COGNITIVE STRATEGIES FOR LEARNING MEDICAL TERMS

Abstract

This thesis analyzes the importance of cognitive strategies in learning English medical terminology among medical students. Medical terminology is often difficult because of complex Latin and Greek structures, pronunciation challenges, and specialized vocabulary. The study examines the role of contextual learning, visualization, repetition, association, and multimedia-assisted instruction in improving terminology acquisition. The findings show that cognitive and multimedia-based approaches improve students’ comprehension, motivation, pronunciation, and long-term vocabulary retention.