Investigating Linguistic Barriers Hindering Medical English Vocabulary Learning in an English Medium Instruction Context
Investigating Linguistic Barriers Hindering Medical English Vocabulary Learning in an English Medium Instruction Context

Summary/Abstract: This study examines the linguistic barriers faced by second-year Algerian medical students in anEnglish as a medium of instruction (EMI) context, specifically those from a French-mediumeducational background. It also explores students' attitudes towards using artificial intelligence (ai)tools for learning medical English vocabulary and probes the relationship between these attitudesand their perceived linguistic challenges. A quantitative research design was employed, with datacollected via a structured questionnaire divided into two sections: one assessing linguistic barriersin medical English and the other evaluating attitudes towards ai-based vocabulary learning tools.Descriptive statistics, reliability analysis, and Pearson correlation tests were used for data analysis.The findings reveal that students experience moderate difficulties in learning medical English,particularly in productive skills such as pronunciation and writing, which may be influenced by theirFrench-medium educational background within an EMI context. Although students expressedgenerally positive attitudes towards ai-based tools, correlation analysis indicated no statisticallysignificant relationship between AI attitudes and linguistic barriers. These results suggest that whilepositive perceptions of AI exist, they are insufficient to address the linguistic challenges faced bystudents. The study underscores the need for coherent EMI implementation and structuredpedagogical integration of AI tools to effectively support students transitioning from a French-medium background.

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