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This study aimed to contribute to the improvement of the clinical students’ medical English learning ability in a Chinese university, their medical English learning motivation and strategies, thus, enhancing their learning performance, interest and proficiency in medical English learning, and make medical English teaching in the medical university more efficient and effective. The participants involved in this quantitative research were 400 clinical students from one Chinese university. The results revealed that majority of the respondents are female , with very good English skills , and in their first year. Respondents agreed on all the subscales of medical English learning motivation, perform higher on competition and extrinsic motivation, however lower with regard to intrinsic motivation. The current level of medical English learning motivation among clinical students is moderate, but far from satisfactory. The respondents are more adept at social and metacognitive techniques than the other four dimensions of medical English learning strategies. intermediate in terms of compensatory, cognitive, and memory methods, and weak in terms of affective strategies. There were significant differences in responses concerning medical English learning motivation and strategies when the clinical students were categorized according to sex and English rating yet not significant in the extrinsic and intrinsic motivation when grouped according to year level. In terms of learning motivation and strategies , there is significant difference specifically in terms of Rating in English. There is a highly significant relationship between medical English learning motivation and strategies.
KeywordMedical English Learning Motivation； Medical English Learning Strategies;Clinical Students