An Action Research on AI-empowered, BOPPPS-framed, and CLIL-integrated Instruction Model in Medical English Teaching

PDF(940 KB)

Asian Journal of English Language Teaching ›› 2026, Vol. 35 ›› Issue (2) : 66-85.

An Action Research on AI-empowered, BOPPPS-framed, and CLIL-integrated Instruction Model in Medical English Teaching

Kongling LI¹, Chunyan HE², Lingling DING², Xiangli CHENG^3,*

Author information +

History +

Abstract

As a branch of English for Specific Purposes (ESP), Medical English plays a crucial role in cultivating globally competent medical professionals. Currently, Medical English education in Chinese universities faces the challenge of reduced course hours and low students' engagement in class, making it difficult to cultivate their language proficiency together with medical knowledge within limited time. To tackle this problem, we implemented action research by using ABC Model, an artificial intelligence (AI)- empowered approach framed by the BOPPPS instructional design and implemented in content and language integrated learning (CLIL) for Medical English teaching. The model aimed to improve students' overall competence of Medical English within 16 periods. After collecting students' performance data during the term and their feedback from a questionnaire and a semi-structured interview at the end of the course, we found that the ABC model contributes to the improvement of students' vocabulary learning and their ability in listening, reading and speaking Medical English. Despite its innovative nature, ABC model needs further revision for AI-empowered standardized evaluation tasks of more productive language output in Medical English teaching.

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

Kongling LI, Chunyan HE, Lingling DING, Xiangli CHENG. (2026). An Action Research on AI-empowered, BOPPPS-framed, and CLIL-integrated Instruction Model in Medical English Teaching.Asian Journal of English Language Teaching , 35(2): 66-85

References

Ball P., Kelly K., & Clegg, J. (2015). Putting CLIL into practice. Oxford: Oxford University Press.
Chan S. M. H., Mamat N. H., & Nadarajah V. D. (2022). Mind your language: the importance of English language skills in an International Medical Programme (IMP). BMC Medical Education, 22(1), 405. https://doi.org/10.1186/s12909-022-03481-w
Chen L., Tang X. J., Chen X. K., Ke N., & Liu Q. (2022). Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China. BMC Medical Education, 22(1), 1-7. https://doi.org/10.1186/s12909-022-03514-4
Cross, R. (2016). Language and content ‘integration': the affordances of additional languages as a tool within a single curriculum space. Journal of Curriculum Studies, 48(3), 388-408. https://doi.org/10.1080/00220272.2015.1125528
Cui, H., & Kaur, N. (2025). Challenges in teaching medical English vocabulary to tertiary students in China: A systematic literature review. Theory & Practice in Language Studies (TPLS),15(2), 579-591. https://doi.org/10.17507/tpls.1502.28
Gao F.,& Wu, P.(2017). Present-situation analysis and reform of English teaching methods for medical students. Medical Education Management, 32017.04.007
Guan, W., & Asavisanu, P. (2023). Medical English course quality: a study of student and instructor perspectives. Journal of Education and Learning, 12(6), 97-109. https://doi.org/10.5539/jel.v12n6p97
Han Y., Wei R.,& Wang, J.(2023). An ecological examination of teacher emotions in an EFL context. Frontiers in Psychology, 142023.1058046
Instructional Skills Workshop Network Executive. (2021). The Instructional Skills Workshop (ISW) handbook. https://www.iswnetwork.ca/resources/isw-and-fdw-handbooks/
Jackson P., Sukumaran G. P., Babu C., Tony M. C., Jack D. S., Reshma V. R., Davis D., Kurian N., & John A. (2024). Artificial intelligence in medical education - perception among medical students. BMC Medical Education, 24(1), 1-9. https://doi.org/10.1186/s12909-024-05760-0
Jinghui, S. (2023). Lost in the EMI trend: language-related issues emerging from EMI practice. Sage Open, 13(3), 1-12. https://doi.org/10.1177/21582440231181494
Li J., Zong H., Wu E., Wu R. R., Peng Z. F., Zhao J., Yang L., Xie H., & Shen B. R. (2024). Exploring the potential of artificial intelligence to enhance the writing of English academic papers by non-native English-speaking medical students - the educational application of ChatGPT. BMC Medical Education, 24, 736. https://doi.org/10.1186/s12909-024-05738-y
Li, J. Q. (2025). The impact of Krashen Input Hypothesis on English listening teaching.TheEducationalReview,USA,9(2), 220-225.http://doi.org/10.26855/er.2025.02.010
Li, L. (2012). Obstacles for General English teachers to take up English for Medical Purposes teaching and the corresponding strategies. Chinese Journal of ESP, 3(02), 85-91+118.
Li, L., & Li, X. X. (2019). Needs-analysis-based college English curriculum upgrade. Chinese Journal of ESP, 10(01):45-57+106.
Li L., Qin J. Q., Ren M. X., Xiao J., Han J. Y., Liang Y. H., Wang A. N., Zhang J., & Zhang W. Y. (2024). Application of BOPPPS mode in the experimental course of histology and embryology taught in English.Basic Medical Education, 26(08), 674-678.
Liang, P., & Li, J. (2022). Needs analysis of English writing for medical students: a case study. Higher Education and Oriental Studies, 2(2), 39-50. http://doi.org/10.54435/heos.v2i2.51
Lo, Y. Y. (2020). Professional development of CLIL teachers. Singapore: Springer Nature Singapore Pte Ltd.
Lu C. Q., Gu M. M.,& Lee, J. C. K.(2025). A systematic review of research on translanguaging in EMI and CLIL classrooms. International Journal of Multilingualism, 222023.2256775
Milosavljevic N., Vuletic A., & Jovkovic L. (2015). Learning medical English: A prerequisite for successful academic and professional education. Srpski Arhiv ZaCelokupnoLekarstvo, 143(3-4), 237-240.https://doi.org/10.2298/SARH1504237M
Nguyen, T. V. P. (2023). Challenges in ESP vocabulary acquisition: a study of Vietnamese non-English majors. English Language Teaching and Linguistics Studies, 6(1), 109-116. https://doi.org/10.22158/eltls.v6n1p109
Pinner, R. (2012). Authenticity and CLIL: Examining authenticity from an international CLIL perspective. International CLIL Research Journal, 2(1), 44-54.http://www.icrj.eu/21/article4.html
Puspasari, A., & Agustina, N. (2025). The integration of AI in English for nursing instructions: a systematic literature review. Journal of English Teaching, 11(1), 50-65. https://doi.org/10.33541/jet.v11i1.6509
Simonnet E., Loiseau M., & Lavoué É. (2025). A systematic literature review of technology-assisted vocabulary learning. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13096
Su, H., & Ma, F. (2025). A study on medical students' comprehensive academic English ability by DeepSeek-enabled blended teaching in China.International Journal of Creative Research Thoughts (IJCRT), 13(4), b474-b479.
Teng, M.F. (2024). A systematic review of ChatGPT for English as a foreign language writing: Opportunities, challenges, and recommendations. International Journal of TESOL Studies, 6(3), 36-57. https://doi.org/10.58304/ijts.20240304
Xia, L. (2022). Translanguaging as a pedagogical practice in a Chinese EFL classroom.Asian Journal of English Language Teaching, 31(1), 109-137.
Yang J. M., Wang M. H.,& Xu, R.(2024). Construction and application of AI dual- teacher intelligent teaching mode of ESP empowered by digital transformation. Medical Education Research and Practice, 322024.05.019
Yazıcı, E.A., Dikilitaş, K. (2025). Translanguaging as a pedagogical investment: A poststructural perspective on identity development. International Journal of TESOL Studies, 7(4), 148-164. https://doi.org/10.58304/ijts.250803
Zhang, L., & Wu, Y. (2022). Application of problem-driven BOPPPS mode in mixed teaching.Education and Teaching Forum, (34), 169-172.