Enhancing Pharmacy Students’ L2 English Proficiency
Vocabulary Knowledge and Collaborative Learning in Reading
- Haruko Shimazaki／2026.2
- JPY 6,000／A5 size, softcover, 180 pages
- bookdesign: Toshinobu Nagata
This study bridges its inspiration and purposes by demonstrating the transformative potential of reading as both a skill and a gateway to professional growth. By addressing the unique challenges faced by pharmacy students, it provides a framework for enhancing EMP proficiency and preparing future pharmacists to meet the demands of an increasingly interconnected world. (from Chapter 7: Conclusion)
This study addresses these challenges through the following objectives.
– Enhance Reading Proficiency
– Support Vocabulary Development
– Evaluate Collaborative Reading (CR)
– Advance Evidence-Based Teaching Practices
– Contribute to Global Pharmacy Education (from Chapter 1: Introduction)
（ISBN 9784868161301）
Table of contents
Acknowledgements
Chapter 1 Introduction
1.1 Motives for This Study
1.2 Purposes of the Study
1.3 Organization of the Study
1.4 Three Domains of Subject Development Study and Their Connection to This Study
1.5 Ethical Considerations
Chapter 2 Theoretical Background
2.1 Research Context in Pharmacy Education
2.2 Literature Review
2.3 Summary of Chapter 2
Chapter 3 Study 1: Investigation of Japanese Pharmacy Students’ English Vocabulary Knowledge
3.1 Research Questions
3.2 Methodology
3.3 Results and Discussion
3.4 Conclusion of Study 1
Chapter 4 Study 2: An Analysis of Japanese Pharmacy Students’ Knowledge of EMP Vocabulary: Its Breadth, Characteristics, and Difficulty Order
4.1 Research Questions
4.2 Methodology
4.3 Results and Discussion
4.4 Conclusion of Study 2
Chapter 5 Study 3: Verification of the Effectiveness of Collaborative L2 Reading Comprehension Among Japanese Pharmacy Students
5.1 Research Questions
5.2 Methodology
5.3 Results and Discussion
5.4 Conclusion of Study 3
Chapter 6 Study 4: Japanese Pharmacy Students’ Perceptions of CR
6.1 Research Questions
6.2 Methodology
6.3 Results and Discussion
6.4 Conclusion of Study 4
Chapter 7 Conclusion
7.1 Pedagogical Implications
7.2 Practical Applications of Pedagogical Implications
7.3 Limitations and Suggestions for Future Research
7.4 Overall Conclusion
References
Appendices
Author
HARUKO SHIMAZAKI
Haruko Shimazaki is an Associate Professor at the Center for Language Education, Tsuru University, Japan. She holds an MEd from the University of Bristol, an MA in TESOL from the University of Chichester, and a PhD in Education from Shizuoka University. Her research is grounded in second language acquisition and English language education, with particular focus on vocabulary development, collaborative learning, and reading pedagogy in higher education and English for Medical Purposes (EMP) contexts. She has published peer-reviewed studies on pharmacy students’ EMP vocabulary knowledge, collaborative reading, and research-informed instructional design, including articles in the Journal of Medical English Education and the Modern Journal of Studies in English Language Teaching and Literature. She is a member of major professional associations in Japan and internationally, including JACET, JALT, JASMEE, and ThaiTESOL, and has served as a reviewer for an international ELT journal. Her professional qualifications include Cambridge CELTA and Cambridge DELTA (Module 2).