Technology-Supported Self-Regulated English Learning in Medical Education: A Cognitive Perspective

Asha Selva Jeni P, Dr. Ponnulexmi V

Abstract: Medical English learning requires more than knowledge of vocabulary because medical students must understand, organise, practise, retrieve, and apply language in academic and clinical situations. Digital resources, including videos, podcasts, online articles, pronunciation tools, simulations, and artificial intelligence, provide flexible opportunities for such learning. Their educational value, however, depends largely on how students use them. Drawing on cognitive learning principles, Mayer?s Cognitive Theory of Multimedia Learning, and Zimmerman?s model of self-regulated learning, this paper examines how technology can support attention, information processing, memory, goal setting, practice, monitoring, and reflection in Medical English learning. The discussion follows the self-regulated learning cycle of forethought, performance, and self-reflection and considers how suitable digital tools can assist students at each stage. Particular attention is given to artificial intelligence, which can support personalised practice, feedback, clinical communication exercises, and writing development, but may weaken active learning when it replaces rather than supports the learner?s own cognitive effort. The paper also stresses the continuing role of teachers in guiding resource selection, developing learning strategies, interpreting feedback, and connecting digital activities with authentic medical communication. Effective technology-supported Medical English learning therefore depends on purposeful tool selection, active cognitive engagement, learner responsibility, reflection, and appropriate teacher guidance.

Keywords: Medical English, self-regulated learning, cognitive learning, educational technology, artificial intelligence

How to Cite?: Asha Selva Jeni P, Dr. Ponnulexmi V, "Technology-Supported Self-Regulated English Learning in Medical Education: A Cognitive Perspective", Volume 15 Issue 9, September 2026, International Journal of Science and Research (IJSR), Pages: 928-932, https://www.ijsr.net/getabstract.php?paperid=MR26915101939, DOI: https://dx.doi.org/10.21275/MR26915101939

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