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Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications
A Memrise-based Case Study
Series:
Maria Chojnacka
The ubiquity of mobile devices has opened the way to extending learning environments far beyond the constraints of the traditional foreign language classroom. This book seeks to advance the knowledge about effective learning and teaching of English for Medical Purposes supported by mobile environments. The author investigates the effectiveness of the use of a mobile version of a flashcard spaced-repetition learning platform. In conclusion, she presents core principles of an educational solution that supports the ongoing and situated learning of English for Medical Purposes by designing a mobile spaced-repetition medical vocabulary tutor («Mobile Medical English Companion»).
Book (EPUB)
- ISBN:
- 978-3-631-73063-8
- Availability:
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- Subjects:
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- Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2017. 205 pp., 47 b/w ill., 26 b/w tables
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- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Table of Contents
- List of tables
- List of figures
- List of abbreviations
- Introduction
- 1.1 Introduction
- 1.2 To ESP or not to ESP
- 1.3 Characteristics of ESP
- 1.4 ESP Methodology
- 1.5.1 Register Analysis Research
- 1.5.2 Rhetorical or Discourse Analysis Research
- 1.5.3 The Recent Past Research
- 1.5.4 Target Situation Analysis (Needs Analysis)
- 1.5.5 Towards the New
- 1.6 Concluding Remarks
- 2.1 Introduction
- 2.2.1 Impact of Latin on Medical Terminology
- 2.2.2 Core Lexical Features of EMP
- 2.2.3.1 Passivization and Personalization
- 2.2.3.2 Conditional Clauses
- 2.2.3.3 Hedging
- 2.2.3.4 The Use of Tenses
- 2.2.3.5 Sentence Complexity
- 2.2.3.6 The Use of Prepositions
- 2.3 Doctor’s English, Patient’s English
- 2.4 Standardization of Medical Writing
- 2.5.1 sTANDEM Certification
- 2.6 Concluding Remarks
- 3.1 Motivational Dimensions
- 3.2.1 Intrinsic and Extrinsic Motivation
- 3.2.2 Integrative and Instrumental Orientation
- 3.2.3 Other Theories of Motivation
- 3.3 Motivation in Mobile Learning
- 3.4 Learner Autonomy
- 3.5 The Role of the Teacher in EMP
- 3.6 Concluding Remarks
- 4.1 Introduction
- 4.2 Definitions of Mobile Learning
- 4.3 Review of Research on M-learning
- 4.4 The Nature of Mobile Learning
- 4.5 Intelligent Vocabulary Trainers
- 4.6 Flashcard Software
- 4.6.1 Memrise
- 4.7 Technology in Teaching ESP
- 4.8 Concluding Remarks
- 5.1 Introduction
- 5.2 Research Goals
- 5.3.1 Participants
- 5.3.2 Research Instrument and Procedure
- 5.4.1 Group Characteristics
- 5.4.2 Concluding Remarks
- 5.5.1 Answer to Research Question 1: To what extent are medical students open to the use of (mobile) technology in learning English for Medical Purposes?
- 5.5.2.1 The Analysis
- 5.5.2.2 Concluding Remarks
- 5.5.3 Research Question 3: How did learners evaluate the Memrise-rooted MALL as an EMP learning experience?
- 5.5.4 Limitations of the Study
- 5.5.5 Concluding Remarks
- 6.1 Introduction
- 6.2 Student Comments Analysis
- 6.3 New Educational Framework
- 6.4 App Design
- 6.5 Concluding Remarks
- References
- Appendix A (Questionnaire 1, Questionnaire 2)
- Series index
- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Table of Contents
- List of tables
- List of figures
- List of abbreviations
- Introduction
- 1.1 Introduction
- 1.2 To ESP or not to ESP
- 1.3 Characteristics of ESP
- 1.4 ESP Methodology
- 1.5.1 Register Analysis Research
- 1.5.2 Rhetorical or Discourse Analysis Research
- 1.5.3 The Recent Past Research
- 1.5.4 Target Situation Analysis (Needs Analysis)
- 1.5.5 Towards the New
- 1.6 Concluding Remarks
- 2.1 Introduction
- 2.2.1 Impact of Latin on Medical Terminology
- 2.2.2 Core Lexical Features of EMP
- 2.2.3.1 Passivization and Personalization
- 2.2.3.2 Conditional Clauses
- 2.2.3.3 Hedging
- 2.2.3.4 The Use of Tenses
- 2.2.3.5 Sentence Complexity
- 2.2.3.6 The Use of Prepositions
- 2.3 Doctor’s English, Patient’s English
- 2.4 Standardization of Medical Writing
- 2.5.1 sTANDEM Certification
- 2.6 Concluding Remarks
- 3.1 Motivational Dimensions
- 3.2.1 Intrinsic and Extrinsic Motivation
- 3.2.2 Integrative and Instrumental Orientation
- 3.2.3 Other Theories of Motivation
- 3.3 Motivation in Mobile Learning
- 3.4 Learner Autonomy
- 3.5 The Role of the Teacher in EMP
- 3.6 Concluding Remarks
- 4.1 Introduction
- 4.2 Definitions of Mobile Learning
- 4.3 Review of Research on M-learning
- 4.4 The Nature of Mobile Learning
- 4.5 Intelligent Vocabulary Trainers
- 4.6 Flashcard Software
- 4.6.1 Memrise
- 4.7 Technology in Teaching ESP
- 4.8 Concluding Remarks
- 5.1 Introduction
- 5.2 Research Goals
- 5.3.1 Participants
- 5.3.2 Research Instrument and Procedure
- 5.4.1 Group Characteristics
- 5.4.2 Concluding Remarks
- 5.5.1 Answer to Research Question 1: To what extent are medical students open to the use of (mobile) technology in learning English for Medical Purposes?
- 5.5.2.1 The Analysis
- 5.5.2.2 Concluding Remarks
- 5.5.3 Research Question 3: How did learners evaluate the Memrise-rooted MALL as an EMP learning experience?
- 5.5.4 Limitations of the Study
- 5.5.5 Concluding Remarks
- 6.1 Introduction
- 6.2 Student Comments Analysis
- 6.3 New Educational Framework
- 6.4 App Design
- 6.5 Concluding Remarks
- References
- Appendix A (Questionnaire 1, Questionnaire 2)
- Series index
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Table of Contents
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Extract
List of tables
List of figures
List of abbreviations
Introduction
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Or login to access all content.- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Table of Contents
- List of tables
- List of figures
- List of abbreviations
- Introduction
- 1.1 Introduction
- 1.2 To ESP or not to ESP
- 1.3 Characteristics of ESP
- 1.4 ESP Methodology
- 1.5.1 Register Analysis Research
- 1.5.2 Rhetorical or Discourse Analysis Research
- 1.5.3 The Recent Past Research
- 1.5.4 Target Situation Analysis (Needs Analysis)
- 1.5.5 Towards the New
- 1.6 Concluding Remarks
- 2.1 Introduction
- 2.2.1 Impact of Latin on Medical Terminology
- 2.2.2 Core Lexical Features of EMP
- 2.2.3.1 Passivization and Personalization
- 2.2.3.2 Conditional Clauses
- 2.2.3.3 Hedging
- 2.2.3.4 The Use of Tenses
- 2.2.3.5 Sentence Complexity
- 2.2.3.6 The Use of Prepositions
- 2.3 Doctor’s English, Patient’s English
- 2.4 Standardization of Medical Writing
- 2.5.1 sTANDEM Certification
- 2.6 Concluding Remarks
- 3.1 Motivational Dimensions
- 3.2.1 Intrinsic and Extrinsic Motivation
- 3.2.2 Integrative and Instrumental Orientation
- 3.2.3 Other Theories of Motivation
- 3.3 Motivation in Mobile Learning
- 3.4 Learner Autonomy
- 3.5 The Role of the Teacher in EMP
- 3.6 Concluding Remarks
- 4.1 Introduction
- 4.2 Definitions of Mobile Learning
- 4.3 Review of Research on M-learning
- 4.4 The Nature of Mobile Learning
- 4.5 Intelligent Vocabulary Trainers
- 4.6 Flashcard Software
- 4.6.1 Memrise
- 4.7 Technology in Teaching ESP
- 4.8 Concluding Remarks
- 5.1 Introduction
- 5.2 Research Goals
- 5.3.1 Participants
- 5.3.2 Research Instrument and Procedure
- 5.4.1 Group Characteristics
- 5.4.2 Concluding Remarks
- 5.5.1 Answer to Research Question 1: To what extent are medical students open to the use of (mobile) technology in learning English for Medical Purposes?
- 5.5.2.1 The Analysis
- 5.5.2.2 Concluding Remarks
- 5.5.3 Research Question 3: How did learners evaluate the Memrise-rooted MALL as an EMP learning experience?
- 5.5.4 Limitations of the Study
- 5.5.5 Concluding Remarks
- 6.1 Introduction
- 6.2 Student Comments Analysis
- 6.3 New Educational Framework
- 6.4 App Design
- 6.5 Concluding Remarks
- References
- Appendix A (Questionnaire 1, Questionnaire 2)
- Series index
- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Table of Contents
- List of tables
- List of figures
- List of abbreviations
- Introduction
- 1.1 Introduction
- 1.2 To ESP or not to ESP
- 1.3 Characteristics of ESP
- 1.4 ESP Methodology
- 1.5.1 Register Analysis Research
- 1.5.2 Rhetorical or Discourse Analysis Research
- 1.5.3 The Recent Past Research
- 1.5.4 Target Situation Analysis (Needs Analysis)
- 1.5.5 Towards the New
- 1.6 Concluding Remarks
- 2.1 Introduction
- 2.2.1 Impact of Latin on Medical Terminology
- 2.2.2 Core Lexical Features of EMP
- 2.2.3.1 Passivization and Personalization
- 2.2.3.2 Conditional Clauses
- 2.2.3.3 Hedging
- 2.2.3.4 The Use of Tenses
- 2.2.3.5 Sentence Complexity
- 2.2.3.6 The Use of Prepositions
- 2.3 Doctor’s English, Patient’s English
- 2.4 Standardization of Medical Writing
- 2.5.1 sTANDEM Certification
- 2.6 Concluding Remarks
- 3.1 Motivational Dimensions
- 3.2.1 Intrinsic and Extrinsic Motivation
- 3.2.2 Integrative and Instrumental Orientation
- 3.2.3 Other Theories of Motivation
- 3.3 Motivation in Mobile Learning
- 3.4 Learner Autonomy
- 3.5 The Role of the Teacher in EMP
- 3.6 Concluding Remarks
- 4.1 Introduction
- 4.2 Definitions of Mobile Learning
- 4.3 Review of Research on M-learning
- 4.4 The Nature of Mobile Learning
- 4.5 Intelligent Vocabulary Trainers
- 4.6 Flashcard Software
- 4.6.1 Memrise
- 4.7 Technology in Teaching ESP
- 4.8 Concluding Remarks
- 5.1 Introduction
- 5.2 Research Goals
- 5.3.1 Participants
- 5.3.2 Research Instrument and Procedure
- 5.4.1 Group Characteristics
- 5.4.2 Concluding Remarks
- 5.5.1 Answer to Research Question 1: To what extent are medical students open to the use of (mobile) technology in learning English for Medical Purposes?
- 5.5.2.1 The Analysis
- 5.5.2.2 Concluding Remarks
- 5.5.3 Research Question 3: How did learners evaluate the Memrise-rooted MALL as an EMP learning experience?
- 5.5.4 Limitations of the Study
- 5.5.5 Concluding Remarks
- 6.1 Introduction
- 6.2 Student Comments Analysis
- 6.3 New Educational Framework
- 6.4 App Design
- 6.5 Concluding Remarks
- References
- Appendix A (Questionnaire 1, Questionnaire 2)
- Series index