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Description
In the context of increasing international integration, English pharmaceutical terminology has become a key component in training pharmacy students to meet professional and communicative demands in modern healthcare settings. This study investigates the current learning of English pharmaceutical terminology among pharmacy students at LHU. It addresses two questions: (1) What are the difficulties in learning and using pharmaceutical terms do students encounter in academic and practicum settings? and (2) What are students’ perceptions of learning and using English pharmaceutical terminology? A mixed-methods design was used, combining a quantitative questionnaire with semi-structured interviews. The sample was composed of students of four years, especially those with internship experience at hospitals and drugstores. The survey questions included level of understanding, situations of use, and difficulties in learning the language. Meanwhile, the interview questions focused on their learning experience and attitude. It was found out that the terminology associated with pharmacology, pharmaceutics, pharmacokinetics, and interactions between drugs were the most used by the students. The results imply that the current approaches to teaching English terminology in pharmaceutical studies are still more inclined toward theoretical concepts rather than integrating the English terms in practical applications. Therefore, the study suggests improving the teaching and learning processes by adopting case-based learning, professional situations, more materials in English, ESP courses, and CLIL-based teacher training programs.
Keywords: English pharmaceutical terminology, ESP and CLIL approaches, learning difficulties, mixed methods study, pharmacy students
