Development of an English for Medical Purposes Instructional Model Based on Dialogue and Semantic Mapping to Enhance English Critical Reading Abilities and Vocabulary Retention for Nursing Students in Western Bangkok
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This research aimed to: 1) develop an English for Medical Purposes (EMP) instructional model based on dialogue and semantic mapping to enhance critical reading ability and vocabulary retention for nursing students in Western Bangkok; 2) examine the model’s efficiency; and 3) assess student satisfaction. The sample comprised 100 nursing students from Bangkokthonburi University, selected using a simple random sampling technique, with the university serving as the sampling unit. The research instruments consisted of: 1) the instructional model evaluation form, 2) the English critical reading test, 3) the English medical terminology test, 4) the instructional packages including the teaching manual, lesson plans, post-assessments, exercises, and teaching materials, and 5) the semi-structured questionnaire on students’ opinions towards the developed instructional mode. A mixed-methods approach was employed, and data were analysed using descriptive statistics, paired-sample t-tests, the E1/E2 efficiency formula, and content analysis.
The research findings revealed that: 1) the developed instructional model consisted of six steps and was rated by experts at the highest level of satisfaction (M = 4.56, SD = 0.53); 2) the instructional model met the E1/E2 criterion, surpassing the 80/80 benchmark in all three testing phases (81.11/85.55, 81.33/80.83, and 80.63/80.35), indicating high efficiency in its application. Moreover, students’ post-instruction scores in critical English reading were significantly higher than their pre-instruction scores at the .05 level, demonstrating improved learning outcomes. Additionally, medical English vocabulary test scores taken 14 days after the instructional activities remained significantly higher than the immediate post-test scores, also at the .05 level, suggesting that the model effectively supported long-term retention; and 3) nursing students reported the highest level of satisfaction with the instructional model (M = 4.69, SD = 0.48) and expressed positive attitudes toward the learning experience. Ethical approval for the study was granted by the BTU Human Research Ethics Committee (BTUIRB No. 2568/81(5)).
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