Enhancing Interaction and Clinical Communication through Padlet in Medical English Courses

Abstract

Teaching Medical English requires more than developing students’ linguistic accuracy; it must also support meaningful interaction and effective clinical communication. At University of Medicine and Pharmacy at Ho Chi Minh City (UMP-HCM), traditional classroom practices have not always provided sufficient opportunities for medical students to engage in authentic, context-based communication. This study examines the integration of Padlet, an online collaborative platform, into Medical English courses as a means of addressing these challenges. Padlet was incorporated into a range of instructional activities, including case-based discussions, role-play reflections, vocabulary building, SOAP note writing, and patient education tasks. A mixed approach was employed, combining classroom implementation with a small-scale survey involving 60 medical students, alongside reflective feedback on learning experiences. The findings indicate that Padlet-supported activities enhanced student engagement, encouraged peer feedback, and fostered collaborative learning. Students reported increased confidence, reduced anxiety when using medical terminology, and greater fluency in professional communication tasks. These results suggest that Padlet offers a flexible and accessible digital solution for creating interactive, student-centered learning environments in English for Medical Purposes (EMP). The study concludes by highlighting pedagogical implications for ESP instructors seeking to integrate technology while maintaining disciplinary relevance and instructional practicality.

Keywords: Padlet, Medical English, interaction, peer feedback, clinical communication, digital learning. UMP at HCMC

DOI: 10.7176/JLLL/111-02

Publication date: April 30^th 2026