The application of production-oriented approach research teaching method in medical academic English course

• Published in: PloS one Vol. 19; no. 2; p. e0296249
• Main Author: Liu, Zheng
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 29.02.2024; Public Library of Science (PLoS)
• Subjects: Biology and Life Sciences; Curricula; Databases, Factual; Education; Educational Personnel; English as a second language; English education; Humans; Medical education; Medical personnel; Methods; People and Places; Problem-Based Learning; Review Literature as Topic; Social Sciences; Students; Study and teaching; Teachers; Teaching; Training; China; United Kingdom
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0296249

The purpose of this study is to investigate the efficiency of the production-oriented approach research (POA-R) teaching approach on academic English courses. The six-week study involved thirty-nine postgraduate students from Guilin Medical University studying medical technology. These students were randomly divided into POA-R (19 participants) and non-POA-R (20 participants) groups. The process of study in the POA-R group was divided into three stages, motivating, enabling, and assisting. The instructor gave the class a task at the motivational stage that involved taking the academic IELTS exam, writing a review article and giving an oral presentation about their research topic. At this stage, students are challenged to find relevant information searching PubMed and other literature databases. The teacher served as a facilitator of learning and would not offer information related to the tasks. During the enabling phase, students were encouraged to ask their supervisor for help and guidance. Students ask questions in class, and the instructor discusses the questions with the students and guides them to solve the questions independently. During the assessment stage, students take the academic IELTS exam, finish the review article, given an oral presentation related their research project, and complete an instructional questionnaire. The non-POA-R group was instructed by the teacher lecture method, comprising six lectures and an oral presentation in addition to the completion of a review article. The final grades of course include a review article, an oral presentation, and an academic IELTS test. The results revealed that the students in the POA-R group outperformed the non-POA-R group in terms of mean scores on the IELTS exam, oral presentation, and review article. To further support and demonstrate the advantages of the POA-R teaching approach, an instructional questionnaire using Likert scales and the attitudes of their supervisors was employed. In conclusion, the POA-R teaching approach is a highly successful strategy for enhancing postgraduate students’ academic English proficiency. It greatly enhanced the participants’ academic knowledge, learning interest, and active learning.