THE USE OF BLENDED LEARNING STRATEGIES IN MEDICAL ENGLISH LESSONS

Abstract

the rapid development of digital technologies and the growing demand for professional English proficiency in healthcare have intensified interest in blended learning approaches in medical education. This article explores the effectiveness of multi-component blended learning strategies in teaching Medical English to undergraduate medical students. The study integrates face-to-face instruction, online learning platforms, interactive multimedia resources, collaborative tasks, and self-directed learning components. Using a mixed-methods approach, data were collected through pre- and post-tests, learner questionnaires, and classroom observations. The results indicate that multi-component blended learning significantly improves students’ medical vocabulary acquisition, communicative competence, and learner autonomy. The findings suggest that a well-structured blended learning model enhances both linguistic outcomes and learner engagement, making it a viable pedagogical strategy for Medical English instruction.