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This survey evaluates the current EMP course effectiveness from the students` perspective and establishes the degree of adaptation of the course content to the learner needs. Our aim is to update the structure of the traditional textbook and to integrate new elements in the English language programme through linguistic tasks and delivery of specialized content for self-study. By creating a flexible learning environment and incorporating the multiple opportunities of the blended learning approach we expect to raise the interest level and to address the individual needs of students with multiple levels of English language competence.

An EMP seminar typically comprises of a short theoretical tutorial on a topic of professional interest and a language practice part. Due to time constrains the classroom seminars followed the textbook structure, while for the reinforcement of the specific vocabulary listening, reading and video materials were published on the Blackboard learning platform to supplement the textbook. The re-engagement of students with higher levels of language competence was based on more complex reading comprehension tasks, paraphrasing, summarizing, and presenting activities. Students of lower language competence were exposed to guided grammar and vocabulary practice.

Feedback was collected from second-year students in English for Dental Medicine and the survey analysis highlighted the value of teaching resources in the learning process.


blended learning, English for Dental Medicine, survey analysis

Full Text


Hutchinson, T., Waters, A., 1992. English for Specific Purposes: A Learning-centered Approach. Cambridge: Cambridge University Press.

Hyland, K., 2002. Specificity Revisited: How Far Should We Go Now? English for Specific Purposes., Volume 21, Issue 4, pp.385–95.

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Nunan, D., 1993. Introducing discourse analysis. Penguin Books.

Rachovska, Y., V.Angelova, S.Trendafilova, 2010. English for Dental Medicine, STENO Publishing House, Varna


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