongly disagreed

with regard to use language skills in medical settings. The overall mean value of learners' responses was more

than 4, that indicates that vast majority of respondents opined that they use English language in their daily

conversations, to discuss medical issues, reading textbooks, journals, medical reports and research papers.

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Table 5. Skills and factors

Skills and factors Frequency Mean S.D

Excellent

5

Good

4

Average

3

Below average

2

Poor

1

Listening 52 43 76 21 8 3.55 1.106

Speaking 21 37 47 69 26 2.79 1.197

Vocabulary 10 33 64 63 30 2.65 1.079

Grammar 12 34 45 58 51 2.49 1.211

Pronunciation 20 32 57 64 27 2.77 1.172

Comprehension of medical

terminology

17 41 67 62 13 2.94 1.057

Table 5 was designed to identify the existing proficiency level of medical students in different language skills

and factors. The presented frequencies of students show their existing proficiencies in different skills and factors

of language. Data shows that mean value of listening proficiency was highest i.e. 3.55 rated as good. On the

other hand, mean score of speaking proficiency was 2.79, vocabulary 2.65, grammar 2.49, pronunciation 2.77

and medical discourse proficiency was rated as 2.94. It relates that majority of the medical students rated their

language proficiency at "average" level.

Table 6. Lacks and wants

Lacks and Wants Frequency Mean S.D

Always

5

Very

Often

4

Some

Times

3

Rarely

2

Never

1

Not able to communicate about medical

related topics

64 43 46 19 28 3.48 1.389

Not able to understand medical books,

articles and magazines

62 44 49 17 28 3.48 1.374

To understand medical related instructions

and lectures

66 51 36 21 26 3.55 1.381

To comprehend Written case histories 57 56 40 19 28 3.48 1.363

This part was designed to identify the opinions of medical students about their lacks and wants regarding English

language learning. In the above table the perceptions of medical students are presented quantitatively regarding

learning English language. Data divulges that students quite often fail to communicate well about medical

reports. They face a lot of problems in developing good understanding about English books, articles, magazines,

case histories and lectures.

5. Findings and Discussions

5.1 Summary of the Findings

Students' opinions about the importance of sufficient English proficiency to perform their studies effectively as

87.5% students mentioned that English was important for their studies. Responses about the importance of

English in medical profession as 85% students believed that it was important. Respondent's opinion about the

importance of English for medical purpose as 75.5 % students believed that it was important. Students' opinions

about the importance of language skills 75.5% respondents believed that it was important. Students' perceptions

about comprehension of medical terminology as 74% believed that it was important. Students' perceptions about

the importance of English for Pakistani medical discourse community as 69% students believed that it was

important.

The overall findings of students' perceptions about necessity of listening skill for daily conversations showed

that 84% students were agreed that it was used in daily conversations. Student's perceptions about necessity of

listening skill to comprehend discussions on medical issues showed that 82% students were agreed. Students'

responses about using speaking skill to participate in class discussions showed that 84.5% were agreed that it

was needed. Students, responses about using English speaking skill in presenting oral reports showed that 78%

respondents were agreed with it. Students' responses about necessity of speaking skill in presentations at medical

conferences and seminars showed that 81% respondents were agreed with it. Students' responses about the

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211

necessity of reading skill to read textbook showed that 87% respondents were agreed that reading skill was

necessary. Students' responses about necessity of reading skill to read medical articles and journals showed that

82.5% respondents were agreed. Students' responses about the necessity of writing skill to write laboratory

reports showed that 81% respondents were agreed with it. Students' responses about necessity of writing skill to

take notes during lectures showed that 81% respondents were agreed that it was necessary. Students' of

responses about using writing skill to write research papers showed that 81.5% respondents were agreed that

writing skill was necessary.

About existing proficiency in listening skill 52.5% students perceived that their listening skill was not adequate.

About existing proficiency in speaking skill 71% students perceived that their speaking skill was not adequate.

Existing proficiency in language factor of English vocabulary 78.5% respondents perceived it was not excellent.

Existing proficiency in language factor of English grammar 80.5% respondents considered that it was not

excellent. Existing proficiency in language factor of English pronunciation 74% students perceived that it was

not excellent. Existing proficiency in comprehension of medical terminology 73.5% students perceived that it

was not excellent.

Data shows that majority of the students 69.5% suggested that English should be taught as subject in the first

professional year of medical students. Similarly, majority of the students further opined that English taught to

them should be relevant to their medical fields and medical profession. They also agreed that medical students

don't have sufficient knowledge about English used in medical profession and medical discourse.

Students' responses about that they are not able to communicate perfectly about medical related topics in English

showed that 53.5% students were agreed that they are not able to communicate perfectly. Students, responses

about that they are not able to comprehend easily medical books, articles, and magazines which are published in

second language showed that 53.0% respondents was agreed that they had difficulties. Students' responses about

that they should be able to understand medical related instructions and lectures showed that 58.5% respondents

were agreed.

Doctors' perception about the importance of sufficient English proficiency to perform professional activities

showed that 70% respondents reported that it was important. Doctors' perception about the importance of

English for medical purposes as 65% respondents reported that it was important. Doctors' perception about the

importance of English language skills for medical studies showed that 60% respondents reported that it was

important. Doctors' perception about the importance of comprehension of medical terminology showed that 70%

respondents mentioned that it was important. Doctors' perception about the importance of English for Pakistani

medical discourse community showed that 55% respondents believed that it was important.

Doctors' responses about using English in seminars showed that 55% respondents were agreed that it was used.

Doctors' responses about the English needs in order to read medical literature showed that 75% respondents

were agreed that it was used. Doctors' responses about the needs of English to understand the manuals of

medical equipment showed that 85% respondents were agreed that it was used. Doctors' responses about the

needs of English to communicate with foreign patients showed that 85% respondents were agreed that it was

used. Doctors' of responses about the needs of English to write professional purpose letters showed that 80%

respondents were agreed that English was used. Doctors' responses about the using of English during meetings

showed that 80% respondents were agreed that it was used.

5.2 Interpretation of Research Questions

The findings related to each research question are presented as follows:

5.2.1 What Are the English Language Needs of Medical Students in Their Academic Activities?

In response to the findings related to first research question the opinions of majority of respondents that English

was important for medical students. They believed that EMP was important for Pakistani medical discourse

community. The overall findings of students' perceptions about necessity of English language skills indicated

that English was used in different academic activities like to follow lecture instructions, discussion on medical

issues, in seminars and conferences, in presentations, to read articles and journals, to comprehend graphs and

charts, to write laboratory reports, assays and research papers. Students' responses about instructions for medical

English should start from first year of medical classes 70% respondents were agreed. EMP can be taught for

academic purpose to medical students. It was taught in work and pre-work situations, for example to practicing

doctors. So, it was very important to distinguish between the different needs of the group. The needs of medical

students were to read articles and textbooks, write clinical reports and short essays (Dudley-Evans & St. John,

1998).

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5.2.2 What Are the English Language Needs of Doctors in Their Professional Career?

In response to the findings related to the second research question the opinions of the majority of doctors that

English was important for medical students. Responses showed that English language was important for

Pakistani medical discourse community. Respondents mentioned that all language skills are important in medical

profession. The overall findings of the doctors' responses showed that the English language was used in various

professional activities like to participate in seminars, to read medical literature that was published in English

language, to understand the manuals of medical equipment, to communicate with foreign patients, doctors and

other health professionals, to write medical purpose letters and medical prescriptions and taking case histories.

The official language is English for medical representative in Pakistan. They have needed to interact and

communicate in English with educated class. They are required to perform their occupational needs like

meetings, presentations and briefings in English. English for this purpose is more useful than any other language.

Medical representatives are required to interact in English with professional trainers, chemists, officers,

colleagues and medical organizations. English has gained the status of international language, so, it is important

that medical representatives of Pakistan should be competent in use of English for their professional activities

(Khan, Awan, & Afzal, 2016, p. 45). EMP was a type of ESP. Medical doctors and learners had different reasons

for learning medical English. One of the reasons was that they had needed to read books and journals in medical

genres. Doctors and nurses also need to speak with colleagues, to make use of important database available on

the internet, to contribute in international conferences, to write research papers for journal publications, to take

postgraduate courses in the U.K or in U.S, and work effectively in hospitals where English was used as a first

language (Kawagoe, 2009).

5.2.3 What Is the Existing Level of Proficiency in English Skills Among Medical Students?

In response to the findings related to third research question the perspectives of students related to existing

proficiency in listening skills 52.5% students reported that it was not adequate, in speaking skill 71% students

perceived that their speaking skill was not adequate, in reading skill 60% students perceived that their reading

skill was not adequate and in writing skill 60.5% learners perceived that their writing skill was not adequate.

Existing proficiency in language factor of English vocabulary 78.5% respondents perceived it was not excellent,

in language factor of English grammar 80.5% respondents considered that it was not excellent Existing

proficiency in comprehension of medical terminology 73.5% students perceived that it was not excellent.

According to respondents difficulties are encountered to speak English efficiently at seminars and conferences.

Students had different level of English proficiency, therefore; extra English language classes should start for

those students. English has gained the unquestionable status in Pakistani professional and occupational settings.

In Pakistan the medical representatives have strong needs and motivation to acquire English for different

job-related activities. At this time, for the purpose of enhance the medical representative's English language

competence there is no English courses are present (Khan, Awan, & Afzal, 2016, p.44).

5.2.4 What ESL Course Can Be Designed Based Upon the Information Gathered During the Present Study?

The findings related to fourth research question, respondents mentioned that EMP should start in medical

colleges. They recommended problem based learning. The course content should be key vocabulary,

terminology of medicine and communication skills. Niazi (2012) pointed out that, the requirements of Medical

English language teaching were a new and modern approach. Teaching medical English should be different from

teaching of general English language. Medical students gathered a large amount of medical knowledge and skills

in their medical education. The purpose of learning English at this level was used of language in their medical

studies rather than learning grammar and primary structures. For the help of non-native English speakers,

students of medicine were learning English jargons for that reason; information about medical discourse and

register should be mutual with pedagogical skills of a language teacher.

6. Conclusion

The conclusion of the study was made according to the findings obtained from the data given by medical

students and doctors. The main point of the study was to identify the language needs of medical students and

doctors. They had several reasons to learn English for medical purpose. In their academic setting they had

different needs to cope a variety of tasks such as reading books, journals and magazine, to understand lectures.

Similarly, in professional settings, doctors had different needs of to perform their tasks effectively such as to

participate in seminars, to communicate natives and to read medical texts. English has gained the status of lingua

Franca in an international community of medicine. A large number of Pakistani students and doctors go abroad

for their higher education and job settings, where medium of communication is English language, therefore; the

strong need of EMP was existed in this situation. In Pakistani medical colleges, English is taught as non-credit

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213

course to medical students during their entire academic career. They are not trained well to develop effective

communication skills. However, it is integral to impart effective English proficiency skills among doctors as they

face a lot of problems in their academic and professional areas due to their poor language proficiency skills.

7. Recommendations

There are several recommendations concerning to recommend a course of English for medical purposes:

1) The research recommends that medical learners were not satisfied with their existing proficiency of English

language as the amount of English instructions given to them was not sufficient. There is a need to EMP course

that should address the academic and professional needs of medical discourse community.

2) The learners come from different linguistics, regional and cultural backgrounds, so the need of English

course in medical colleges can play a vital role for creating mutual understanding.

3) Both general and medical English should start in the first year of medical college. EMP course should be

designed specifically as medical students should adapt it easily.

4) Needs analysis process should be conducted to explore other areas of language needs. It can be conducted

on a larger scale where ESP practitioners can be involved.

5) A further study should be conducted at different level of medical education. The course of English should

be designed and divided according to preclinical and clinical needs. Similarly, various fields of medical

profession like nursing, operation theatre, medicine, and medical discourse can be included.

6) English language refresher courses and workshops should be introduced for continuous professional

development of doctors.

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... The significance of the research is to show the possibilities of distant learning for medical students to do the course of English efficiently. The course of English is chosen as the English language is considered to be an international language, so-called lingua franca, that facilitates further educational and professional development, international communication, science, academia, and the internet (Abugohar et al., 2019;Džuganová, 2019;Lodhi et al., 2018;Yang et al., 2019). ...

... In Pakistan, the course of English for Medical Purposes relies on problem-based and content-based learning (Lodhi et al., 2018). To create real-life situations to practice communication, researchers suggest using information and communication technologies. ...

... But there is still place for medical terminology teaching and grammar translation method. As for a lesson format, it has a twofold structure: the first lesson focuses on vocabulary presentation and acquisition whereas the second one -on applying new material in the context that can be filling in hospital forms and papers, using some medical equipment, exploration of treatments, writing emails, discussing medical experience and others (Antić, 2015;Lodhi et al., 2018). ...

In 2020 the world encountered a new virus. Nobody could predict it but it happened. The boundaries between countries were closed, people were obliged to stay at home, schools and universities were shut and the education was transferred online. We have to admit that not all educational institutions were ready to switch to the online format of teaching in such a short period. However, in conditions when there are no possibilities for face-to-face teaching educators are forced to find the most efficient ways of teaching English. In this paper, the authors aim to investigate online resources able to compensate for the lack of face-to-face communication. While doing research critical analysis of existing literature and generalisation of teaching experience were used. The findings revealed that even in distant learning particular resources can recompense for the absence of offline learning.

... Therefore, once ESP (English for Specific Purposes) concept was proposed by Hutchinson and Waters back in 1987 after the World War II, people tended to create or design a specific course for medical students called Medical English (ME). Medical English mainly focuses at the technical and contextual based (Lodhi, Shamim, Robab, Shahzad, & Ashraf, 2018). Also, ME is categorized as extremely different with general English that has been existed since the beginning of the spread of English because eventually ME is strongly related to medical workers' needs and is directly connected with their future skill. ...

... Previous study showed that English language course and workshops should be constantly exposed to the doctors and future medical workers so that the medical workers communication skill needs will be achieved (Lodhi et al., 2018). This study proved that communication skills of the students is one of the most pivotal needs that should be considered while designing an ME course. ...

... Furthermore, the data also stated that the communication or interaction skill of a doctor is important because it will influence the way patient connect with them and trust them. This result also shared the same idea with two studies conducted by Kayaoğlu andAkbaş in 2016 andLodhi et al. in 2018. Both studies explained the importance of interaction or communication skill for medical students during their study. ...

  • Gea Carnando

English impacts many sectors of life, including job of people. The massive spread of English has brought a high demand on teaching English for many specific jobs. However, the teaching of English did not fulfill the significant needs of those workers, because the English that has been taught was general English. One types of the job that needs to learn ESP is the medical workers or in this study, a Doctor. Many barriers can impede communication between a doctor and a patient. Therefore, this study was conducted to find the need analysis by gathering data from 40 medical students, a doctor, an ME teacher, and a foreign patient using questionnaire and interview. The result showed how importance to conduct a need analysis to design an ME course.

... The point that Stribling (2005) made was that the language of science can be made unintelligible by the excessive use of technical terms. (Lodhi, Shamim, Robab, Shahzad & Ashraf, 2018) asserts that students and doctors need English in their professional settings in skills such as the reading of books, journals and magazines, to understand lectures, to participate in seminars, to communicate with natives and to read medical texts. The main question of the study was to ask the English language needs of medical students in their academic activities and as doctors in their professional career. ...

  • Lazarus Gawazah Lazarus Gawazah

The contemporary English language demands for the information and technology (IT) industry are largely motivated by developments in modern digital communication technology. Modern computerised machinery with complex operational and installation manuals require high levels of literacy in all language skills as more and more machines are constantly being developed. It is for this reason that IT students need to be taught field specific English language courses that prepare them to perform well in their academic language related tasks and as future Computer Scientists. The purpose of this study therefore, was to investigate the contemporary English language needs for Computer Science students at NUST. The study determined the extent of the existing language needs and gaps. The material design model (Hutchinson & Waters, 1987) was applied as a framework for this study. The model assumes two aspects, the Target Situation Analysis (TSA) and the Present Situation Analysis (PSA). Target needs refer to what the learners need to do in the target situation for them to be able to learn. The Present Situation Analysis addresses students' lack in language proficiencies. A mixed methods study design was applied. The quantitative method analysed data using the descriptive statistics method while the qualitative method analysed data through explanatory means. A total study population of 170 (ΣN = 170) was studied. The sample size was (ΣS = 118) derived using the convenience sampling method. The data were collected using three mixed methods research instruments. An essay competency performance evaluation scale and two questionnaires were employed. The study findings revealed that there is a need to develop the essay competency writing skills for IT students. The students lacked the knowledge of technical vocabulary, which ultimately weakened their scientific arguments. They need to be taught field specific language courses as a way to prepare them for their current academic and future occupational language needs. Furthermore, the study revealed that there is a gap between what is currently offered to Computer Science students and the tasks that they are expected to perform in the IT industry. The study recommends the assignment of trained English for Specific Purposes practitioners to teach English for Science and Technology courses. IT students can be taught with examples of texts related to their field of study. Lastly, the study recommends that Computer Science language lecturers should be encouraged to use science related academic language in the classroom.

... Communicative activities like participating in international seminars and communicating with foreign patients need English speaking skills. Other needs of English, reading English medical literature, and understanding the manuals of medical equipment, are examples of activities requiring English reading skills (Antic, 2007) ; (Mcfarland, 2009) ; (Lodhi et al., 2018) . ...

  • Sri Wahyuni

The objective of this study was to link and match the needs for an academic and professional career for medical students. The rationale is what English skills and communicative needs are learned at university should meet their needs in accomplishing their study and in pursuing their professional career. It is strongly believed that this link and match makes learning English take place. To achieve the aim of this study, descriptive analysis was used to analyze questionnaire responses. The questionnaires were distributed to 156 medical students of Baiturrahmah university who enrolled at Bahasa Inggris 6 course and had already passed Bahasa Inggris 1 to 5 courses. The finding indicated that 94,8% of medical students viewed that English was undoubtedly required for both academic and professional careers with listening and speaking skills as a priority. For medical needs, students viewed listening (82,27%) and speaking (82,21%). For professional needs, they believed listening 95.99% and speaking (85.25%) were the priority. Interestingly, for academic needs, medical students needed communicative skills and strategies for reading English journal articles to finish their studies. For a professional career, participating in international seminars was in demand. By the study, it is strongly assumed that accommodating this link and match will make studying English more meaningful and beneficial.Keywords: English Language, Needs, Link, and Match.

... A kommunikációs készségek erősítése éppen ezért elengedhetetlen és kiemelt fontosságú. Módszertanilag számos eszköz fellelhető a szaknyelvi órákon, például a mondatfordítás vagy a szókincs gyakorlása különféle módokon, de legtöbbször a feladat-és problémaközpontúság jellemző rájuk (Lodhi et al., 2018), mivel a hallgatók aktív bevonása pozitív hatással lehet a motivációjukra, még a kevésbé érdekes feladatok esetében is (Ryan -Deci, 2000). ...

A világban zajló globális folyamatok eredményeképpen igen megnövekedett a hallgatói mobilitás az elmúlt évtizedekben. Ennek a tendenciának köszönhetően számos európai, valamint magyar egyetemen is jelentősen átalakult a hallgatói populáció. Különösen népszerűek a négy orvosi egyetem képzései, amelyek a világ minden tájáról vonzzák a hallgatókat. A külföldi orvostanhallgatók motivációi az egyetem kiválasztásában igen változatosak, sokuk szeretné fejleszteni az angol nyelvtudását ily módon. Tanulmányaikhoz azonban elengedhetetlen a magyar orvosi szaknyelv elsajátítása, amely a szakmai gyakorlat alapvető fontosságú feltétele. Megtanulni egy, a sajátjuktól sokszor meglehetősen különböző nyelvet azonban nem egyszerű feladat. Amikor a külföldi hallgatók megkezdik tanulmányaikat a magyar egyetemeken, már rendelkeznek bizonyos elképzelésekkel és igényekkel, korábbi iskolai tapasztalataikra támaszkodva. Megtalálni a leghatékonyabb módszereket az etnikai és kulturális szempontból oly színes csoportokban sokszor nem kis feladat. Ennek a tanulmánynak a célja, hogy bemutassa egy longitudinális kutatás első szakaszának eredményeit, amely a 2018/19-es tanév tavaszi szemesztere során zajlott a Pécsi Tudományegyetem Orvostudományi Karán. Kényelmi mintavétel alkalmazásával, egy online kérdőív segítségével 133 külföldi orvostanhallgató fejthette ki véleményét a tanulási és tanítási módszerekkel és attitűdökkel kapcsolatban. Az eredmények azt mutatják, hogy a külföldi hallgatóknak meglehetősen hasonló elképzeléseik vannak a tanulási és tanítási folyamattal kapcsolatban, amely a későbbiekben segítséget nyújthat a hasonló, multikulturális csoportokban oktatók számára.

This longitudinal study aims to seek for solutions concerning the teaching and learning English at the Faculty of Medicine University of Mataram (UNRAM). The first year of the study is emphasized on the outcomes of needs analysis, which encompasses the Present Situation Analysis (PSA), the Target Situation Analysis (TSA), and the Learning Situation Analysis (LSA). Various data were collected form the documents of Standar Kompetensi Dokter Indonesia (SKDI) a.k.a. Competency Standards of Medical Doctors in Indonesia, the Graduates Profile of Faculty of Medicine UNRAM and the documents of student English proficiency levels within the last 5 years. Other sources of data were taken from a number of focused group discussions and in-depth interviews with students, alumni, subject specialists, management of Block, and various techniques. The data were then analyzed descriptively and qualitatively. Findings of the study show that the level of English of students at Medical Faculty was still far from being adequate to meet the SKDI. As such, three learning goals were generated from this study, i.e. the short-tem, mid-term, and long-term goals. The study suggests that to bridge the gap, the Faculty of Medicine needs to develop a number of language programs to prepare these students to achieve competencies that meet the standard of Graduate Profile and SKDI. The results of this study have an implication that the Faculty of Medicine needs to reconsider the policy of English improvement in terms of learning outcomes, materials, and time allocations.

  • Lazarus Gawazah Lazarus Gawazah

The present study is an appraisal of English for specific purposes (ESP) in the Namibian context and the viability of ESP business in Namibia. English for specific purposes (ESP) is divided into two main categories; English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) Dudley-Evans & Saint John, (1998). Since the Namibian independence in 1990, the knowledge of the English language use has significantly developed. The subject of English for Specific Purposes (ESP) plays an important role in developing suitable English language courses such as English for Academic Purposes (EAP) that is needed in all levels of learning while English for Occupational Purposes (EOP) is paramount to the workforce for the development of the Namibian industry.

  • Carolina González Ramírez

div class="page" title="Page 1"> Inglés con Fines Específicos (o ESP por sus siglas en inglés) nació en la década de 1960 como un área dedicada al análisis de textos técnicos. El énfasis en el uso del lenguaje en lugar de su forma se fortaleció a finales de la década, al igual que la tendencia de desarrollo de materiales. Las décadas de 1970 y 1980 vieron la consolidación del movimiento a partir del énfasis en las destrezas del lenguaje y el gran aumento en investigación. Se introdujeron conceptos claves tales como género , movimientos retóricos y asesor especialista . La investigación en el área ha prosperado en los últimos 20 años, especialmente en el ámbito internacional, donde nuevas revistas especializadas y la gran cantidad de artículos presentados para publicación comprueban la actual relevancia del área. Así como ha evolucio- nado el campo de ESP, así también han cambiado las definiciones dadas a este. Ya sea que ESP se considere una estrategia o una disciplina, o que cambien sus características o variables , ESP siempre se ha adaptado y continuará adaptán- dose para satisfacer las necesidades vocacionales o profesionales de su población meta, por lo que siempre tendrá un valor añadido de inmediatez y actualidad, pues como lo indica Harding (2007), ESP enseña el lenguaje para llevar a cabo ("the language for getting things done" (p. 6). </div

  • Peter Master Peter Master

The domain of English for Specific Purposes (ESP) has had a strong research tradition since its inception in the 1960s. This chapter delineates the current research concerns of ESP in order to gain a sense of the direction in which the field is moving, with a special focus on the years 2000-2002. The information is gleaned primarily from the pages of the flagship journal of the field, English for Specific Purposes, which editors of the journal have often used as an indicator of major trends in the field (e.g., Dudley-Evans, 2001; Hewings, 2002; Master, 2001). The chapter surveys data-based studies as well as descriptions of ESP programs and environments, such as shadowing a business manager. It then examines current issues that concern the field and concludes with an investigation of the most significant research question that can be asked about ESP: Does it work?

  • Ann M. Johns Ann M. Johns
  • Tony Dudley-Evans

Over the past 30 years, English for specific purposes has established itself as a viable and vigorous movement within the field of TEFL/TESL. In this paper, English for specific purposes is defined and its distinguishing features examined. The international nature and scope of the movement are particularly emphasized. Finally, questions and controversies surrounding the movement are discussed.

  • John M. Swales John M. Swales

1. Toward a world of genre 2. The role of English in the research world 3. Theoretical and methodological issues 4. 'Getting done': The PhD dssertation 5. The PhD defense 6. Research talk and research talks 7. The Research Article Revisited 8. Three remaining issues.