This research paper investigates the pivotal role of English literacy improvement strategies among Medical English teachers and their consequent impact on teaching quality within the context of higher vocational colleges in China. In an era where the global integration of medical practices demands proficient English communication skills, the proficiency of teachers in English, particularly in Medical English, becomes crucial. Through a mixed-methods approach, combining quantitative analysis with qualitative interviews, the study examines various aspects of English literacy, including reading, writing, speaking, and pronunciation, among teachers in these specialized institutions.

Data collected from 428 participants across several higher vocational colleges reveal that targeted improvements in English literacy can significantly enhance the overall quality of Medical English teaching. Areas identified for potential enhancement include fluency in speaking, accuracy in pronunciation, and proficiency in reading and writing medical contexts. The study employs statistical analyses, such as ANOVA, to substantiate the positive impact of enhanced English literacy on teaching effectiveness, supported by qualitative insights from educators and experts in the field.

The findings underscore the importance of comprehensive professional development programs that focus on English literacy among Medical English teachers. Such initiatives not only promise to elevate the quality of teaching but also aim to better prepare students for the linguistic demands of the global medical workforce. This study contributes to the ongoing discourse on teacher development and intercultural education, advocating for strategic interventions to bolster English literacy as a means to improve educational outcomes in higher vocational colleges.

Keywords: English Literacy, Medical English Teaching, Higher Vocational Colleges, Teaching Quality Improvement.

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