Published Online: Dec 30, 2015
Page range: 67 - 75
DOI: https://doi.org/10.1515/ausp-2015-0055
Keywords
© 2016
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
The paper presents empirical results of applying asynchronous writing and speaking tools in Medical English learning (ME). Class-size Voice-Thread and Blogger-based non-mandatory projects were conducted with general and dental medicine students in two consecutive years for one semester each, with significantly improved outcomes in terms of extension of the writing and speaking time in the target language, motivation and engagement levels as well as confidence and awareness of one’s competence.