Digital tools for a broad data-driven learning approach in mixed linguistic-proficiency ESP courses

This study was conducted to determine how to motivate technical college students to learn English for specific purposes (ESP) courses through corpus building and enhance their language proficiency during the coursework for their majors. This study explores corpus building skills, how to simplify ESP courses by corpus building for English as second language learners, and ESP course evaluations. Although ESP programs have been implemented in technical colleges in Taiwan for several years, many students and educational practitioners feel frustrated regarding the academic achievement of learners’ ESP courses. Corpus building is crucial for implementing an ESP program and its subsequent success. Designing appropriate teaching materials enables learners to overcome their fears when taking ESP courses. Numerous linguistic professionals have mentioned that ESP courses are aimed at advanced learners. However, the vocabulary size of most technical college students is below 2000 words in Taiwan. Teaching an ESP course at a technical university is challenging work for ESP teachers. Constructing an ESP corpus and selecting appropriate ESP vocabulary to meet learner needs is essential. Building a localized corpus and designing appropriate ESP materials based on student language proficiency is the future trend for ESP courses. In this study, we discuss basic rules for developing linguistics corpora, how to build localized corpora, and the most commonly used tutorials for corpus building.

Summary The purpose of this study was to compare the effectiveness of the use of communicative methods and form-focused methods as implemented in English for Specific Purposes (ESP) courses. To accomplish this, two groups of management students were selected for the study. Each group consisted of 30 participants. Their level of proficiency in English and their subject matter knowledge were tested through a sample of IELTS and a pre-test. The two groups were at the same level of proficiency in both general English and English for Students of Management before receiving treatment in 20 sessions within a period of 75 days. Participants in Group A received a form-focused method with some occasional uses of their L1. In Group B, however, the participants were exposed to a communicative ESP course which exclusively relied on English the L2. After the period of treatment, the two groups were examined via a post-test. Results showed that Group B was more successful in the post-test. Moreover, the learners who were proficient in English and the subject matter achieved more from the communicative methods of language teaching in the ESP course. Findings imply that the nature of the subject matter, or whether it is theoretical or applied, could be a factor in deciding a method of language teaching for ESP courses.

This study presents a comprehensive needs analysis of English for Specific Purposes (ESP) courses in colleges of art and design in China. By examining the perspectives of undergraduate students, graduate students, art teachers, and English teachers, the research identifies consensus and divergence in ESP needs and implementation challenges. The analysis reveals a strong demand among students for specialized English learning, with a particular emphasis on receptive and interactive skills. However, there is a widespread acknowledgement of students' difficulties across ESP skills, indicating a gap between student competencies and the professional demands, thus highlighting the need for targeted educational interventions to effectively address the difficulties. Notably, reading and writing abilities emerge as the most lacking skills. While there is unanimous recognition of the positive impact of ESP on students' professional abilities and international competitiveness, a significant disparity exists in the enthusiasm for implementing ESP courses, paticularly with resistence from English teachers. The study highlights the critical challenges in ESP teaching, with teacher qualifications identified as the most prominent issue. Interestingly, English teachers attribute difficulties primarily to teaching materials, indicating a potential lack of readiness for ESP course delivery. A gap is also observed between teachers' evaluations of student abilities and students' self-assessment, especially among undergraduate freshmen, suggesting an overestimation of their English proficiency in professional contexts. The paper concludes with the implication that for effective ESP course implementation in colleges of art and design in China, targeted faculty development programs and a collaborative approach involving English teachers, art teachers, and professionals are essential. The collaboration should aim to develop materials that integrate specific professional knowledge with linguistic expertise. Additionally, a balanced approach combining general English proficiency and specialized English training is recommended to address both foundational and specialized language skills. Overall, the study underscores the need for targeted ESP courses in art and design education, tailored to bridge the gap between current proficiency levels and professional language requirements.

English can be due to demand of Indonesian in the field of business, technology, education, and research. The implementation of ESP has revealed some factors, such as students, teachers, and ESP materials that have significant influences on the quality of teaching and learning ESP. These factors require serious attention from stakeholders and ESP practitioners to improve the quality of ESP instruction. The government language policy might emphasize the curricula of formal schools and teachers training for ESP instruction. The quality of teacher of ESP is high contributing to accommodate the teaching and learning ESP course. Besides that, the materials of ESP should be formulated by practitioners of ESP who had knowledge of ESP instruction and the aim of ESP might concern on the improvements in students' proficiency in English. Thus, the students are being better in academic and professional in the work domain. English for Specific Purposes (ESP) is one of the predominant approaches to language teaching in tertiary education, as it is directed towards the specific needs of the particular specialty students. The paper deals with the role of needs analysis and materials evaluation adjusting ESP courses to the needs of students in tertiary education. Students’ needs analysis is a reference base for both the development of a new ESP course and alterations of an existing ESP course in the changing environment and demands for English language skills. Teaching materials determine the content of the course and affect teaching methods, students’ motivation, vocabulary and language functions taught. The evaluation of teaching materials allows the teacher to constantly improve the ESP course, to better adjust it to the changing needs of students. The theoretical considerations are supported by a survey of students’ needs and their evaluation of teaching materials. The results of the survey reveal whether the students’ needs are met in the ESP course they have attended. The implication of the survey results is that the most topical students’ needs, such as the development of productive skills, and especially speaking skills, do not change over time. Students’ evaluation of the tailor-made ESP course books is also presented, as well as some suggestions to make the ESP courses more attuned to students ‘needs.

<p><em>The article aims to introduce some digital activities for ESP (English for Specific Purposes) courses and show the effect of their introduction on the quality of study process in an ESP course and on its results. With the help of ESP course quality evaluation model (Rudzinska, 2011) ESP course quality is evaluated along the following criteria: study course clarity, adequacy, cooperation, individual work, variety, and deep approach. Quantitative and qualitative research methods are used to investigate the improvement of study process quality due to the introduction of digital tools. The base of the research are the students of a Latvian higher education institution (HEI) (Institution A) and a Romanian HEI (Institution B), who from 2008/2009 to 2011/2012 studied ESP (Business English and Sports English) with the help of such digital tools as <a href="http://www.bighugelabs.com/">Bighugelabs</a>, Piclits, Glogster, Textivate, Freemind and Wikipedia article creation. In Institution B student satisfaction level with the use of digital tools was surveyed through a 5-point Likert scale questionnaire and oral interviews. In Institution A the students freely reflected on their learning experience with the help of the mentioned digital tools. The results in both HEIs show high student satisfaction with the introduction of digital tools: in Institution B slightly satisfied were 15%, moderately satisfied: 10%, very satisfied: 58%, and extremely satisfied: 15% of respondents. Qualitative analysis showed that ESP course quality due to the introduction of digital tools improved in relation to quality criteria, summarized in the mentioned quality evaluation model (clarity, adequacy, cooperation, individual work, variety, and deep approach), as well as in relation to other quality criteria: accessibility, availability, novelty, variety, creativity, an opportunity to be proud about the results of the work done; the weaknesses were due to lack of accessibility (Internet connection in my village is too slow), lack of creativity (I’m not very creative) and complicated techniques of digital tool application.</em></p><p> </p>

The article is devoted to the role of the online component of the English for Specific Purposes (ESP) course, which was designed as a joint interdisciplinary project between the teachers of ESP and the lecturer of Database Systems (DB) course, which has been delivered in English to the 3rd year students of High School of Cyberphysical Systems and Control of SPbPU since 2016. The ESP course enabled the developers to achieve a higher degree of professional focus than conventional ESP textbooks provide. This paper focuses on the design of the course syllabus, its organization in LMS MOODLE, and analysis of the two year approbation of both experimental ESP course and Database Systems course given in English. Although the results of the first year ESP course approbation were successful, the survey conducted at the end of the first year teaching DB course in English highlighted some problem zones. This resulted in modifying the way of teaching the ESP course during the second year approbation. In particular, some elements of the flipped classroom methodology were introduced with the aim of allocating more time for discussing complex concepts of the discipline in class so the students become familiar with them in advance while doing their homework. The results of the survey conducted at the end of the second year approbation as well as the results of the second year DB course acquisition are discussed. Authors conclude that online component of the experimental ESP course makes it more flexible, allows adopting it to changing requirements of DB course lecturer which can be achieved only in case of close interdepartmental cooperation. Future work plan is outlined.

Global economic exchange and trade have led to the expansion of English for Specific Purposes (ESP) courses in many Asian higher education institutions. A similar demand for ESP course design is observed in the Cambodian higher education context, mainly triggered by the ASEAN economic integration in 2015, which introduced English as the working language of the ASEAN member countries. Despite the development of ESP courses in the Asian region, research on how ESP course development addresses Asian student needs remains limited. To address this gap, this study examined the perceptions of both academic and industry stakeholders on challenges and measures needed for designing an ESP course in the field of STEM in a Cambodian tertiary institution. Data were obtained using document analysis and semi-structured interviews with 24 stakeholders, which were thematically analysed. Several challenges were reported, which comprised shortage of appropriate ESP training for teachers, lack of teacher motivation, students’ low English proficiency and difficulties in materials development for that context. The study discusses recommendations for ESP course design in STEM in the higher education context in Cambodian and other Asian EFL contexts with similar circumstances.

With the rise of the medical tourism industry in Taiwan and changes in the country's population structure, nurses are facing greater challenges than ever before. Both professional knowledge and English proficiency are indispensable. Various types of English for Specific Purposes (ESP) courses have emerged to assist healthcare professionals to build their English abilities and cope with the changing demands of their profession. However, related research indicates that the deficient state of English communication skills among nurses in Taiwan may hinder the country's ability to effectively promote medical internationalization and handle ongoing changes in its population structure. To effectively face this predicament, educators must re-examine the current design of ESP courses. Therefore, this article was developed to explore ESP courses from the three perspectives of language descriptions, needs analysis, and learning theories. Furthermore, the concepts and research related to these three perspectives, including the nurse-patient relationship, community of practice, situated learning, and English as a medium of instruction, were reviewed. Some insights into how these concepts may be applied to ESP courses are also proposed with the goals of better incorporating the needs of learners into course designs and placing learners at the center of language learning.

Project-Based Learning is an approach that is significantly different from the conventional English Language Teaching method. PBL has been advocated as an effective instruction that promotes the simultaneous acquisition of language, content, and 21st-century skills to EFL (English as a foreign language) and ESL context. In this study researcher’s attempt is to integrate PBL (Project-Based Learning) approach, which incorporates authentic, learning by doing, problem-solving, critical thinking and team working skills with ESP (English for specific purposes) courses. The study aimed to investigate whether the PBL projects assist EFL learners in acquiring department related literature and information in the English language and the effect of project work on learners’ ESP course academic achievement. The study was conducted at Tishk International University, formerly known as Ishik University, in Iraq-Kurdistan Region with 2 Engineering (Architectural and Civil engineering) and Business and Management departments’ students. A mixed-method approach was designed to make the authentic interpretation of gained results. Quantitative and Qualitative instruments were utilized to probe the effect of PBL in the ESP course of undergraduate Iraqi EFL learners. The findings of this study reveal that PBL had a significant positive effect on acquiring department-related vocabulary and information in English as well as learners’ ESP course academic achievement showed statistically significant increment.

This paper attempts to explore the benefits and how Project Based Learning (PBL) is actually applied in ESP course. It also aims to investigate the problems arising in ESP course for pre-service teachers in English Education in IAIN Raden Intan Lampung. Teaching ESP course should cover both theoretically and practically. Pre-service teachers in IAIN Raden Intan Lampung tend to understand the theory but have no idea in applying it in real situation. PBL can be an alternative in teaching ESP course in which students are not only learning the theory but also making the project to implement the theory they have gotten. Besides presenting theories, the students of ESP course were asked to design course books for certain field of study. The books were designed based on the target need analysis that they have done by interviewing and observing the target situation. Assigning the book project enabled to raise the students’ creativity in designing an ESP course book both content focus and language focus. It can also stimulate the students’ ability in creating book design and template all at once. However, the lecturers’ guidance is necessary since some students are confused in determining and arranging exercises on the book.

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.

Evaluating learners’ performance in an English for Specific Purposes (ESP) course at a tertiary level presents several challenges. These challenges include the diverse needs of learners, the difficulty of developing valid and reliable assessments, and the need to balance formative and summative assessments. Learners in ESP courses often come from different academic and professional backgrounds, which can make it challenging to design assessments that are fair and relevant to all learners. Since evaluation is one of the four main pillars of ESP, assessing language proficiency in specific fields requires specialized knowledge, training and resources. Developing valid and reliable assessments that accurately measure the desired outcomes of the course can also be a significant challenge for teachers, especially in a context where ESP has been introduced recently and uses a teacher-centered approach. Therefore, this study focuses on evaluating learners of ESP courses at two universities, UBT in Kosovo and SEEU in North Macedonia. Namely, the sample comprised 20 English language university professors and 60 EFL students from both universities. The research methods used are teacher surveys and student questionnaires. Data reveals that both groups of respondents, teachers and students, identified potential factors posing challenges in assessing students in ESP courses mainly related to their previous education, inclusion of technology in teaching and a variety of continuous assessment methods used by their professors. The overall study suggests that addressing these challenges requires careful planning, collaboration among educators, and ongoing evaluation of assessment practices. Therefore, it proposes some practical tool that can effectively measure learners’ performance in ESP courses at the tertiary level.

Over the last several decades, graduate students from engineering courses have faced a challenge of regular rejections in the work market despite their outstanding academic qualifications. In response to this challenge, many universities across the globe have introduced in their curricula the English for Specific Purposes (ESP) courses tailored to the need of engineering students. The present study evaluated the effectiveness of the ESP course for engineering students introduced at Dhofar University in Oman. The study participants were first- and second-year undergraduates from the Faculty of Engineering. The participants responded to a 26-item survey that addressed the course content and the changes in the students’ English language proficiency. The results demonstrated that taking the ESP course had a positive impact on the course content, participants’ vocabulary and grammar, as well as on their specific English language skills. The limitations of the study include a relatively small sample of participants and the self-reporting bias inherent in the use of a self-report methodology. Therefore, further research using more objective measures to evaluate the effectiveness and impact of ESP courses on English proficiency of engineering students would be needed.

This study aimed to investigate civil engineering students’ English language learning needs and perceptions of their English for Specific Purposes (ESP) course based on the past students’ perspectives (Brown, 2016). The study sample comprised 85 third-year Thai students, majoring in civil engineering at University of Phayao, Thailand in the academic year 2018. A mixed-methods research design was employed. A questionnaire on civil engineering students’ needs for ESP course was used to investigate the students’ perceived needs on their ESP course. Subsequently, a focus group interview was conducted to explore the students’ overall perceptions of the ESP course they had finished. Data from the questionnaire were analyzed by means of frequency, mean, and standard deviation. Interview data were analyzed using content analysis. The findings revealed students’ high demand of communicative topics particularly speaking and listening in work-related situations. A combination of pair and group work for in-class activities and out-of-class assignments was preferred over working individually. A mixture of Thai and English as a language of instruction was also needed. Pedagogical implications for ESP course designers and teachers of other fields of engineering are put forward to highlight the crucial role of needs analysis in ESP course development.

The article is devoted to the peculiarities of planning and conducting dpecial courses of English languafe which would be oriented on the improvement soldiers’ communicative skills. The author underlines that within modern conditions the security and safety of our country needs a highly-qualified military professionals. Thus, the change should involve the training of the English language teachers, able to plan and conduct ESP (English for Specific Purposes) courses for different purposes, including «English for the Military Forces». The purpose of the study is to reveal the features of the planning and conducting ESP courses for the Military Forces. The obiect of the research work is the author’s written syllabus for the ESP course for the military forces. It is made the stress on the fact that nowadays the Ukrainian army transforms according to NATO standards, which must be resulted in the cooperative international activities. One of the important steps is the training of the soldiers and command staff, able to communicate with foreign collegues in English because it it is necessary for the performance and execution of common combat tasks along with the troops of the Alliance. Mastering English during the planned ESP course gives the carreer opportunities for our soldiers because they will be able to become the world-class class specialists. This could be realised due to the especially planned ESP Courses, which could be conducted on the base of the educational institutions considering the peculiarities of the work with the students within the Multicultural Educational Society. The article contains the author’s syllabus, which includes the content which should be mastered by the soldiers and command staff. The prposed tasks from the ESP course are based on the non-standard methods of teaching military forces including problem-solving methods of teaching, active, creative forms and methods such as the project method, «brainstorming», discussions, the method of podcasts, the associative method, training in collaboration or cooperative learning, sliding, case-study and role-playing games, argumentative essay writing, concept maps, webs, charts, flipped classroom, content and language integrated learning (CLIL) etc. Key words: ESP (English for specific purposes), English for the military forces, methods of teaching, modern technologies of teaching English, English language courses.