ASSESSING THE EFFECTIVENESS OF THE CURRENT PRACTICE OF TEACHING ENGLISH FOR MEDICAL SCIENCE STUDENTS IN ADDRESSING STUDENTS NEEDS: THE CASE OF SELECTED MEDICAL COLLEGES IN DIRE DAWA

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.