Identifying the perceived professional development needs of English for specific purposes (ESP) teachers

Abstract

This study aims to identify novice English for specific purposes (ESP) teachers’ professional development needs with regard to academic practice, ESP students, curriculum development and program implementation. The research was implemented at a foreign languages department of a foundation university. Research sample was composed of 12 non-native English instructors teaching ESP courses to undergraduate students. A mixed-methods sequential explanatory design was utilized in the study. Findings revealed that the teachers did not know how to cooperate with the faculty and promote students’ higher order thinking skills in ESP courses. The results indicated a scarcity of textbooks and materials on ESP teaching besides a need for support during pre and in service teacher education on how to teach ESP. It was also found the teachers felt insecure when working individually so they sought more collaboration with faculty members and other ESP teachers.