English language training for law enforcement officers in the context of the Law of Ukraine «On the use of the english language in Ukraine»: organizational models and financial-legal support

The need for English language teaching to address specific language needs for a discipline has instigated growing demands for English for Specific Purposes (ESP) courses in higher education institutions in Malaysia. In the context of a university which focuses on engineering programmes, monitored by an engineering professional body, ESP courses designed and developed for higher education are expected to include learning outcomes which reflect integration between English language and engineering fields. In other words, these English language courses need to address the language needs in the engineering field. Thus, English language educators within this context need to have relevant knowledge and skills to enable them to design and develop appropriate ESP courses. Questions arise in relation to how English language courses developed have addressed this expectation. This paper examines the extent to which this expectation is translated into the ESP courses at one technical university in Malaysia. The findings showcase how this expectation is disseminated to the English language educators. This paper provides insight into the complex process of designing English language courses that could address the language needs of the engineering field. In addition, this paper highlights aspects to consider when designing an ESP course for a specific discipline.

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 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.

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.

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.

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 study, based on explanatory sequential, mixed methods, descriptive research design, was conducted at eleven hospitals and medical centers in the city of Makkah in the Western Province in the Kingdom of Saudi Arabia (KSA). The study aimed at exploring the efficacy of the current ESP courses at Saudi tertiary institutes and whether those courses meet the needs of the medical professionals with regards to medical English language proficiency. In addition, the study explored the needs of English medical language proficiency during an international crisis such as the recent corona virus (covid-19) pandemic. The quantitative and qualitative primary data collection was gathered from the medical professionals' responses to a custom designed, twenty-nine items on a psychometric five-point Likert items and open-ended questions, questionnaire. The overall sample population of the medical professional participants in this study was 315 participates (130 male and 185 female participants). The gathered quantitative data from the questionnaire was statistically analysed and the qualitative data gathered from the three open ended questions was analysed for emergent codes using open coding and eventually forming overarching themes. The findings of the study indicated that medical professionals in KSA regard English medical language proficiency as a vital necessity for the profession, especially during an international crisis requiring global communication and cooperation. Furthermore, the majority of the participants indicated that they are not satisfied with the current English language courses provided on the undergraduate level since they felt that rigid and comprehensive English for Specific Purposes (ESP) courses with designated focus on medical English to meet their English language needs are required. Suggestions and emphasis with regards to the provision of medical ESP at tertiary level institutions in KSA are given and possible recommendations for further research investigations in future are also given.

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.

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.

The article aims at studying the effectiveness of using digital technologies in developing students’ terminological competence in the English for Specific Purposes (ESP) course. The topicality of this study is determined by the appeal to the principles of the implementation of the competency-based approach in teaching terminological vocabulary in ESP. The proficiency in a specialized language is considered one of the main indicators of the quality of professional education of specialists. The terminological competence is viewed as an essential component of professional competence, which contributes to successful specialized intercultural communication through mastering termsin English. According to this view, terminological competence is understood as the ability and readiness of a specialist to competently apply terminology in solving professional problems, while using the minimum number of personal resources. The specifics of terminological competence are reflected by three components: subject cognitive, intellectual-reflexive and communicative-linguistic. It is outlined that modern scholars have recognized that the development of terminological competence turns out to be more successful in the digital learning environment. It is stated that the use of modern digital technologies in teaching ESP allows not only increasing students’ language proficiency, but also improving their communication abilities, making learning ESP more accessible and exciting, and creating a sustainable interest in the English language. The theoretical significance of the study is determined by the identification of additional opportunities for the use of digital technologies at the university in the ESP course, which allows a more flexible response to changes in all aspects of human life. The practical significance lies in listing the main digital tools, as well as providing recommendations for their use. During technological breakthroughs and globalization, knowledge of ESP becomes critically important, which opens the door to global communication, career growth, and allows youth to see the world from a new perspective.

The article analyzes the peculiarities of professional training of law enforcement officers. The relevance of the specific functions of the state in the professional training of domestic law enforcement officers is revealed, which is due to the specifics of the activities of officials and other officials of law enforcement agencies, called to ensure the interests of citizens, society and the state. Doctrinal opinions on the professional training of law enforcement officers were analyzed, as well as a number of legislative and sub-legislative legal acts were studied, including the Laws of Ukraine: «On Civil Service», «On the National Police», «On Social and Legal Protection of Servicemen and Their Family Members» , orders of the Ministry of Internal Affairs of Ukraine on the organization of initial professional training of police officers, who are first accepted for police service, on higher educational institutions of the Ministry of Internal Affairs, regulating the legal relationship of professional training of law enforcement officers. It is emphasized that an important role in the law enforcement activity of a law enforcement officer is played by his professional competence, personal positive human qualities that influence his formation as a personality. The opinion expressed is that the professional activity of a law enforcement officer is inseparable from his professional competence. A theoretical definition of the concept of «professional competence» is given as a set of acquired and necessary professional knowledge, abilities and practical skills that, depending on the field of professional activity, a law enforcement officer can perform within the limits of the powers determined by the position in accordance with the law and other regulatory legal acts. It is justified that every law enforcement officer should be a highly cultured person, have a high level of legal culture, tolerance, and humanity.It was concluded that the law enforcement function belongs to one of the most important functions of the social legal state and covers the entire complex of internal and external functions of the state enshrined in the Constitution and laws of Ukraine, each of which affects the activity of the state-authorized law enforcement body in accordance with the purpose and tasks of its activity. A necessary condition for the implementation of tasks and the implementation of internal and external functions of the state requires proper provision of law enforcement bodies with material resources, financial and monetary support, a guarantee of social protection, and determination of the powers of the law enforcement body. The implementation of the law enforcement function is inextricably linked with the activities of the law enforcement body, its officials and officials. This function is objectified and developed as an integrated indicator of professional competence, possession of organizational, special and legal knowledge and entrusts the state with the important function of providing professional training and special training of the future highly qualified specialist – a law enforcement officer who has mastered the relevant theoretical knowledge and practical skills, who psychologically ready to act in extreme conditions, be able to and know how to use acquired knowledge in order to ensure the protection of human and citizen rights and freedoms, legal order and state security.

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.

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.

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 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.