The effect of adobe connect virtual classrooms on medical students' technical vocabulary learning: Achievements and challenges

Abstract

Aims: With advances in computer technology, the recent decade has witnessed a growth in resources and an increase in the availability of devices for language learning and teaching. This study aimed at investigating the effect of Adobe Connect virtual classrooms on technical vocabulary learning of students of medicine as well as to explore their attitudes toward Adobe Connect virtual classrooms. Materials and Methods: This quasi-experimental study was performed on 60 EFL students of medicine studying at Kashan University of Medical Sciences, Kashan, Iran. To ensure the participants' homogeneity in terms of language proficiency, the Oxford Quick Placement Test was used. The participants were randomly divided into two groups (n = 30): conventional teacher-centered and Adobe Connect virtual groups. Data were collected using pre- and post-tests of technical medical vocabularies to evaluate vocabulary knowledge and a five-point Likert scale to evaluate the students' attitudes toward Adobe Connect virtual classrooms. Data were analyzed using an independent t-test and a paired t-test by SPSS version 22. Results: The results revealed no significant difference in the mean scores of the vocabulary test between the conventional teacher-centered and Adobe Connect virtual groups before training (P = 0.757); however, the mean vocabulary scores after training in the Adobe Connect virtual group was significantly higher than the conventional group (P < 0.001). Conclusion: The findings of the present study show the effectiveness of the Adobe Connect virtual classrooms and students' satisfaction with such a virtual environment in terms of technical medical vocabulary learning.

Keywords

• adobe connect
• medical students
• attitudes
• technical vocabulary learning
• virtual classrooms