Enhancing EAP acquisition in medical education: efficacy of a text-processing software- integrated instructional approach

Background: The integration of technology in English for Academic Purposes (EAP) instruction is a critical area for pedagogical innovation, particularly in specialized fields like medicine. This study investigated the efficacy of a Text-Processing Software-Integrated Instructional (TPSII) approach, which utilizes Microsoft Word's advanced features, compared to a traditional lecture-based method for teaching medical English. Methods: A randomized controlled trial was conducted with 60 first-year Iranian medical students. Participants were divided into an experimental group (n=30) receiving TPSII instruction and a control group (n=30) receiving traditional instruction. A pre-test ensured baseline proficiency equivalence. Following a 16-week intervention, a post-test assessed learning outcomes. Results Data were analyzed using paired and independent samples t-tests. Statistical analysis revealed that both groups showed significant improvement from pre-test to post-test (P<0.001). The experimental group demonstrated a significantly greater mean improvement (Δ=3.60) compared to the control group (Δ=2.17). An independent samples t-test confirmed that the post-test scores of the TPSII group were significantly higher than those of the control group (t(58)=4.96, P<0.001), with a large effect size (Cohen's d=1.28). Conclusion The results indicated that while traditional methods are effective, the TPSII approach provides a superior pedagogical framework for EAP acquisition. Actively utilizing the interactive capabilities of common software, rather than simply digitizing text, can significantly enhance learning outcomes in resource-conscious educational environments.