Reading serving for major learning: a teaching experiment on combination between College English reading with students’ major learning

This study investigates the integration of College English reading with students’ major-related learning in the context of a College English course in China. The research was conducted with a second-year College English class consisting of 32 medical students. Data were collected throughout the experiment, including students' self-reports. The findings indicate that incorporating reading materials related to students' majors in the College English course expanded their reading scope and fostered collaborative learning through group-based literature reading and essay writing. Through this integration, students produced essays in English related to their major or personal interests in teamwork. The integration resulted in positive outcomes, such as increased student engagement, improved learning experiences, and heightened motivation. Additionally, a commonly reported challenge was slow reading speed, primarily due to unfamiliar genres and the presence of numerous professional terms or academic vocabulary.