Abstract

In the context of global medical integration, self-regulated learning (SRL) is essential for enabling health sciences students to update their medical knowledge and pursue lifelong professional development. Using an explanatory sequential mixed-methods design, this study examines ESP self-regulated learning among 253 second-year students enrolled in General Medicine, Nursing, and Medical Laboratory Technology programs at Hanoi Medical University. The quantitative findings show relatively high intrinsic motivation (M = 3.14), which is positively correlated with students’ self-efficacy in future professional consultations (r = 0.51, p < 0.01). However, students experience considerable communication anxiety (M = 3.26), with women reporting significantly higher levels than men (p < 0.05), and lack specialized cognitive strategies such as summarizing medical texts (M = 2.28) and presenting medical data (M = 2.30), particularly among bachelor’s-degree students. Qualitative findings further reveal fragmented knowledge and unsystematic learning habits. Accordingly, the article proposes coordinated pedagogical measures to create a supportive, anxiety-reducing learning environment.

Keywords: Communication anxiety, English for specific purposes, learner autonomy, medical education, self- regulated learning.