The Challenge of English Speaking and Writing Competencies for English for Medical Studies

A Case Study of First Year Medical Students at Sefako Makgatho Health Science University in Gauteng Province, South Africa

Bibliographic Data

ID22257289
AuthorsTebogo Johannes Kekana (0000-0003-0003-8909, University of Limpopo), Thama Millicent Mamabolo (0009-0007-6416-541X, University of Limpopo), Malesela Edward Montle (0000-0002-5629-5325, University of Limpopo)
Year2026
Volume7
Issue2
Pages521
Publication date2026-03-27
Open AccessYes
TypeARTICLE
VenueE-Journal of Humanities Arts and Social Sciences (JOURNAL)
Journal identifiersISSN: 2720-7722 • E-ISSN: 2720-7722
PublisherNoyam Publishers (PUBLISHER)
DOI10.38159/ehass.2026728
OpenAlexW7143486926
LanguageEN
References cited18

The purpose of this article is to report on the findings of a classroom-based study regarding the English writing and speaking challenges faced by English Medical Studies (EMS) students who were doing first year at Sefako Makgatho Health Science University (SMU) during the time of this research. The methodology for this investigation was quanti-qualitative in nature. Twenty-six research participants participated. Convenient sampling was used. Data was collected through the use of interviews, a self-designed questionnaire and a writing activity with a selected sample of respondents, and the data was analysed using thematic analysis. The study adopted Needs Analysis Theory (NA) as the underpinning theoretical framework. The study found that grammatical challenges, particularly word usage, jargon in medical phrases, errors in verb conjugation, tense application, personal pronoun usage, prepositional structure and inadequate English language exposure during secondary education days are the main cause of the problem. The study findings contribute to the literature in that they illuminate hidden or ignored variables that contribute to the researched problem. The findings can also be used as a basis for advising English writing trainers/instructors and curriculum developers. Thus, it is recommended that lecturers should be provided with assistance from appropriate stakeholders to expand their knowledge of second language (L2) teaching, thus ameliorating learners’ L2 learning. This will significantly help English for health

Curriculum · English language · Jargon · Pronoun · Thematic analysis · Verb · EFL/ESL Teaching and Learning · Higher Education and Teaching Methods · Second Language Learning and Teaching

Tools

Open DOIOpen Access