@misc{oai:kawasakigakuen.repo.nii.ac.jp:00000367,
 author = {Kaori NITTA and Akiko MIYAMA and Judy NOGUCHI},
 month = {Dec},
 note = {Background: Medical English is one of the most rapidly developing fields, and classroom learning may not be sufficient to keep up to date for actual practice. Therefore, students need to acquire the ability to autonomously adapt to ever-changing situations in order to communicate their work. This course aimed at developing autonomous learners.
Methods: An English for specific purposes approach was used to make students aware of the concepts of the language used for professional communication. Students were guided in Observing the structures and forms used, Classifying what they had observed, Hypothesizing about the features and finally Applying what they had learned for their own communicative purposes. This OCHA process was used to have the students examine the target task for its Purpose, intended Audience, the Information it was meant to convey, and the Language features used to present it. These were the PAIL features of the target text. Students were also introduced to the use of corpus linguistics and machine translation tools. The last class was a mock international academic conference where the students experienced giving oral and poster presentations in English, with question and answer sessions.
Results: All students completed their papers and gave oral and poster presentations on the final day. The presentations were well received by the disciplinary professors who participated as the audience, contributing to a great boost in student confidence.
Conclusion: This half-year autonomous learning course for advanced medical English communication demonstrated that it is possible for students who are not highly proficient in English to learn how to read and write research papers in English and also give oral and poster research presentations in English., ORIGINAL ARTICLE},
 title = {Autonomous learning course for advanced medical English},
 year = {2022}
}