Assessing Linguistic Needs of Students at Kermanshah University of Medical Sciences from their Own Perspectives


Hiwa Weisi 1 , * , Fatemeh Ashrafabadi 1

1 Dept. of English Language and Literature, School of Literature and Human Sciences, Razi University of Kermanshah, Kermanshah, Iran

How to Cite: Weisi H , Ashrafabadi F . Assessing Linguistic Needs of Students at Kermanshah University of Medical Sciences from their Own Perspectives , Educ Res Med Sci. 2017 ; 6(1):e79644.


Educational Research in Medical Sciences: 6 (1); e79644
Published Online: July 08, 2017
Article Type: Research Article
Received: April 18, 2017
Accepted: June 08, 2017


Introduction: Assessment and analyzing medical students' linguistic needs is the most effective factor in designing courses related to English language. This research aimed at finding out the linguistic needs from the perspectives of the students at Kermanshah University of Medical Sciences (KUMS) in/for the process of English curriculum development.

Methods: The framework of needs analysis was employed. A standard and validated questionnaire was distributed among 160 medical students. Since the medical courses are introduced during 7 years (grades) in Iran, the sample was selected from all these seven grades. The sample population consisted of 25 first grades, 24 second grades, 21 third grades, 21 fourth grades, 21 fifth grades, 22 sixth grades, and 26 seventh grades. Their ages ranged between 18 and 26.

Results: Problems such as: not using appropriate pedagogical materials, overcrowded classes, and boredom of English for Specific Purposes (ESP) classes were regarded as the main problems of ESP courses respectively. Low level of teacher’s knowledge of English for Medical Purposes (EMP) was perceived by students as another problem of EMP classes. The results also offer insights that about half of the students prefer learning English individually or in small groups, rather than by the whole class, and like learning by listening and from CD/DVD/films. KUMS students perceived general English in the first years and medical English in the next years as the best curriculum design. They also felt the need of input or receptive skills before output or productive skills.

Conclusion: Curriculum designers should develop EMP courses based on required and specified needs of the students and appropriate pedagogical materials and text books should be selected accordingly and consequently English teaching should begin at the first year of university.


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