MEDICAL STUDENTS’ PERCEPTION OF TECHNOLOGY–ENHANCED ESP WRITING – A BASIS FOR QUALITY LANGUAGE LEARNING
MEDICAL STUDENTS’ PERCEPTION OF TECHNOLOGY–ENHANCED ESP WRITING – A BASIS FOR QUALITY LANGUAGE LEARNING

Summary/Abstract: Exploration of technology-enhanced (TE) language learning has potential benefits pertaining to raising motivation levels and increased dynamics, cooperation, collaboration but at the same time student autonomy, authentic materials, flexibility of access to content and substantial extension of students’ contribution time. However, technology-enhanced language learning can be perceived as time consuming and difficult by some of the students. Therefore, feedback from course participants (Feedback on teaching, FoT) is crucial in language learning as it is in any quality optimization endeavour.The current paper will present the empirical results of ESP writing with second year students (N=36) in Dental Medicine of the University of Medicine and Pharmacy of Tirgu Mures (Hungarian line) who contributed for one semester to an asynchronous English writing project (Blog writing – BR). Students’ FoT perceptions based on variables such as convenience of delivery, strengths, challenges and preference of e-learning versus traditional activities have brought important insights for the design of TE writing practice and communication in the future as well as adjustments necessary for quality language learning.

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