Abstract
This study investigates the gap between General English Teachers' (GETs) assumed ability to teach English for Medical Purposes (EMP) and their mismatched qualifications in Saudi Arabia. It explores the underdevelopment of the EMP sector, where GETs often lack proper training and resources. The research employs a qualitative case study approach, utilizing semi-structured interviews and open-ended surveys. The participants include three medical professors (MPs), five experienced EMP teachers (EMP Ts), and twenty-one GETs. The focus is on uncovering the pedagogical needs for GETs to teach EMP effectively. The findings reveal a significant discrepancy between assumed competence, preparedness and actual performance of GETs. This highlights the need for professional development programs focusing on the pedagogy of ESP and EMP, along with curriculum and instructional design, to equip GETs with the necessary skills and knowledge for successful EMP instruction. The findings also highlight the need for curriculum revision and improved needs assessment. By identifying these needs, the research aims to contribute to improved EMP teaching in Saudi Arabia. This study will assist policymakers and educators in creating a more effective system, for preparing future healthcare professionals with the essential English language skills required for success.
Published Version
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