Esp module
Master 1 didactics
Online Questionnaire
English Language Proficiency and Career Readiness Among
Medical Students .
Dear Students ,
We ar master 1 didactics students in the English department at Blida 2 university . This questionnaire is
adressed to medical Students in medecine department at Blida 1 University , in order to investigate the role
of English Language proficiency in ayaour academic studies and future medical career . Therefore ,
your participation will be very useful for the study . Thre is no ' Right ' or 'Wrong ' answer , you have just to
answer the questions honestly . Be sure that your participation will be anonymous . Take your time in
answering the questionnaire . Thank you in advance for your valuable contribution to our research !.
Section one : Background information
Question 1 : Age
Under 20
20-25
Over 25
Question 2: Gender
Femal
male
Question 3 : Year of study
1st year
2nd year
3rd year
4th year
5 th year
6 th year
7 th year
Question 4: Have you studied English for Medical Purposes (ESP) as part of your curriculum?
Yes
no
Sectio two : English language proficiency
Question 5: How do you evaluate your general level of English?
Beginner
intermediate
Upper intermediate
advance
Question 6: Which skills do you find most challenging? (You can choose more than one)
Speaking
Listening
Writing
Reading
Question 7: How often do you use English in your current studies?
Always
often
sometimes
rarely
never
Section three : English and medical education
Question 8: Do you think English is important in understanding medical textbooks and research?
Stronghly agree
Agree
neutral
disagree
Stronghly disagree
Question 9: How frequently do your instructors use English in medical lectures?
Always
often
sometimes
rarely
never
Question 11: Have you faced difficulties in understanding medical terms due to a lack of English
proficiency?
Yes
no
Section frou : Enghlish in future medical careers
Question 12: Do you believe English will play a significant role in your future medical career?
Stronghly agree
Agree
neutral
disagree
Stronghly disagree
Question 13: In which areas do you expect to use English in your future career?
Reading scientific journals
Attending international conferences
Communicating with patients
Working abroad
Publishing research papers
Collaborating with international colleagues
Question 14 :As future doctors , Do you feel prepared to use English in your professional medical career?
Yes
no
At some extent
Section five : Suggestions and needs
Question 15 : What kind of English training would benefit you most in your field?
Medical terminology
Academic writing
Clinical communication
Listening to medical lectures
Speaking in professional settings
Question 16: Would you be interested in attending more ESP-focused English courses during your studies?
Yes
no
Question 17: Any suggestions to improve English teaching for medical students at your university?
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Need analysis
Section one :
the online structured questionnaire was directed to medical students of saad dahleb university from
different levels . The questionnaire consists of five sections with a total sixteen questions. The first section
was designed to collect information about their background such as age , gender , year of study and
question about the presence of English in the curriculum . The second section is named English language
proficiency
It includes tree questions designed to know the English level of students , the challengers skill and the
use of English . the third section , entitled English and medical education contains tree questions as well.
These questions is attached to investigate the importance of English in fields , the use by teachers and role
of english in understanding the medical terminology. The fourth section , English in future medical career
this section emphasize the students’ perspective about the importance of English in medical career . the
last section is devoted to gather further suggestions and comments about the possible educational changes to
improve the English teaching in medical field.
The Population
The population under study consists of 76 students between 24 % male and 76% female at the
Department of medicine , SAAD DAHLEB Blida University, Blida, Algeria, during the academic year
2024-2025. Those students have different levels from first years until seventh year .
Section2 :
The questions is asked to understand how students perceive their overall level of English. A majority of
46% percent evaluated their general level of English as intermediate, while a significant portion of 29% are
upper-intermediate, suggesting many are close to advanced. 17,5% are Advanced showing a decent group
has strong level in English, and only 7.9% are Beginners which mean that participants have some foundation
for the language.
This question is designed to identify which English skills students find most difficult. Speaking as the
most challenging skill chosen by 72,5% (three-quarters of respondents). This suggest a strong need for
moral oral practice. Writing is the second most difficult skill 33.3% indicates that written expression also
needs targeted instructions; Listening 21,7% and reading are perceived as the less difficult skills according
to medical students.
The question determined how frequently students use English in their studies .Out of 76 responses, the
majority (35.5%) of medical students reported that they sometimes use English in their studies. A smaller
portion (22.4%) said they rarely use it. In contrast, only 19.7% and 15.8% stated they use English often or
always, showing that regular use of English is less common.
Section three :
This question is asked to determine students’ perceptions of the importance of the English language
using and comprehending medical academic materials . According to the responses, the majority of students
(90.8%) confirmed the importance of the English language in understanding medical textbooks and research.
Among them, 51.3% strongly agreed and 39.5% agreed. However, 3.9% were neutral, another 3.9%
disagreed, and 1.3% strongly disagreed.
To evaluate how much medical instructors use English as a teaching language during lectures. we notice
a variation in the responses. Most students reported that English is rarely used in medical lectures (39.5%),
while 21.1% stated that teachers do not use English at all. Additionally, 22.4% said that English is
sometimes used. Only 17.1% indicated more frequent use, with 13.2% saying it is used often and 3.9%
stating it is used always.
This question aims to identify whether students’ level of English proficiency affects their ability to
understand medical terminology. It asked if students face difficulties in understanding medical terms due to
a lack of English proficiency. The majority of students (52%) answered no, indicating that they do not face
such difficulties, while 48% responded yes, Recognize that they have problems because they don't speak
English fluently.
Section Four :
A large majority (47.4%) agree that English will play a significant role, and 38.2% strongly agree. This
indicates that a substantial proportion of the respondents recognize the importance of English in their future
profession.Only a small percentage chose “Neutral,” “Disagree,” or “Strongly Disagree,” suggesting that
most students acknowledge the relevance of English.
The responses highlight several key areas where English is expected to be used: Reading scientific
journals (34.2) , Collaborating with international colleagues (26.3%), Attending international conferences
(15.8%), Communicating with patients (10.5%), Publishing research papers (9.2%). This distribution
suggests that respondents anticipate using English more for academic and professional communication
(reading journals, collaborating, conferences, publishing) than for direct patient interaction.
A majority (53.9%) feel prepared “to some extent,” while 22.4% feel “yes” and 23.7% feel “no” . This
indicates a mixed sentiment. While many feel partially prepared, a significant portion feels unprepared,
highlighting a potential gap between perceived importance and readiness.
The majority of respondents (37.8%) indicated Medical terminology as the most beneficial kind of
English training, reflecting a strong need for technical vocabulary in their medical studies and future
professions. Speaking in professional settings and Listening to medical lectures were also significant,
highlighting the importance of oral comprehension and communication skills in the medical field.Academic
writing and Clinical communication were seen as less critical compared to the others, but still relevant.
An overwhelming majority of students (90.5%) are interested in taking more ESP (English for Specific
Purposes) courses, indicating a strong demand for specialized language instruction tailored to their field.
This shows clear student motivation to enhance their professional English skills, especially those that align
with their future careers in medicine.
Frequent suggestions;
1. Switching to English as the Language of Instruction.
Students strongly believe that medical studies should be taught in English instead of French.
Examples:
"Change the medical studies in English rather than French."
2. Teacher Training and English Proficiency;
Many participants noted that teachers are not proficient in English.
Suggestions included:
Training teachers in English.
Sending them abroad for training.
Examples:
"Our professors need to learn it with us."
3. Medical Terminology in English
Several responses emphasized the importance of learning medical terms in English.
Examples:
"Teach the medical terminology related to each module."
4. Speaking Practice & English Clubs
Students suggested creating speaking corners, discussion sessions, and medical clubs using English.
Examples:
"Speaking clubs."
5. Curriculum Changes & Structured English Courses
There were suggestions for adding English language classes, writing essays, and evaluating students
regularly.
Examples:
"Adding mandatory English classes throughout the curriculum."
6. Early & Sustained Exposure to English
A few comments emphasized starting English education early and sustaining it.
Examples:
“A serious strategy... since the age of childhood...”
7. Use of Online Resources and Media
Students already use platforms like YouTube to study in English.
Example:
"We almost all use it to study from YouTube..."
8. Scholarships and International Exposure
Some suggested rewarding proficient students with scholarships abroad.
Example:
"Rewarding proficient students with scholarships in the US, Australia and the UK."
Discussion
This study explored how medical students at Saad Dahleb University see the role of English in their
studies and future careers. The questionnaire, divided into five sections, helped understand the students'
English background, their language level, difficulties, and opinions about using English in the medical field.
The answers showed that students see English as important, but there are still need some help and support.
First , the results about students’ language level showed that most students think they have at least an
intermediate level in English, and Many of them said they are an upper-intermediate or even an
advanced, which means they have a good base. However, even with this level, speaking was the skill
where they found most difficult about 75% of students said speaking was a challenge because students do
not get enough chances to speak English in class, as most lessons are taught in French. After speaking a
Writing skill is seen as a difficult skill, while listening and reading were easier for most.
The study also examined how English is used in medical education. The majority of students agreed
that English is important to learn medical terms, stay up-dated with global news in medicine, and understand
academic texts. But in reality, English is not used often in their daily studies. Only a few students said they
use English regularly. This demostrate presence of a gap between how english are seeing by students and
how often they actually use it in class.
When asked them about the future career , most students said that English will be very important for
their careers and they expect to use it to read scientific articles, work with doctors from other countries,
attend conferences, and publish research. However, not all students feel ready to use English at work. Some
said they feel prepared, but others said they are not. This shows that students understand the value of
English, but they still need more training to feel confident using it professionally.
Students also shared which type of English learning would help them a most. Many of them said
learning medical vocabulary was the top priority, others said they need to improve their speaking and
listening skills, especially in professional situations. More than 90% of students said they are interested in
taking English for Specific Purposes (ESP) courses. This shows they are motivated and want to improve
their English in ways that are useful for their studies and careers.
Finally , Students gave helpful ideas to improve English learning such as including teaching medical
courses in English, training teachers to speak English better, creating English-speaking clubs, and giving
scholarships for study abroad. These ideas show that students are aware of their needs and want real changes
to support their learning.
Findings
The study found that many medical students at Saad Dahleb University have a medium level of
English proficiency according to their dmission , the Most of them said their level is intermediate or
upper-intermediate, which means they can understand and use English, but still need to improve it , few of
them have an advanced level, and a small group are beginners.
The students also said that speaking is the most difficult skill, followed by writing. These difficulties
show that their English proficiency is not strong enough yet for professional use.
Even though our participants do not use English often in their medical studies , they strongly believe
that English language is very important for their future medical careers due to their need to English to
read medical journals, attend international events, and work with doctors from other countries.
However, many students said they do not feel fully ready to use English at work, so there is a gap
between their current English proficiency and what they need for their careers. the Most of students
said that learning medical vocabulary, speaking practice, and listening to medical topics in english language
would help them a lot . This shows that their English proficiency is important for improving career
readiness in medicine.
