Yu Zhenzhen
ABSTRACT
The integration of English as a Foreign Language (EFL) with content-specific instruction has gained increasing attention in educational practice, particularly in medical-related courses. Content-Theme-Based Instruction (CTBI) is one such approach, designed to enhance language proficiency while simultaneously providing students with essential discipline-specific knowledge. This study examined the effectiveness of CTBI in EFL classes tailored for medical students, with emphasis on pedagogical strategies, student engagement, and implementation challenges. Employing a mixed-methods design, the research combined quantitative and qualitative analyses and involved 255 students with varying levels of English proficiency and academic backgrounds at Huizhou Health Sciences Polytechnic, along with seven English teachers from the institution. The curriculum was built around medical content—such as terminology, case studies, and ethical discussions—delivered through lectures, group discussions, and role-plays conducted entirely in English. The primary objective was to evaluate CTBI’s impact on students’ language skills and understanding of medical concepts. Findings revealed significant improvements in English proficiency, particularly in reading and writing, which are critical for engaging with medical literature and producing professional documentation. Students also demonstrated deeper comprehension of medical concepts, indicating that CTBI fosters cognitive growth in both language acquisition and subject knowledge. Increased student engagement emerged as another notable outcome, with the relevance of content to future careers motivating active participation in class discussions and assignments. Nonetheless, challenges persisted, including the need for specialized teaching materials and instructors with expertise in both English and medical content. Overall, CTBI shows considerable promise for EFL instruction in medical education, enhancing linguistic competence while preparing learners for the professional demands of a global healthcare environment. Future studies should prioritize the development of comprehensive instructional materials and targeted teacher training to maximize CTBI’s effectiveness in diverse academic contexts.
Keywords: Content-Theme-Based Instruction, EFL, Medical Education, Language Proficiency, Student Engagement
https://doi.org/10.57180/pguk7130