Keywords
Abstract
This article examines how artificial intelligence can support the teaching of Medical English within an ESP framework and identifies the pedagogical risks that accompany its rapid adoption. Using a focused review of recent studies in language education and medical education, the paper analyzes opportunities for personalization, vocabulary development, simulated clinical communication, and assessment support, while also discussing hallucination, ethical concerns, overreliance, teacher training gaps, and infrastructural constraints in higher medical education.
References
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