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Findings support prior research that learners value skills they use often, and indicate that current college English courses for medical majors should strengthen fluency, understanding, accuracy, structure, and communicative competence. 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December 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nEnglish for Medical Purposes for Saudi Medical and Health Professionals  \nFahad Alqurashi  \nDepartment of English, Umm Al-Qura University, Makkah, Saudi Arabia  \nEmail: [fmqurashi@uqu.edu.sa](fmqurashi@uqu.edu.sa)  \nDoi:10 .7575/aiac.alls.v.7n.6p.243  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.6p.243](http://dx.doi.org/10.7575/aiac.alls.v.7n.6p.243)  \nReceived: 16/10/2016  \nAccepted: 20/11/2016  \nAbstract  \nThis study explored the English language needs of 156 Saudi fellowship doctors and students of medical majors who are enrolled at medical and training programs in Australian hospitals and universities. Data were collected via a questionnaire adopted from a previous study. Participants ’ responses showed the most frequently used language subskills were those sub-skills they considered highly important. Results emphasize the findings of previous studies that learners usually attach high importance to any skills that they use frequently to help them achieve the utmost aim of improving their language abilities. In addition, the study findings suggest current college English language courses for medical majors need to focus more on improving language-related aspects like fluency, understanding, accuracy, and structure. Such changes are necessary to prepare doctors and medical professionals for work in medical jobs that depend on heavy usage of the English language and also improving communicative competence aspects to ensure smooth cultural interaction with co-workers from all around the world. The study concludes by pointing that there is a critical need to restructure English for medical purposes programs in Saudi Arabia to make better course design, content, and materials responsive to target language learners’ own future goals.  \nKeywords: Saudi; English language skills; Needs analysis (NA); English for specific purposes (ESP); English for medical purposes (EMP)  \n1. Introduction  \nEnglish language has achieved a paramount global status, developed a special role that is well-recognized in the world, and has become a vital part of the international society, culture and the economy (Gatehouse, 2001) . Knowing English has become a key requirement to succeed as a specialist in any profession or field of knowledge. English makes a significant contribution to sustainable global development by facilitating communications between countries that do not share a common language (Robson, 2014) . In addition, English has globally become the primary means of international communications in business, education, and the common language of international experts in a wide range of subjects, such as medicine, the natural sciences and the social sciences (Hutchinson and Waters, 1992) . Consequently, the language teaching profession has seen the emergence of language teaching for specific purposes.  \nSince 1960s, English for Specific Purposes (ESP) has gained increasing significance in language education and became a well-recognized movement within the field of English Language Teaching (ELT) (Lili, 2015) . More and more people are utilizing English for everyday purposes in multiple occupational, professional, and academic contexts which places further demands on ELT professionals and institutions to design and deliver ESP courses to target specific professional activities and academic programs. According to Robinson (1991), there are two absolute criteria for defining such activities and programs. They are normally goal-oriented and derive from a needs analysis process that states clearly what the learners will have to do when speaking the language. Researchers emphasized the role of learners’ individual needs and specialist knowledge of using English for specific purposes and considered them more important than","cbCaidNeSrgFK1J8","https://ap.wps.com/l/cbCaidNeSrgFK1J8","pdf",253388,"English","# Abstract\n# Introduction\n## Global role of English and the rise of ESP\n## Needs analysis and learner-centered criteria\n## Definitions and characteristics of ESP\n## Emergence and focus of English for medical purposes","[{\"question\":\"What was the focus of the study on English language needs?\",\"answer\":\"The study examined the English language needs of 156 Saudi fellowship doctors and medical-major students in Australian medical and training programs.\"},{\"question\":\"How did the study collect and evaluate data?\",\"answer\":\"Data were collected using a questionnaire adapted from a previous study, and participants’ responses were analyzed to identify frequently used and highly important language subskills.\"},{\"question\":\"What changes does the study recommend for English for medical purposes programs in Saudi Arabia?\",\"answer\":\"The study concludes that EMP programs in Saudi Arabia need restructuring so course design, content, and materials better match learners’ future goals, with more emphasis on fluency, accuracy, structure, and communicative competence.\"}]","English for Medical Purposes for Saudi Medical and Health Professionals | PDF",1792067428,25]