The study concludes that blended learning optimizes pedagogical flexibility, mitigates speech anxiety, and significantly upgrades professional English speaking outcomes in vocational medical contexts.
Abstract
The globalized landscape of healthcare services demands that Medical Record professionals possess proficient English communication skills, particularly in international coding standardizations (ICD-10/ICD-11), patient admissions, and inter-professional reporting. However, non-linguistic healthcare students often face high speaking anxiety and limited classroom exposure. This study evaluates the effectiveness of a Blended Learning model in enhancing the English speaking skills of second-semester Medical Record students at Universitas Bhakti Hasta Mulia Madiun. A quantitative pre-experimental design (one-group pre-test/post-test) was deployed, involving 52 students (40 females and 12 males). The blended framework integrated synchronous face-to-face communicative simulations (medical role-playing) with asynchronous digital platforms (Learning Management System and video-recording tasks). Speaking proficiency was measured using an analytical rubric assessing pronunciation, fluency, grammar, vocabulary, and professional comprehension. Data analysis via paired sample t-test revealed a highly significant improvement from pre-test (M = 62.45) to post-test (M = 78.12), with p < 0.001. Female students demonstrated higher baseline scores, whereas male students exhibited a higher rate of progression. The study concludes that blended learning optimizes pedagogical flexibility, mitigates speech anxiety, and significantly upgrades professional English speaking outcomes in vocational medical contexts.
Academic writing is a critical skill for researchers and educators. However, many, especially in nonnative English-speaking contexts, face challenges in mastering it. This study employed action research (AR) involving 27 participants to address these challenges through the design and implementation of an academic writing workshop for postgraduate students and lecturers from the Facultiesof Medicine, Health Sciences, and Pharmacy. The AR workshop integrated hands-on learning, structured guidance, and innovative tools such as ChatGPT to enhance participants’ academic writing self-efficacy. A validated self-efficacy writing scale and a structured open-ended feedback form were used to evaluate the effectiveness of the AR intervention. A mixed-model repeated-measures analysis of variance (ANOVA) revealed self-efficacy scores increased significantly from 48.39 (SD = 6.71) to 59.07 (SD = 7.27) after the workshop (p < 0.001; mean difference = 10.68, 95% CI: 8.37 to 12.99). The main effects of gender and role (student versus lecturer) were not significant. Nevertheless, interaction effects revealed that male participants and students improved significantly more than female participants and lecturers. Using McNiff’s AR framework analysis, the thematic synthesis revealed key barriers to academic writing, such as challenges in initiating and structuring ideas, and highlighted the importance of engaging environments and the integration of artificial intelligent (AI) tools. Institutional support is crucial for addressing logistical and methodological challenges,including obtaining ethics approval and raising awareness of the AR research paradigm. While the findings illuminate the path for targeted interventions to enhance academic writing, demographic disparities and systemic barriers warrant further investigation. This study offers actionable insights for developing inclusive, adaptable writing programmes for diverse learners in higher education.
Izzudeen Ayub, M. Iskandar, Siti Yusrina et al.· Education in Medicine Journa...· 0 citations
To capture the full value of active methods, instructional design must address this imbalance, prioritizing not only cognitive engagement but also efforts to strategically mitigate the perception of excessive workload so that increased rigor fully translates into positive affective and learning outcomes.
Nor Azmaniza Azizam, Dilla Syadia Ab Latiff, Nor Intan Shamimi Abdul Aziz et al.· International journal of res...· 0 citations
The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence and provides practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.
Roswita M. Aboe, Naniek Jusnita, Asrul M. Syawal et al.· Journal of Languages and Lan...· 0 citations
Speaking is a crucial skill in English language learning, yet many EFL students face challenges in pronunciation, vocabulary, fluency, and confidence. This study investigated the use of Slow English Podcast video content on Instagram to improve students’ speaking skills and explore their responses toward the media. Using a mixed-methods approach with a one-group pre-test and post-test design, the study involved 26 second-semester students of the English Education Program at Universitas PGRI Ronggolawe. Data were collected through speaking tests, observations, questionnaires, and interviews. The results showed that the mean score increased from 58.03 to 71.38, indicating a 23.01% improvement. A paired-samples t-test revealed a significant difference between pre-test and post-test scores (p < 0.05), confirming the effectiveness of the treatment. Students also expressed positive perceptions, highlighting the media’s accessibility, engaging content, and contribution to improving pronunciation, vocabulary, fluency, and confidence. These findings suggest that Slow English Podcast video content on Instagram is an effective and engaging medium for enhancing EFL students’ speaking skills.
Gisella Mayra, Christina I.T. Panggabean· Pro-ELLitera· 0 citations
English language proficiency has become an essential competency for healthcare professionals, particularly in specialized fields such as Nurse Anesthesia. Mastery of English is required to comprehend medical literature, establish effective communication with patients and multidisciplinary teams, and support patient safety. In the context of healthcare globalization, this skill has become increasingly critical (Fatonah, 2024). Several studies indicate that limited English proficiency can diminish the quality of care and increase the risk of medical errors. Alongside advancements in nursing education, instructional approaches have also undergone a transformation from conventional lecture methods toward active and participatory learning (Liansari et al., 2021). Methods such as simulation, case studies, and role-play are being widely implemented. Role-play is an interactive learning strategy that allows students to practice language skills within a simulated professional context. This method not only enhances speaking and listening skills but also fosters self-confidence and develops soft skills such as empathy, teamwork, and problem-solving. Furthermore, role-play has been proven to reduce anxiety and boost students' learning motivation. This study aims to explore the perceptions of Nurse Anesthesiology students at ITEKES Bali regarding the use of role-play in the Advanced English for Nurse Anesthesiologist course. This qualitative research was conducted using open-ended questionnaires distributed online. The questionnaires were designed to explore student experiences, perceived benefits, the impact on self-confidence, and contributions to soft skills development. Data were analyzed using a thematic approach through the stages of coding, theme categorization, and narrative-based conclusion drawing. The novelty of this study lies in its specific focus on nurse anesthesia, an area that remains under-researched within the context of English for Specific Purposes (ESP). Distinct from previous studies which are generally quantitative and broad in nature, this study employs a qualitative approach to capture students' subjective meaning-making of role-play-based learning. The results of this study are expected to contribute to the development of a more contextual, applicable curriculum that aligns with the clinical needs of nursing students in the global era.
K. C. Dewi, Ni Wayan Novi Suryati, Putu Rusanti et al.· Jurnal Ilmiah Mandala Educat...· 0 citations
The results of this study suggest that medical students' participation in curricular music ensemble performance can serve as a medium for teamwork and collaborative problem-solving, developing 'performance skills' such as adaptability and dealing with nerves in a context of peer support.
A. Orchard, Janell Sitoh, A. Wyatt et al.· Medical Teacher· 0 citations
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