ASPECTS OF MEDICAL COLLEGE STUDENTS’ OPINIONS OF THE ROLE OF DIGITAL PLATFORMS

Abstract

The use of new equipment in the classroom, such as the Internet, interactive boards, multimedia and virtual learning platforms, sets the stage for a multiplicity of new opportunities in teaching ESP. Unlike the old reproductive methods, relying on one-way directionality, the new means of teaching call for novel approaches, necessitating a high level of teacher-student interaction, an unchartered method of classroom management and a completely different ethos. Through technology, students’ attention can be targeted towards activities raising their learning awareness and inducing greater involvement in the wake of substantially increased degrees of interest. Furthermore, the use of technology is conducive to altering teaching status, commanding a change of paradigm in terms of communicative strategies. Digital platforms like Moodle are crucial for improving English for Specific Purposes (ESP) instruction by creating a learner-centered atmosphere, encouraging collaborative learning, and incorporating technology tailored to the specific needs of learners in various professions. The use of Moodle and similar Learning Management Systems (LMS) has been shown to promote interactive online learning strategies that are vital for effective language acquisition. Features such as forums, wikis, and glossaries not only engage students but also enable educators to customize their teaching to meet the diverse requirements of ESP learners across fields like business and engineering. This adaptability in course design is linked to better academic performance, with research indicating that technology-enhanced ESP instruction boosts students' motivation and outcomes. Furthermore, the integration of digital platforms supports differentiated instruction, which is essential for addressing the varying proficiency levels among ESP students. Studies demonstrate that digital resources significantly influence students' self-perception and academic success in ESP contexts, with personalized learning paths leading to notable improvements in language skills, particularly in writing, which is vital for professional success. Additionally, the use of digital literacy tools equips ESP learners with the competencies necessary to meet the demands of their respective industries, thereby improving their employability and readiness for the workforce. The present article sets itself a far more humble task to gauge, based on a questionnaire, students propensity to technology, through their experience of electronic platforms. The students from three specialties at the Medical College, Medical University – Plovdiv do a questionnaire to share their views on the use of digital platforms in their case – Moodle. The results show that the students approve of the use of digital platforms, but still regard the role of the teacher as indispensable. These results are true encouragement for teachers to step into their new roles as mentors and mediators in the classroom of English for Academic Purposes.