The relationship of vocabulary learning strategies and self-efficacy with medical english and terminology

Ya Huei Wang, Pan Fu Kao, Hung Chang Liao*

*Corresponding author for this work

Research output: Contribution to journalJournal Article peer-review

7 Scopus citations

Abstract

This study examined the relationship between the use of vocabulary learning strategies and self-efficacy in medical English learning, and whether after an initial sixweek course to master the basics of medical terminology, those with higher use of vocabulary learning strategies and those with a higher degree of self-efficacy would have significant score improvements in the medical English proficiency. Second-year medical students (N=115; M age=19.6, SD=0.5; 82 men, 33 women) participated in the study. A one-group pretest-posttest design was used. Measures included medical English tests, the English Vocabulary Learning Strategies Survey (EVLSS), and the English Learning Self-Efficacy Scale (ELSES). Results showed that there was no significant correlation between vocabulary learning strategies and English learning self-efficacy. In addition, as a whole, vocabulary learning strategies and self-efficacy significantly predicted students’ score improvements in medical English proficiency.

Original languageEnglish
Pages (from-to)47-66
Number of pages20
JournalPerceptual and Motor Skills
Volume122
Issue number1
DOIs
StatePublished - 02 2016
Externally publishedYes

Bibliographical note

Publisher Copyright:
© The Author(s) 2016.

Keywords

  • Academic performance
  • Medical english terminology
  • Medical knowledge
  • Self-efficacy
  • Vocabulary learning strategies (VLSs)

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