The role of non-linear methods in teaching english for medicine: Example of storytelling
The aim of the current study was to compare storytelling, a non-linear teaching method of medical education, with a traditional linear method of teaching technical English to the students of medicine. Fifty six students of medicine were randomly divided into two groups and two English for Specific Purposes (ESP) teachers were assigned to teach them: one using the traditional method (class A), the other the storytelling strategy (class B). Everything else being equal, the mean differences between the two groups regarding medical English retention and growth were significant (BM = 56.25 vs. AM = 42.33, t = 4.629). The students of class B were also more motivated to learn and participate in class than the students of class A (Motivation = 89% vs. 36.3%; Interest = 92.2 vs. 27%; class participation = 99.4 vs. 25.5%; learning = 97.1 vs. 40.7%). Therefore, the storytelling strategy proved to be a more effective method of teaching medical English than the traditional method. © 2012 Asian Network for Scientific Information.