The Role of Group Projects in Learning a Foreign Language In Distance Format For Medical Students

Abstract

In an era where medical education is increasingly globalized, the need for healthcare professionals to master foreign languages – particularly English – has grown in importance. Concurrently, the shift toward distance learning environments, accelerated by technological advances and public health considerations, challenges educators to develop effective, student-centered teaching strategies online. This study explored the potential of group projects as a means to enhance foreign language proficiency among medical students learning in a fully online setting. Adopting a mixed-methods design, the research involved 60–80 students enrolled in an «Foreign Language for Professional Purposes» (FLPP) course. Students worked in small groups on two major online projects over a semester, supported by synchronous and asynchronous communication tools, structured guidelines, and regular instructor feedback. Quantitative data were collected through pre- and post-intervention surveys assessing self-perceived language competence, confidence in collaborative online work, and intercultural awareness, as well as rubric-based evaluations of student-produced medical materials. Qualitative insights were gleaned from semi-structured interviews and discourse analysis of project outputs and online discussions, exploring learners’ experiences, perceptions of effectiveness, and interactional patterns. The findings indicated significant improvements in students’ self-assessed language skills, comfort with specialized medical terminology, and teamwork confidence. Students reported increased engagement, citing meaningful, authentic tasks as catalysts for deeper linguistic and cultural understanding. Instructors observed enhanced participation, more accurate use of professional vocabulary, and smoother online collaboration as the semester progressed. However, challenges emerged, including time-zone coordination, digital literacy gaps, and initial hesitancies in online communication. Overall, this study suggests that well-designed group projects, facilitated through digital platforms and supported by clear pedagogical structures, can positively impact foreign language development for medical students learning at a distance. The results underscore the importance of balancing technological tools, instructional scaffolds, and culturally responsive task design. These insights may guide educators and curriculum developers in refining online foreign language instruction and better preparing future healthcare professionals for the linguistic and intercultural demands of modern medical practice.