Assessing English Language Needs of Chinese Medical Students: Implications for ESP Curriculum Design

Abstract

This study investigates the English language needs of medical undergraduates in Guizhou Province, China, with a focus on English for Medical Purposes (EMP). Using a mixed-methods approach, data were collected from 993 junior students through questionnaires, interviews, classroom observations, and pre- and post-tests. Findings reveal that while students demonstrate moderate competence in receptive skills such as listening and reading, they face significant challenges in productive skills, particularly speaking and writing. These difficulties are compounded by limited authentic exposure, exam-oriented instruction, and high levels of language anxiety. Statistical analyses, including repeated-measures ANOVA, confirm writing and speaking as the most urgent areas of need. The study highlights the necessity of developing task-based, scaffolded ESP curricula that prioritize professional communication tasks such as medical documentation, patient interaction, and case presentations. Pedagogical implications include the integration of Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) to enhance pragmatic competence and build learner confidence. The results underscore the importance of aligning EMP instruction with the professional demands of healthcare practice in under-resourced EFL contexts.