English Proficiency Assessment and Writing Skills among Medical Students at the University of Tlemcen

Résumé

Assessment plays a vital role in evaluating students’ academic performance, particularly in higher education contexts where language proficiency is essential for professional development. This study investigates the written performance of English for Medical Purposes (EMP) students at the University of Tlemcen, with a specific focus on assessment practices that contribute to enhancing students’ writing skills. The study aims to achieve two primary objectives: first, to explore the effectiveness of different assessment techniques in measuring writing proficiency; and second, to assess how writing-focused evaluations contribute to the development of academic language skills among medical students. A total of 108 students from three academic departments—Medicine, Pharmacy, and Dental Medicine—participated in the research. Data collection was carried out using a combination of student questionnaires and both formative and summative assessments. The evaluation included three types of assessment tools: multiple choice questions (MCQs), short open responses (QROC), and extended writing exams. The findings revealed strong student performance in MCQs, where 83.33% of participants provided correct answers. However, the writing exams exposed notable difficulties in grammar, spelling, and idea generation. In particular, 83.33% of the total written errors were related to spelling, and 55.56% of students experienced difficulties in organizing and expressing ideas effectively. These results underscore the need for more targeted writing assessments that can diagnose specific learner challenges and inform effective teaching strategies. The study concludes that the integration of varied assessment methods is essential for identifying linguistic weaknesses, supporting student learning, and ultimately improving writing proficiency in medical English contexts.