Retrospective Study: Integrating English for Medical Purposes and Edutainment through English-Subtitled K-Drama “Daily Dose of Sunshine” to Enhance Nursing Students’ Psychiatric Vocabulary

Rahmadila Eka Putri

doi:10.35961/salee.v6i2.1655

Authors

Rahmadila Eka Putri Politeknik Negeri Sriwijaya

DOI:

https://doi.org/10.35961/salee.v6i2.1655

Abstract

English for Medical Purposes (EMP) focuses on teaching domain-specific vocabulary in clinical settings, including psychiatry. However, psychiatric terminology poses particular challenges for novice nursing students due to linguistic complexity and mental health stigma. To address these issues, this study incorporated the English-subtitled K-Drama “Daily Dose of Sunshine” as an edutainment tool to support vocabulary acquisition and foster more constructive perceptions of psychiatric content. A retrospective descriptive design was employed to analyse existing data from researcher’s previous EMP instructional period at a health-focused higher education institution. This approach aimed to evaluate the pedagogical impact of audiovisual integration in psychiatric English instruction and to generate evidence-based insights for English for Specific Purposes (ESP) practice in researcher’s current vocational context. Data were collected through proportionate stratified sampling of 30 nursing students. The study utilized Likert-scale questionnaire to investigate students’ perceptions of using audiovisual media, Vocabulary Recognition Task (VRT) to measure psychiatric English vocabulary acquisition, and documentation to explore potential patterns between the two datasets. The findings indicated notable vocabulary gains, particularly among students with lower initial proficiency, and improved contextual understanding. These outcomes underscore the potential of edutainment in facilitating domain-specific language learning and reducing stigma. Furthermore, it offers valuable implications for the advancement of ESP instruction in specialized educational contexts.

References

Ahad, A. A., Sanchez-Gonzalez, M., & Junquera, P. (2023). Understanding and addressing mental health stigma across cultures for improving psychiatric care: A narrative review. Cureus, 15(5), e39549. https://doi.org/10.7759/cureus.39549

Alanazi, K., & Curle, S. (2024). Challenges experienced by students studying medicine through English medium instruction. Frontiers in Education, 9, 1364860. https://doi.org/10.3389/feduc.2024.1364860

Alejado, P. J. I., et al. (2023). Investigating the effectiveness of Korean dramas with English subtitles on the English language competence of students. International Journal of Social Science and Human Research, 6(4), 2080–2084.

Amal, M. I., et al. (2019). Using English movie with delay and non-delay subtitle to improve listening skill. Journal of Linguistics and English Teaching Studies, 1(1), 1–9.

Beseghi, M. (2023). Subtitling for the deaf and hard of hearing, audio description and audio subtitling in multilingual TV shows. Languages, 8(2), 109. https://doi.org/10.3390/languages8020109

Bobkina, J., Baluyan, S., & Dominguez Romero, E. (2025). Tech-enhanced vocabulary acquisition: Exploring the use of student-created video learning materials in the tertiary-level EFL (English as a foreign language) flipped classroom. Education Sciences, 15(4), 450. https://doi.org/10.3390/educsci15040450

Cai, S. (2024). Application of audiovisual input into L2 vocabulary acquisition. Curriculum and Teaching Methodology, 7, 197–202. http://dx.doi.org/10.23977/curtm.2024.070629

Corrius, M., Espasa, E., & Zabalbeascoa, P. (2019). The multilingual text: A challenge for audio description. In E. Bogucka & K. Chmiel (Eds.), Translating audiovisuals in a kaleidoscope of languages (pp. 147–172). Peter Lang.

Elgindi, H., & Hoque, M. S. (2022). The challenges faced by novice teachers of English for medical purposes (EMP): The case of Saudi Arabia’s medical colleges. International Journal of Language and Literary Studies, 4(3), 202–220. https://doi.org/10.36892/ijlls.v4i3.953

Enos, G. (2020). Millennials, generation Z targeted in new mental health initiative. Mental Health Weekly, 30(39), 1–5. https://doi.org/10.1002/mhw.32536

Fahmi, S., & Purnawan, A. (2025). Language teachers’ strategies for enhancing vocabulary mastery: A retrospective study using Blooket. Journal of Foreign Language Teaching and Learning, 10(1), 50–73. https://doi.org/10.18196/ftl.v10i1.25455

Hartini, N., Fardana, N. A., Ariana, A. D., & Wardana, N. D. (2018). Stigma toward people with mental health problems in Indonesia. Psychology Research and Behaviour Management, 11, 535–541. https://doi.org/10.2147/PRBM.S175251

Hidayati, L., & Meisani, D. R. (2023). The needs analysis of English for specific purposes: A study in an Indonesian medical school. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 465–479. http://dx.doi.org/10.21093/ijeltal.v7i2.1424

Ismail, N. A., Kusumaningtyas, K., & Firngadi, M. S. K. (2023). Self-diagnose is associated with knowledge and attitude towards mental illness of university students in Indonesia. Egypt Journal of Neurology, Psychiatry and Neurosurgery, 59, 162. https://doi.org/10.1186/s41983-023-00760-1

Khadawardi, H. A. (2022). Teaching L2 vocabulary through animated movie clips with English subtitles. International Journal of Applied Linguistics and English Literature, 11(2), 18–27. https://doi.org/10.7575/aiac.ijalel.v.11n.2p.18

Kusiak, L., Didenko, O., Pavlenko, O., Romanyshyn, Y., Kramarenko, V., Petrash, A., Danylenko, O., & Benkovska, N. (2024). Implementing content-based instruction in online ESP course within the system of professional training of future officers. World Journal of English Language, 14(6), 35–46. https://doi.org/10.5430/wjel.v14n6p35

Laoli, A., Bago, E., Lase, D. A., & Gulo, H. V. S. (2025). Influence of watching English movies on English language speaking skills. International Journal of Multilingual Education and Applied Linguistics, 2(1), 30–38. https://doi.org/10.61132/ijmeal.v2i1.187

Linadi, K., & Haryati, T. (2025). The potential of Korean drama as edutainment media to improve mental health literacy: Content analysis of Daily Dose of Sunshine. Jurnal Promkes: The Indonesian Journal of Health Promotion and Health Education, 13(SI1), 122–146. https://doi.org/10.20473/jpk.V13.ISI1.2025.122-146

Masduqi, H., & Khairunnisa, S. (2024). Students’ perception of the use of watching Korean dramas with English subtitles for vocabulary learning. Journal of English Education Program, 5(2), 229–242. https://doi.org/10.26418/jeep.v5i2.71665

Maulidiyah, N. (2019). The use of English movie subtitles in improving students’ reading comprehension. Journal of English Language Teaching and Linguistics, 4(2), 171–182.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Papadopoulos, C., Leavey, G., & Vincent, C. (2002). Factors influencing stigma: A comparison of Greek-Cypriot and English attitudes towards mental illness in North London. Social Psychiatry and Psychiatric Epidemiology, 37(9), 430–434. https://doi.org/10.1007/s00127-002-0560-9

Park, S. B., & Kim, T. W. (Executive Producers). (2023). Daily dose of sunshine [TV series]. Netflix. https://www.netflix.com/id-en/title/81572595

Pilotti, M. A. E., Alaoui, K. E., Abdelsalam, H. M., & Khan, R. (2023). Sustainable development in action: A retrospective case study on students’ learning before, during, and after the pandemic. Sustainability, 15(9), 7664. https://doi.org/10.3390/su15097664

Puimège, E., Perez, M. M., & Peters, E. (2021). Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study. Second Language Research, 39(2), 471–492. https://doi.org/10.1177/02676583211049741

Priska, S. Y., Wardhani, S., & Sulistyawati, A. E. (2022). Students’ perception in the use of subtitled movie in enriching English vocabulary. In Proceeding of Pancasakti International Seminar on English Language Teaching (PISELT) (pp. 161–170).

Putri, L., Fatmawaty, F., Saragih, E., & Madina, M. (2022). A retrospective study on English teachers’ strategies to increase students’ vocabulary mastery. English Education Journal, 12(3), 399–409. https://doi.org/10.15294/eej.v12i3.61086

Putri, R. E. (2025). Asking questions and seeking clarifications. In C. N. Saragi (Ed.), Speak up! Unlocking English confidence for beginners (pp. 91–97). CV Gita Lentera.

Putri, R. E. (2025). Vocational English grammar: Computer engineering students’ misformation error analysis on auxiliary verbs of passive voice in TOEIC reading. Jurnal Sosial Humaniora dan Pendidikan (JSHP), 9(1), 1–11. https://doi.org/10.32487/jshp.v9i1.2324

Putri, R. E. (2025). English for hospitality: A representation of oral communication practices in food and beverage (F&B) services in the British mini-series Boiling Point. IJELR: International Journal of Education, Language, and Religion, 7(1), 75–90. https://doi.org/10.35308/ijelr.v7i1.11783

Rajagopal, V., Stephenson, J., & Ousey, K. (2023). Mental illness stigmatisation among Malaysian adults: A systematic review. British Journal of Nursing (Mark Allen Publishing), 32(20), 988–994. https://doi.org/10.12968/bjon.2023.32.20.988

Rinekso, A. B., Lesagia, O., & Setiawati, D. (2021). Improving vocabulary while watching Korean dramas: A case of Indonesian EFL university students. ELTR Journal, 5(1), 50–62. https://doi.org/10.37147/eltr.v5i1.106

Song, L. Y., Chang, L. Y., Shih, C. Y., Lin, C. Y., & Yang, M. J. (2005). Community attitudes towards the mentally ill: The results of a national survey of the Taiwanese population. The International Journal of Social Psychiatry, 51(2), 162–176. https://doi.org/10.1177/0020764005056765

Stahl, K. A. D. (2003). The effects of three instructional methods on the reading comprehension of at-risk elementary students (Ed.D. dissertation, University of Georgia). Retrieved from University of Georgia Digital Commons. https://getd.libs.uga.edu/pdfs/stahl_katherine_a_200305_edd.pdf

Stahl, S. A., & Bravo, M. A. (2010). Combining breadth and depth in vocabulary assessment. Reading Research Quarterly, 45(4), 405–424. https://doi.org/10.1598/RRQ.45.4.1

Stangl, A. L., Earnshaw, V. A., Logie, C. H., van Brakel, W., Simbayi, L. C., Barré, I., & Dovidio, J. F. (2019). The health stigma and discrimination framework: A global, crosscutting framework to inform research, intervention development, and policy on health-related stigmas. BMC Medicine, 17(1), 31. https://doi.org/10.1186/s12916-019-1271-3

Sánchez-Auñón, E., Férez-Mora, P. A., & Monroy-Hernández, F. (2023). The use of films in the teaching of English as a foreign language: A systematic literature review. Asian Journal of Second and Foreign Language Education, 8, 10. https://doi.org/10.1186/s40862-022-00183-0

Wei, W. (2021). Research on the medical English teaching under the condition of medical literacy based on computer-aided technology. Journal of Physics: Conference Series, 1744, 042001. https://doi.org/10.1088/1742-6596/1744/4/042001