Evaluation of the Methodology of an ESP Reading Skills Course for Undergraduate Medical Students: Outsider Perspective

Abstract

Abstract This study examined the methodology of a compulsory, assessed, intensive reading course at a Turkish university for undergraduate students who were going to study Medicine in Bulgaria. An outsider evaluation was conducted through a structured observation checklist followed by a post-observation interview with the practitioner. The checklist was also used as the semi-structured interview tool for data triangulation. The results showed that the dominant methodology was text-based and lexical. The practitioner as a facilitator provided immediate feedback and used activities focusing on text analysis. Although teaching of lexicon and translation of texts might sometimes be criticized, the interview data showed that the methodology matched students⿿ needs.