Enhancing Medical Vocabulary Acquisition through Multisensory Integration

Abstract

Medical terminology is often regarded as one of the most challenging components of English for Specific Purposes (ESP) curricula in health sciences. The complexity stems from the Latin and Greek roots of many terms, their phonological difficulty, and the necessity for precise spelling and pronunciation in clinical communication. Traditional vocabulary teaching methods, which emphasize rote memorization or isolated exposure, have frequently failed to ensure long-term retention. This article proposes a four-step multisensory framework for learning medical terminology that systematically integrates auditory, visual, articulatory, and kinesthetic modalities. The sequence includes: (1) listening to pronunciation, recognizing the orthographic form, and observing phonetic transcription; (2) listening and visual recognition combined with oral repetition; (3) listening, reading, and writing the term; and (4) listening and writing through dictation or recall. By engaging multiple senses in a structured, repetitive cycle, the model enhances both receptive and productive skills, consolidates memory, and fosters learner confidence. The article situates this framework within the context of ESP teaching in Vietnam and discusses its pedagogical implications for classroom practice, curriculum design, and potential digital applications. Ultimately, it argues that multisensory integration offers an effective pathway to mastering medical vocabulary, ensuring accuracy and fluency essential for future healthcare professionals.

Keywords: Multisensory learning; medical terminology; ESP; vocabulary acquisition; medical English.

DOI: 10.7176/JLLL/110-02

Publication date: March 31^st 2026