Integrating Linguistic Frameworks to Bridge the Theory–Practice Gap in Medical English Within Military Education
DOI:
https://doi.org/10.17507/jltr.1702.36Keywords:
EMP, SFL, SLA, SCT, theory–practice gapAbstract
This study investigates the integration of three linguistic frameworks, Systemic Functional Linguistics (SFL), Second Language Acquisition (SLA), and Sociocultural Theory (SCT), into English for Medical Purposes (EMP) teaching in military medical institutions. It explored how lecturers understand and enact these frameworks and which strategies may bridge the theory–practice gap. Data included a survey of 30 lecturers, semi-structured interviews with 15, and analysis of key EMP resources. Awareness was moderate but uneven (SFL 73%, SLA 67%, SCT 60%), with only 60% reporting integration of all three. Corrective feedback, especially prompts and clarification requests, was common (~80%). Main barriers were rigid curricula (87%), limited contextualised materials (80%), and heavy student workload (~67%). Despite these constraints, lecturers expressed strong support for theory-informed approaches, requesting targeted training and adapted materials. Findings show integration is both necessary and feasible if institutions provide curricular flexibility, professional development, and contextualized resources.
References
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code (Accessed: May 10, 2025)
Basturkmen, H. (2019). ESP teacher education needs. Language Teaching, 52(3), 318–330. https://doi.org/10.1017/S0261444819000187
Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.
Cao, Z., Zhang, Z., Liu, Y., & Pu, L. (2022). Exploring English for Medical Purposes (EMP) teacher cognition in the Chinese context. Frontiers in Psychology, 13, 1003739. https://doi.org/10.3389/fpsyg.2022.1003739
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. https://doi.org/10.1111/j.1473-4192.2009.00231.x
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press. https://doi.org/10.1017/9781108643689
Evans, M. (2019). A study of academic genre: Exploring writing in English for university purposes with Vietnamese students. VNU Journal of Foreign Studies, 38(1), 68–83. https://doi.org/10.25073/2525-2445/vnufs.4338
Evans, V., Dooley, J., & Passanisi, M. (2012). Career paths: Medical: Student’s book. Express Publishing.
Farrell, T. S. C. (2015). Reflective language teaching: From research to practice. Bloomsbury.
Frank, J. R., Snell, L., & Sherbino, J. (Eds.). (2015). CanMEDS 2015 Physician Competency Framework. Royal College of Physicians and Surgeons of Canada.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. https://doi.org/10.2307/3588114
Glendinning, E. H., & Holmström, B. E. S. (2005). English in medicine: A course in communication skills (3rd ed.). Cambridge University Press.
Ha, X. V., & Murray, J. (2023). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 27(1), 137–167. https://doi.org/10.1177/1362168820931897
Halliday, M. A. K., & Matthiessen, C. (2014). Halliday’s introduction to functional grammar (4th ed.). Routledge.
Humphrey, S., & Macnaught, L. (2015). Functional language instruction and the writing growth of English language learners in the middle years. TESOL Quarterly, 50(4), 792–816. https://doi.org/10.1002/tesq.247
Hyland, K., Huat, C. M., & Handford, M. (Eds.). (2012). Corpus applications in applied linguistics. Bloomsbury.
Jeon, E., & Hahn, J. (2006). Exploring EFL teachers’ perceptions of task-based language teaching: A case study of Korean secondary school classroom practice. Asian EFL Journal, 8(1), 123–143.
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235–257. https://doi.org/10.2307/40264518
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing (2nd ed.). SAGE.
Lantolf, J. P., & Thorne, S. L. (2007). Sociocultural theory and second language learning. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 201–224). Lawrence Erlbaum.
Le, M. V. (2023). Teachers’ and students’ perspectives to the impact of oral corrective feedback on students’ speaking proficiency in English speaking classes. VNU Journal of Foreign Studies, 39(3), 170–190. https://doi.org/10.25073/2525-2445/vnufs.4889
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309–365. https://doi.org/10.1111/j.1467-9922.2010.00561.x
Li, S. (2025). A review of English for Medical Purposes teaching: Significance, challenges, and the future. Journal of Higher Education Teaching, 2(1), 269–276. STEMM Institute Press.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40. https://doi.org/10.1017/S0261444812000365
Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. Equinox.
Nguyen, T. B. T. (2024). Task-based language learning in Vietnamese EFL high school classrooms: Teachers’ roles in the during-task phase and their beliefs. VNU Journal of Foreign Studies, 40(6), 152–170. https://doi.org/10.63023/2525-2445/jfs.ulis.5271
Ni, F., & Xu, W. (2025). How do English proficiency and learning motivation shape EFL students’ emotions toward written corrective feedback? System, 131, 103681. https://doi.org/10.1016/j.system.2025.103681
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw-Hill.
QSR International. (2020). NVivo (Version 12) [Computer software]. QSR International Pty Ltd.
Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. System, 55, 111–122. https://doi.org/10.1016/j.system.2015.09.006
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Equinox.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Newbury House.
Swain, M., Kinnear, P., & Steinman, L. (2010). Sociocultural theory in second language education: An introduction through narratives (2nd ed.). Multilingual Matters.
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
United Nations Department of Peacekeeping Operations & Department of Field Support. (2017). Core Pre-Deployment Training Materials (CPTM 2017). United Nations.
United Nations. (2023). UN Field Medical Assistants: Instructor Handbook (2nd ed.).
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Xu, X., Coxhead, A., Parkinson, J., & Gu, P. (2025). Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China. System, 131, 103688. https://doi.org/10.1016/j.system.2025.103688
