An exploration of language learning strategies employed by medical students in learning English medical terminology at Nguyen Tat Thanh University

Abstract

This study investigates the Language Learning Strategies (LLS) employed by medical students at Nguyen Tat Thanh University to acquire English medical terms. Using a mixed-methods approach, the research collected data from 627 questionnaire responses and semi-structured interviews with 11 students. Findings indicated that metacognitive strategies, such as goal setting, planning, and self-monitoring, were used most frequently, followed by cognitive strategies (i.e., repetition, contextual learning) and social strategies (i.e., peer collaboration and seeking support), while the least preferred strategies were memory, compensation, and affective strategies. There were a variety of justifications given for the choice, but generally, it was the intricate nature of Medical English that motivated the students towards the frequent use of the most effective and appropriate strategies for learning medical terms. The implications of this study are significant for curriculum designers and instructors in teaching English for Medical Purposes (EMP) courses, especially in contexts like Vietnam.