Abstract:
This study was aimed at assessing the effectiveness the current practices of teaching English
for students who study various disciplines of medical science. Specifically, the study has
identified current gaps that are observed with the practices of teaching English in addressing the
needs of students’ at three medical colleges in Dire Dawa. Data were collected via closedended
questionnaires and s t ruc tur ed int e r v i ews which are designed to assess the
perceptions of students and subject area teachers respectively. A semi-structured interview
was also used for officials’ to reflect on the current practices of teaching English
within the context of medical science trainings. Data from questionnaires were analyzed
quantitatively, wh i l e data from interviews were analyzed qualitatively. The finding of the
study revealed that medical students in the target colleges perceive that the current place of
English in the education and training policy is appropriate, however, these medical science
students always need English while practicing their profession and most of these students
recognized the need of English language in their professional practice and only few of them
believe that reading and writing skills are more important in learning English for specific
purposes. Moreover, the effectiveness of English language teaching practices to meet students’
needs were assessed in the light of the current situations in the colleges. Accordingly, majority of
students believe that the current emphasis given to English instruction offered in their college is
not adequate. In addition, the study shows that English language teachers are usually from other
academic fields other than from English training main stream hence English instructors who
teach in their college use other local languages to explain difficult grammar concepts. Due to
this, they are against the techniques in which they are instructed by their English teachers and
may seem that it is due to absence of assessment by department heads and deans about
backgrounds of English teachers in their college. Data collected via interview reveals that
English-subject area teachers who teach in these medical colleges believe English medium of
instruction is compulsory at university and college levels, and across all higher education levels
in Ethiopia. Because of these and related challenges, English teachers fail to communicate or
transmit the message that they want to transfer or convey which seems contradictory the current
practices of teaching English language in addressing medical students’ needs.
