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Part I of this research study (Riley, 2005) presented results of a pre-course survey and post course needs analysis administered to Japanese medical and pharmaceutical university students.The study aimed to identify a clearer picture of language learners with specific needs in order to apply this knowledge toward designing materials for classroom use. Part II (Riley, 2007) reported students’ feedback regarding preferences for various medical topics and classroom task types and presented an example of a collaborative classroom task designed to reflect task-based language learning principles toward addressing the many variables of learners’ language learning needs. Part III investigates these language learning variables; in particular, self-selected groupings and topics, and individual and collaborative research report design based on Internet use. Qualitative data is presented showing how students interpret and consequently act upon a medical English task designed to meet the needs of learners identified to date in this study. The processes learners go through in order to successfully complete the task are presented and discussed in terms of language use, task ease or difficulty, and enjoyment levels. Primary participants in the study are three fourth year medical students at the University of Toyama who have multiple roles as students in a Medical English class, as post-course ‘research-participants’, and co-authors of this paper. The paper also discusses the issues of task assessment, learner goals, learner reflection, and self-regulated learning. |
