29th JASMEE Conference

Session

[06] General Topics 2B

GT2B

Jul 11, 2026, 12:50 PM

[2F] Room B

18. Confident but Anxious: Examining the Persistence of an Affective Paradox in Medical English History-Taking

Timothy P Williams (Nihon University School of Medicine, Office of Medical English Education)

7/11/26, 12:50 PM

Teaching and learning (T3)

Oral

Previous work has drawn attention to an apparent paradox in medical English education: students may report increased confidence in history-taking while still reporting anxiety. The present study examines the persistence of this affective paradox across cohorts using matched pre–post survey data. Participants were second-year medical students enrolled in a six-week English-based history-taking...

20. Anxiety and Academic Writing in English: Evidence from Japanese Medical Students

Richard O'Shea (Nihon University, School of Medicine)

7/11/26, 1:05 PM

Teaching and learning (T3)

Oral

This presentation outlines the results of a study into the levels and types of second language (L2) writing anxiety among Japanese medical students. Recognizing anxiety as a significant affective factor in L2 acquisition, the research focuses specifically on writing, an area shown to be particularly susceptible to anxiety-related performance issues. The study addresses two research questions:...

17. What is EMP without EMPathy?

Ian Willey (Kagawa University)

7/11/26, 1:20 PM

Teaching and learning (T3)

Oral

Empathy is considered essential to both language learning and healthcare. It follows that empathy should be a core component of EMP (English for Medical Purposes) education, yet this is not the case. Most EMP textbooks remain focused on medical terminology and expressions. The author will present findings from a study that attempted to measure the effect of empathy-building activities on the...