USING BLENDED LEARNING TOOLS TO IMPROVE PROFESSIONAL VOCABULARY OF MEDICAL STUDENTS
Keywords:
blended learning, medical education, professional vocabulary, medical terminology, higher educationAbstract
the rapid digitalization of higher education has significantly transformed instructional approaches in medical education. One of the major challenges faced by medical students is the acquisition of professional medical vocabulary, which is essential for academic success and effective clinical communication. This study explores the effectiveness of blended learning tools in developing professional vocabulary competence among medical students. A quasi-experimental research design was employed, involving an experimental group exposed to blended learning and a control group receiving traditional instruction. Data were collected through pre- and post-tests, questionnaires, and classroom observations. The findings demonstrate that blended learning significantly enhances students’ vocabulary acquisition, retention, and contextual usage of medical terminology. The results suggest that integrating digital learning tools with face-to-face instruction provides a flexible, interactive, and learner-centered environment that supports professional language development in medical education.
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Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. University of Michigan Press.
Picciano, A. G. (2017). Theories and frameworks for online education. Online Learning Journal, 21(3), 166–190.
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