Computer-assisted personalized instruction in Academic Medical English writing: A socio-material view

This paper explores the integration of computer-assisted, personalized instruction in the development of Academic Medical English, focusing on a technology-enhanced pedagogical model that combines corpus tools and retrospective reflection sessions. This multi-phase model draws on socio-material theory and involves the annotation of medical research drafts using Markin software, followed by synchronous Zoom-based feedback sessions between language instructors and medical researchers. These sessions incorporate digital tools such as the Oxford English Dictionary (OED) online and Sketch Engine for Language Learning (SkeLL), enabling learners to investigate authentic language use and revise texts collaboratively. Participants also critically reflected on their previous experiences with and assumptions about academic writing. Findings indicate that the interplay between human actors and technological artefacts fosters increased linguistic awareness, disciplinary rhetorical competence, and learner autonomy. Digital tools emerged not merely as resources but as epistemic partners in the co-construction of knowledge. This study demonstrates how digital technologies, when meaningfully embedded in reflective and collaborative learning environments, can significantly enhance ESP competence in high-stakes professional contexts such as medicine.