Attitudes towards Codeswitching in ESP classes: A Case Study of Second-Year Students in Business Administration

Acknowledging the critical role of English for Specific Purposes (ESP) in shaping professional and academic success across various fields, the research delves into the nuanced interplay between gender and academic discipline in shaping the ESP needs of higher education students. The investigation investigates the impact of gender and academic discipline on Chilean dentistry and business administration students’ perceived lack, want, and need for English for Specific Purposes (ESP). Drawing on sociocultural theory and self-determination theory, a mixed-methods model that involved data collected from 94 dentistry and 121 business administration students was adopted. Findings revealed significant gender differences: males reported greater perceived lack, whereas females exhibited higher want and need for English, suggesting gender influences ESP perception and necessitates customized learning strategies. Contrarily, academic discipline did not significantly affect ESP perceptions, challenging assumptions that ESP needs are strictly discipline-dependent and highlighting a generalized demand for English proficiency across fields. The findings demonstrate the importance of gender-sensitive and flexible ESP programs that cater to diverse learner needs while considering broader educational and individual factors. The study implies that educational practitioners should develop ESP curricula that not only address specific professional terminologies and situations but also reflect an understanding of the roles gender and discipline play in language learning. This approach could foster more effective and inclusive language education tailored to the varied aspirations and requirements of students in different fields.

The use of social networks among students has spread since cheaper costs, the use of cellphones and the viral effect of the Twitter and Facebook platforms worldwide. Even though, the impact of the learning processes, as well as the communication mechanisms among students, has just started to be studied. This research focuses on the second option, trying to answer the question: How do college students use social networks to improve communication and exchange knowledge? From the application of two online surveys applied to business administration (BBA - Bachelor in Business Administration) and informatics management (BIM - Bachelor in Informatics Management) students in 2010 and 2012, it was possible to observe that business administration students are the ones that use these platforms the most for sharing information and that in just a few years the use of these tools has changed among students.

The article reports on parts of an empirical longitudinal study. Students of engineering, business administration, medicine and psychology have been interviewed at the beginning and at the end of their education. The focus in the present article is on the students of business administration. Two of the questions in the interview asked for the student’s conceptions about the most prominent contemporary economic problem and the cause of famine in the underdeveloped countries.

According to the current problems of business administration graduate students training, this paper has been intensively studied on the training process of graduate students in business administration from the perspective of information technology.An overall optimal framework of the optimization project of graduate students in business administration was put forward, which include the training process optimization process node, the results of the training process visualization, process tracking mechanism and culture training process interaction mechanisms.On this basis, practice popularization and application of ideas of optimization project are given to improve the clutivation quality of graduate students education.

The Social Amelioration Program (SAP) of the City of Manila was implemented as a response to the economic distress brought about by the COVID-19 pandemic. It aimed to provide financial assistance to low-income families, including students, to alleviate the economic burden and ensure continuity in education. This study explores the effects of SAP on the academic performance of the College of Business Administration (CBA) students of Universidad de Manila. Moreover, this research investigates whether the financial aid provided by SAP has contributed to the students’ requirements to regular attendance, and enhance learning engagement. The study employs a mixed-methods approach, combining quantitative data from student surveys with qualitative insights from interviews with beneficiaries. The quantitative aspect evaluates changes in students' grades, attendance records, and financial stress levels before and after receiving SAP. The qualitative segment focuses on students’ perceptions regarding the sufficiency and accessibility of the financial aid, as well as the ability to allocate the resources effectively for educational expenses. Preliminary findings suggest that SAP has played a crucial role in alleviating financial stress among Business Administration students. The aid enabled students to afford essential academic resources such as internet connectivity, books, and school supplies, which contributed to their overall academic performance. Additionally, the program has indirectly improved mental well-being by reducing anxiety related to financial constraints, thereby allowing students to focus more on their studies. However, challenges remain in the disbursement process, with some students reporting delays in receiving funds or issues regarding eligibility criteria. Despite its positive impact, the study highlights that SAP alone may not be sufficient to fully address the academic challenges faced by students in business administration programs. Other socio-economic factors, including family responsibilities and employment obligations, continue to affect students’ academic outcomes. The findings suggest that while SAP serves as a critical short-term intervention, long-term solutions such as sustainable scholarship programs and employment opportunities for students should be explored to ensure consistent academic success. This study contributes to the ongoing discourse on student welfare policies and economic assistance programs in Manila. It emphasizes the importance of government support in higher education and the need for efficient, transparent, and sustainable financial aid systems. Future research may expand on comparative analyses between SAP recipients and non-recipients to further validate its impact on student academic performance.

ABSTRACT
 The current study aims to explore the students’ preferences on face to face corrective feedback vs online corrective feedback in ESP class. It is an attempt to investigate if they prefer to be corrected directly face to face by teachers or they like to be provided online corrective feedback by the teachers. To do so, a questionnaire was distributed to a group of students who are taking English for Specific Purposes and also focus group discussion was used in order to find out their beliefs toward their corrective feedback preferences. Totally, 50 students who were taking ESP courses at State Polytechnic of Subang participated in this study. The results from the questionnaire analysis revealed that the students preferred their teachers to use face to face corrective feedback, with an overall mean (x̄ = 3,95) in learning effectiveness, (x̄ = 4,12) in learning accuracies, and (x̄ = 4,02) in learning experiences. The focus group discussion revealed the students’ beliefs in their corrective feedback preferences, they believed that the teachers should be able to guide their learning, use communicative ways, and encourage them by using their learning preferences. The study suggested that taking these preferences into consideration could help students to increase their confidence in learning English.
 Keywords: Corrective Feedback, Face to face, Online, English Learning

ABSTRACT
 The current study aims to explore the students’ preferences on face to face corrective feedback vs online corrective feedback in ESP class. It is an attempt to investigate if they prefer to be corrected directly face to face by teachers or they like to be provided online corrective feedback by the teachers. To do so, a questionnaire was distributed to a group of students who are taking English for Specific Purposes and also focus group discussion was used in order to find out their beliefs toward their corrective feedback preferences. Totally, 50 students who were taking ESP courses at State Polytechnic of Subang participated in this study. The results from the questionnaire analysis revealed that the students preferred their teachers to use face to face corrective feedback, with an overall mean (x̄ = 3,95) in learning effectiveness, (x̄ = 4,12) in learning accuracies, and (x̄ = 4,02) in learning experiences. The focus group discussion revealed the students’ beliefs in their corrective feedback preferences, they believed that the teachers should be able to guide their learning, use communicative ways, and encourage them by using their learning preferences. The study suggested that taking these preferences into consideration could help students to increase their confidence in learning English.
 Keywords: Corrective Feedback, Face to face, Online, English Learning

Based on Experiential Learning Theory, this study raises concerns about business and accounting education in the context of workplace requirements. Specifically, corporate governance (CG) content coverage in business and accounting curricula in universities is considered insufficient to prepare future leaders with enough knowledge of the concept of CG and its importance, principles, and best practices. This study conducted a survey of 473 business administration (BA) students from a public university in Saudi Arabia. The results indicate that BA students in general have limited or even no knowledge about the concept of CG. They have deficits in identifying the importance of CG for their future careers and lack sufficient knowledge of CG mechanisms and best practices. However, findings also reveal that students who have been taught CG (i.e. Accounting students) outperform their colleagues who have not been offered CG courses. Findings also confirm the positive and significant relationship between teaching CG and enhancing students’ perception of CG. These findings have policy implications for institutions of higher education in the areas of curriculum design, teaching and learning instruments, and assessment.

Data gathered from MBA students, undergraduate students in business administration and school students were utilized to test the motivation for using microcomputers. Three motivators were investigated: perceived usefulness, perceived ease of use and perceived enjoyment. The results suggest that school students have greater enjoyment in using microcomputers than MBA and undergraduate students do, and that undergraduate students in business administration have the greatest perception of the usefulness of microcomputers.

This study aims to determine the effect of entrepreneurial knowledge and family environment on the entrepreneurial interest of students in Business Administration, Makassar State University. This study uses quantitative research methods with data collection techniques through observation and questionnaires. The number of samples used were 80 students of the business administration study program. The results of this study use data analysis consisting of validity test, reality test, descriptive data analysis technique and inferential data analysis using SPSS 25 application.The results of this study show that each indicator of the entrepreneurial knowledge variable is in the very good category, the busty family environment is in the very good category, and interest in entrepreneurship is in the very good category. Then from the results of the partial test (T test) there is a partial effect of entrepreneurial knowledge and family environment on interest in entrepreneurship, then from the results of the simultaneous test (F test) there is a simultaneous influence of entrepreneurial knowledge and family environment on interest in entrepreneurship. Then the results of the multiple correlation test show a strong/high relationship between the three variables. The results of the coefficient of determination show how entrepreneurial knowledge and the family environment have a strong enough contribution in influencing entrepreneurial interest in Business Administration students, Faculty of Social Sciences and Law, Makassar State University.

Nowadays, practically all job profession criteria demand job candidates to be proficient in the language of their preferred professional industry, particularly English. This research was conducted to examine the challenges faced by the Business Administration Department, specifically the second-semester students at Nommensen HKBP University, in using English and their need for Business English in ESP classes. It follows Hutchinson and Waters' theory, which consists of target situation needs and learning needs. Target situation needs include "necessities," "lacks," and "wants," while learning needs refer to how learners learn the language. The method used in this research is qualitative. Data was collected through a Semi-structured interview with the lecturer, as well as questionnaires given to the students via Google form. In collecting and analyzing the data, the researcher followed Miles, Huberman, & Saldana's concepts are data collecting, data reduction, data display, and conclusion. The researcher also used some tables and charts to describe and calculate the data accurately. The result of this research showed that Business administration students struggle with English learning due to lack of vocabulary, mispronunciation, and incorrect sentence structure. These issues cause anxiety and hinder effective communication. To improve, students should learn to comprehend reports in curves or tables. On the other hand, Business Administration students need to master four English language skills: speaking, listening, reading, and writing. 96% prefer an English for Business class to understand its value in their professional field. Lessons should be weekly, small, and include oral presentations, group discussions, and writing.

The purpose of this study is to investigate an ‘English for Specific Purposes’ (ESP) teaching learning model in a Tourism English course, in order to identify its characteristics in comparison to general English courses, and to unpack teachers’ and students’ roles in this ESP class. While a growing body of research on ESP has been conducted, not much has been discussed about what types of teaching and learning experiences are unique to ESP educational contexts. Twenty college students attending Tourism English participated in the study and the researchers collected the data of class interactions, students’ writing, and class notes. The results showed that there are four discrete components of concept vocabulary learning, genre instruction, spontaneous communication tasks and integrated project. The project component helped students integrate and implement their knowledge in authentic settings; and this ESP course required taking diverse teacher’s and student’s roles for each component of the curriculum. Finally, educational implications have been discussed.

This paper investigates the L2 motivation of Saudi university students in ESP (English for Specific Purposes) and EGP (English for General Purposes) courses. One of the common arguments about ESP courses suggests that they are more likely to generate higher levels of motivation than other types of English courses (i.e., EGP courses). Some scholars (e.g., Basturkmen, 2010; Dudley-Evans & St John, 1998; Hutchinson & Waters, 1987) hold this view, asserting that ESP courses are more relevant to learners’ needs and interests, which increases their motivation. However, none of these claims are based on empirical research; the present study aims to fill this gap. Using Dörnyei’s (2005, 2009) L2 Motivational Self System, 4,043 students enrolled in ESP and EGP courses at four Saudi universities completed an online survey. The analysis showed a significant relationship between learners’ motivation and their attended English course. The ESP group had higher ideal L2 selves and more positive attitudes towards the L2 learning experience than the EGP group, whereas the ought-to L2 selves were not significantly different. In addition, a multiple regression model was designed, and indicated that the two self-constructs had an impact on participants’ L2 achievements, either positively or negatively.

This study aimed to (1) elaborate on microblogging-based instruction, which was built on social media platform X and designed based on the four phases of the design-based research (DBR) framework (Amiel and Reeves in J Educ Technol Soc 11(4):29–40, https://www.jstor.org/stable/jeductechsoci.11.4.29, 2008); (2) put microblogging-based instruction into practice in a medical English for Specific Purposes (ESP) course; (3) examine students’ perceptions of the pedagogical value of X platform usage on their learning experiences; and (4) investigate how well microblogging-based instruction enhances the students’ specialised-language performance. On the basis of the four phases of the DBR framework, a study was conducted with students studying a medical ESP course to identify the problems in the teaching practices used in ESP courses. To improve the identified problems, following the second phase, social media platform X was used to supplement ESP face-to-face instruction. Three tasks were designed for the students to do on X. These tasks were implemented and assessed on 19 EFL first-year premedical undergraduate students over 16 weeks at a university in the Kingdom of Saudi Arabia. Data collected from the students included a copy version of the ESP final test, a questionnaire, and semi- structured interviews. The results revealed that X-based instruction improved students’ ability to use medicine-specialised language, offered opportunities for students to become more familiar with medicine-specific terms, perceived ability in using writing and reading skills, collaborative learning, and generated thoughtful discussions outside the confines of the classroom. However, the students’ inadequate knowledge of the specialised subject, the stress of making X mandatory, and log- in overload remain key challenges against the effective appropriation of X use in an ESP context.

Designing and providing learning materials that suit the needs of learners is one of the important roles of a lecturer. This study is conducted to examine the appropriate English learning design in non-English Education Study Programs at UMSU with an orientation to the English for Specific Purpose (ESP) approach to analyze the factors that become ESP learning needs and analysis of ESP English learning model design in non-English Education Study Programs. This study involved eight lecturer respondents who teach English in non-educational study programs. This study used a qualitative research design using questionnaires and interviews as research instruments. The results of data analysis showed that factors that underlined the need for ESP in teaching and learning English in non-English Education department were going under two categories, namely the short-term factor and the long-term need factor. The design of the ESP English learning model, then, was concerned to the students’ need of English after their study period. This fact is in accordance with the theory of ESP learning approach under the skill-centered course design which aims to help learners develop skills and strategies that will continue after the ESP learning. The combination of both (Learning-centered approach and skill-centered course design) emerged as an innovation of the ESP course design for students of non-English study program.