Abstract: In this study, a 16-week teaching experiment is designed for first-year medical postgraduate students in a medical university in China to explore whether Move teaching is conducive to promoting academic English teaching and improving teachers’ professional competence. The data shows that the experimental group and the control group have the largest difference in M1 and M2. 95% of the students in the experimental group write M1 in their summaries, while only 55% of the students in the control group write M1. 98% of the students in the experimental group have M2 in their summaries, compared with 85% in the control group. Compared with M1 and M2, the percentages of M3, M4 and M5 in the two groups were not significantly different, which are 80% and 72%, 60% and 53%, and 70% and 65% respectively. It is not difficult to see that the Move teaching in the experimental group is conducive to improving students’ academic English level. The teaching logs and in-depth interviews show that the Move teaching puts forward higher requirements on teachers’ teaching ability and academic English level, and is also conducive to improving their professional ability.

Key words: Move, Academic English teaching, Teaching effect, Teachers' professional competence