Exploring EFL learners' experiences and perspectives: Insights into ESP learning

Abstract

English for Specific Purposes (ESP) is recognized as essential in preparing EFL students for their professional careers. Understanding students' perceptions and needs in ESP courses can provide significant insights for improving ESP programs and training for ESP practitioners. This study investigated university students' needs and learning experiences in ESP courses, focusing on course content, course hours, exams, materials, instructor adequacy, feedback effectiveness, and overall teaching quality. Students' opinions were gathered through a 27-item questionnaire, with responses collected from 107 EFL students across various departments. Data analysis included frequency analysis, independent samples t-tests, and one-way ANOVA, with responses to the open-ended questions coded using Maxqda 20. Findings show that although participants expressed overall satisfaction with ESP courses, they highlighted concerns about the lack of authentic materials, integrated language skills, and skill-based activities. Improvements in field-related knowledge and vocabulary were identified as critical. The open-ended responses revealed diverse opinions and highlighted the need for better integration of language skills, particularly speaking, and a demand for enhanced instructor training. The issues highlighted in this study reflect broader, global challenges in ESP, consistent with findings from other studies. Based on these findings, the authors suggest several implications for ESP practitioners and program developers.