Main Article Content
Background: Social media are widely used in informal communication, but how about in professional communication? This study reflects on a task-based action research intervention focusing on asynchronous Facebook (FB)-integrated professional communication for Medical English (ME). The purpose of the study was to understand if and how FB-integrated learning could be successfully customised to Medical English in order to provide further asynchronous communication to medical students and to evaluate their opinions in terms of its “usefulness” and “satisfaction”. Methods: Online class observation, rubric-based assessment of students’ productions, a Google form questionnaire and informal class discussions were selected for data collection. Main Argument: Specific Medical English task elements (peer evaluation) and factors (communication versus accuracy) could influence the students’ performance, satisfaction, and motivation in FB-based ME communication. Conclusion: Incorporation of Facebook-integrated communication was a quantitatively (democratic participation) and qualitatively (comfort of asynchrony) positive experience in ME blended learning.
Keywords: asynchronous speaking, Facebook, Medical English, professional communication, social media;
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