Overcoming English Language Barriers in Healthcare in Saudi Arabia Through Phonics and Grammar Awareness: A Linguistic Approach to Enhancing Communication among ESL Professionals

Background: Effective communication is a cornerstone of quality healthcare delivery. In the Kingdom of Saudi Arabia (KSA), where the healthcare system is highly multicultural and multilingual, English serves as the primary medium for professional interaction. However, many healthcare providers are non-native English speakers, which introduces a persistent language barrier that can jeopardize patient safety and interdisciplinary collaboration. This study investigates the impact of phonics and grammar instruction on improving communication effectiveness among English as a Second Language (ESL) healthcare professionals in KSA. Method: The study employed a quasi-experimental mixed-methods design involving 60 non-native English-speaking healthcare professionals from two major hospitals in Riyadh and Jeddah. Participants were divided into control and experimental groups. The experimental group received targeted phonics and grammar training over a four-week period. Data were collected using pre- and post-tests, structured observations, and semi-structured interviews. Results: Statistical analysis revealed significant improvement in both grammar accuracy and pronunciation clarity among the experimental group. Mean grammar scores increased from 60.8 to 84.5, while pronunciation scores rose from 58.2 to 81.7. Observational data indicated a 66% reduction in communication breakdowns. Interview themes highlighted enhanced communicative confidence, clarity in patient education, and improved professional assertiveness. Conclusion: The findings underscore the necessity of integrating phonics and grammar training into English for Specific Purposes (ESP) programs within healthcare. Such training not only improves linguistic competence but also strengthens professional identity and patient safety. Policymakers and institutions are encouraged to view language instruction as a clinical imperative rather than an optional supplement.