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Purpose: The aim is to examine the effectiveness of the model applied during the teaching of academic writing in EMP. The study also investigates the participants' perceptions and impressions about applying the new teaching model and the material for the delivery of EMP and EMAP.
Methodology/Approach/Design: This comparative study was conducted in 2020 at the Kashan University of Medical Sciences. A questionnaire was constructed consisting of 80 records, planned in five groups based on Premise Base and Conducive. The dialogue items were also applied to find out whether the participants benefited from the media-based attitude supplements in their learning of academic English writing classes. Data were released on chosen variables, their occupation, year of education, and knowledge of writing techniques.
Results: The results of the study indicate that there were no important statistical differences at (a = 0.05) in the use of educational techniques. There are statistically important differences at (a = 0.05) in using educational techniques units because of the year of teaching adaptable in favor of the third and fourth-year academics. The findings also show that there are statistically significant differences at (a= 0.05) in using technique units due to the practice with other variables, in favor of academics with no techniques used to practice. The designed mean and Standard Deviations in six regions each comprising five declarations approved from the highest to the lowest in educational writing.
Practical Implications: The study presents practical implications for teachers. The results of the study might be of use for better handling of medical English lessons.
Originality/Value: The techniques can thus assist higher education programmers to identify, track, monitor, and treat at the university to educate, for teaching and learning medicine to strive in educating specialized writing. Given the benefits, it seems indispensable to apply the advantages of the survey, because studying hard to develop the technique, and implementing them in academic writing education is a theory.
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