Institutional Context Mapping in Needs Analysis for Flipped Genre-Based Writing Pedagogy: A Qualitative Inquiry

Background and Purpose: English for Specific Purposes (ESP) instruction in Iran is still mostly focused on traditional ways. This study aims to investigate ESP teachers’ and students’ perceptions of integrating Information and Communication Technology (ICT) in ESP instruction to solve traditional ESP instruction problems in Iran.
 
 Methodology: This concurrent parallel mixed method study investigated students’ and teachers’ perceptions of solving ESP instruction problems through ICT. The sample concluded 300 undergraduate engineering students and 24 experienced and novice ESP teachers. In the quantitative phase of the study, data were collected through two adapted questionnaires. In the qualitative phase, data were obtained from interviews with 12 undergraduate students, three experienced, and three novice ESP teachers.
 
 Findings: The findings revealed that the participants had positive perceptions of integrating different ICT tools for solving the problems with traditional ESP materials and methods, problems with low language skills, lack of autonomy, demotivation problem, inactivity problem, and problems with lack of exposure to real-life situations. The findings also showed that integrating different ICT tools and ICT-based interactive activities promote students’ communication skills subconsciously through experiencing direct participation in communications.
 
 Conclusion and Contributions:he findings might contribute significantly to change the ESP instruction status quo in Iran, which is not based on the ESP students’ communication needs, and replace it with innovative approaches to meet the needs of the modern ESP student. The results also provide a unique outlook of promoting ESP instruction in tertiary education by integrating ICTs through divergent stakeholder perceptions.
 
 Keywords: English for Specific Purposes (ESP), Information and Communication Technology (ICT), Perception, Promoting English for Specific Purposes instruction
 
 Cite as: Keshtiarast, B., Salehi, H., Tabatabaei, O., & Baharlooie, R. (2022). Solving ESP problems: Students and teachers’ perceptions of integrating information and communication technology into ESP instruction. Journal of Nusantara Studies, 7(2), 444-472. http://dx.doi.org/10.24200/jonus.vol7iss2pp444-472

The consideration of mastering English nowadays brings advanced concept in order to reach better education and career in globalization era and the mindset changes of English language education, particularly in nursing as a familiar job within public health. Related to that phenomenon, English for Specific Purposes (ESP) teacher should also notice that in teaching ESP they have to play their roles to help students in the teaching and learning process. Considering the importance of the teacher’s roles in teaching ESP, this study aimed at finding out the teacher’s roles in the teaching and learning process of ESP to nursing program students. Besides, this study also aimed at finding out the students responses towards the roles in the teaching and learning process of ESP to nursing program students. This qualitative case study focuses primarily on understanding in depth the teacher’s roles in the teaching and learning process of ESP to nursing program students. The data to cope with ‘the roles played by the teacher in the teaching of ESP’ were both verbal and nonverbal performance when the teachers were playing their roles in classroom while the data to deal with ‘the students’ response towards the teacher’s roles’ were the students’ opinion and attitude towards the teachers’ performance in the classroom. For both research questions, the data collection and analysis procedures were done using classroom observations (using audio visual recording, observation sheet, and fields note), questionnaire and interview (for both the teacher and students). This study found that the kinds of roles played by the research subjects were as the lecturer, clinical or practical teacher, role model, facilitator, mentor, assessor, curriculum assessor, resource developer, and study guide producer. This study also found that the students’ responses towards the teacher’s roles were that they liked when the teacher could do their roles well in the class. The students could also be able to understand their response towards the teacher’s roles that would have impact to their learning process, thus they became active and enthusiastic. While each of the nine of the eleven roles played has been described separately, in reality they are often interconnected and closely related one to another. The teacher’s roles in the teaching and learning process of ESP to nursing program students could be used by teachers as

This study focuses on examining four Indonesian English for Specific Purposes (ESP) teachers’ experiences regarding their identity construction and negotiation in a language institute. Given the concern on an analytic framework by an adapted model of TESOL teacher identity, the teachers’ experiences were explored through life-history interview. The results revealed a complex process of transforming professional practices and constructing identities in relation to the struggles of becoming ESP teachers. The participants constructed ESP teacher identities through acquiring subject knowledge via professional development activities and building a sense of intrinsic fulfillment in becoming ESP teachers. However, the participants found challenge to cope with the students’ demands of learning ESP. Furthermore, a need to equip the ESP teachers with ESP skills in various subject knowledge areas became the participants’ concern in order to meet the students’ expectancy as well as to enhance their professional development.

Despite the growth of research on English for specific purposes (ESP) teachers over the past two decades, the scope of research that focally examines ESP teachers’ emotions is limited. The present study explored 10 Iranian ESP teachers’ emotion labor. Collecting data from questionnaires, narrative frames, and semi-structured interviews, we show how contextual discourses, policies, and expectations of ESP instruction interact with the teacher participants across four areas of pedagogy, assessment, materials, and curriculum and culture. Our findings indicated that content featured as a significant factor in the teachers’ emotions, agency, and identity directly, indirectly, and specifically through content-related discourses and participants. More specifically, it is not necessarily the content itself that along with language shape ESP teachers’ professional sense-making; rather, the way content manifolds in institutional work and interacts with language through various contextualities, modalities, and participants functions more profoundly in ESP teachers’ work. We provide implications for ESP teachers to draw on their collegial potentials to form communities of practice that positively contribute to their professional growth and transform their negative emotions into mutual emotionality.

This study investigates Indonesian English for Specific Purposes (ESP) teachers’ Technological Pedagogical Content Knowledge (TPACK) to understand their perceived competencies and the challenges they encounter in integrating technology into ESP instruction, along with their coping strategies. Employing a mixed-methods design, data were gathered from 50 ESP teachers across Indonesian universities through a 35-item TPACK questionnaire and 6 selected participants, i.e., three with the lowest TPACK scores and three with the highest, through structured interviews. Quantitative data were analyzed using SPSS, while qualitative data were examined using NVivo. The findings indicate a clear imbalance in teachers’ perceived knowledge domains: while ESP teachers expressed strong confidence in content and pedagogical areas, they reported considerably lower confidence in technology-related domains, particularly in achieving coherent integration of technology, pedagogy, and ESP content. The interview data further reveal that teachers encounter recurring challenges such as adapting to rapid technological change, providing technology-mediated feedback, contextualizing ESP instruction for professional practice, and designing multimedia and differentiated digital tasks. Although teachers demonstrate agency by adopting individual coping strategies, such as professional learning, experimentation with tools, and reflective practices, these efforts remain largely fragmented and dependent on personal initiative. This study contributes to the ESP–TPACK literature by providing a context-sensitive, mixed-method account of both competence patterns and integration struggles among in-service ESP teachers in Indonesia, highlighting the need for sustained, scaffolded professional development models that explicitly connect technology use with pedagogical reasoning and ESP-specific instructional goals.

The ESP teaching model is more suitable for cultivating professional talents than the traditional college English teaching, making college English a vocational education position and breaking through the limitations of the previous education system on the development of college English. In the era of new media, ESP (English for Specific Purposes) teaching can provide targeted English teaching based on students’ majors, prompting students to adapt to professional development, so as to meet the requirements of college students for English teaching in the future. This paper analyzes the basic concepts of ESP, combines the current status of ESP teaching in Chinese universities, and proposes ESP teaching strategies based on mobile learning. In order to improve the quality and efficiency of college ESP teaching work, so as to promote the development of college ESP education.

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.

With the increasing demand for the enhancement of interdisciplinary competence in English teaching reform, English for specific purposes (ESP) teaching has become a hot topic in the field of English education. In order to better understand the phenomena and problems of ESP teaching in China, this study investigated the research tendency in China ESP teaching between 2007–2021 based on 206 articles from the Web of Science (WOS) by employing the CiteSpace Atlas. The study revealed that the literature in China ESP teaching formed an inverted "V" shape over the past 15 years. It can also be seen that most of the institutions with cooperative relations are in the same region, and cross-regional cooperation is less. In addition, the latest research focuses on cutting-edge topics as keywords such as "ESP teaching," "ESP," and "ESP theory" emerged. The findings suggest that it needs to develop effective methods for ESP teaching in China and expand research areas for the future.

Studies on English teachers’ identities are abundant, but those on English for specific purposes (ESP) teachers in diverse workplaces are scarce. Since workplaces significantly shape teacher identity (Pennington, 2014), this study explored how non-English and English departments construct ESP teachers’ identity at four Indonesian universities. Using narrative inquiry via semi-structured interviews based on the adapted TESOL teacher framework (Tao & Gao, 2018), data were analysed with Miles et al.’s (2014) phases of qualitative data analysis: (1) data collection, (2) data condensation, (3) data display, and (4) conclusion drawing and verification. Findings revealed that ESP teachers from non-English departments were more deeply engaged with their roles than those from English departments, indicating the importance of institutional backgrounds in constructing ESP teacher identity. The findings emphasize the need for institutional support, workplace social interactions, and activities specially planned to enhance ESP teachers’ professional development, especially for those from non-English departments. Understanding these dynamics can inform teaching policies and practices.

CBI teaching based on network assisted condition emphasizes the integration between language teaching and learning and the subject content learning, which has important significance for the English for specific purposes (ESP) teaching. This article has firstly analyzed the present state of ESP teaching of universities in China, and introduces the concept of CBI teaching into ESP teaching based on the need of ESP courses teaching, then puts forward the contents for CBI-based net-assisted ESP teaching mode and its requirements for teaching and learning in order to provide reference to ESP teaching in colleges and universities.KeywordsCBIESPAssisted internet teaching mode

This study provides a novel examination of the integration of Virtual Reality (VR) technology into English for Specific Purposes (ESP) instruction, specifically within the context of Management studies at Universitas Borneo Tarakan. It addresses a significant gap in empirical research by focusing on VR's effectiveness in teaching ESP within a management context, an area that has yet to be thoroughly explored. Using pre-and post-test scores from 286 students and detailed evaluation metrics, this research provides robust evidence of VR's transformative potential in enhancing ESP instruction. The findings indicate a clear improvement in language proficiency following VR-enhanced teaching, with significant increases in top-scoring students and decreases among those struggling with lower scores. Additionally, high levels of student engagement were observed during VR-enhanced lessons. Students reported positive usability experiences with the technology and expressed satisfaction with their learning outcomes. They also perceived significant benefits from using VR technology in their ESP instruction, including improved comprehension, increased motivation and engagement, and enhanced memory retention. However, alongside these positive outcomes are challenges that must be addressed for effective implementation. These include technical issues experienced by some participants suggesting the need for improvements or troubleshooting to enhance user experience; adaptation difficulties faced by learners when transitioning to new teaching methods introduced via virtual reality indicating the importance of providing additional support or guidance; and accessibility challenges emphasizing the need to ensure equal access for all learners when implementing such innovative technologies. In light of these findings, it is recommended that institutions like Universitas Borneo Tarakan looking to integrate VR into their ESP instruction consider establishing robust technical support structures to address potential issues. They should also provide additional guidance during transitions to new teaching methods introduced via virtual reality and prioritize ensuring accessibility for all learners. This study contributes valuable insights into effective strategies for modernizing ESP instruction using innovative technologies like Virtual Reality while highlighting areas where further exploration is needed.

Along with the growing practice of teaching English for Specific Purposes (ESP) in non-English departments of tertiary education, it is essential to investigate the challenges faced by ESP teachers. It can be a basis for proposing policies for the improvement of ESP practice. This study was driven by the fact that ESP classes in non-English departments are allocated limited credit hours, and the teachers are generally General English teachers with no experience and training in teaching ESP. Thus, this study attempted to investigate the fundamental challenges faced by ESP teachers in one state and four private higher education institutions. The data of this qualitative study were obtained through interviews with five ESP teachers. The interview questions were mainly concerned with the knowledgeability and competence in teaching related to subject-specific contexts, adequacy of ESP training, needs analysis, and classroom condition. The findings reveal that the evident challenges encountered by ESP teachers were: lacking knowledge on students’ field of study, lacking of ESP training, lacking of proper needs analysis, large classes, and various learners’ English competencies. The findings of this study suggest that policymakers (stakeholders) should pay more attention to the practice of ESP teaching, especially in non-English departments, by reforming policy in order to minimize the problems faced by ESP teachers and to improve the practice of ESP teaching.

English for Specific Purposes (ESP) teaching is considered a separate activity in the domain of English Language Teaching (Dudley-Evans & St John, 1998).ESP primarily aims to prepare and fulfill a set of the communicative needs of ESP learners in academic and professional contexts.These needs serve as a guide to design relevant course content and adopt appropriate teaching method with particular emphasis on the kind of English to be taught and the topics to be covered.The current study attempts to investigate through the perceptions of ESP teachers and ESP learners the effective role of Subject Matter Specialists (henceforth SMSs) in the teaching of ESP courses at postgraduate level in Pakistan.The sample size taken for this study comprises of 10 ESP teachers selected through snowball sampling technique and 50 ESP learners chosen through purpose sampling from three different disciplines of management sciences.Open ended questionnaire and interviews were used for data collection.The data were thematically analyzed.The analysis of ESP teachers' data suggested English language competence, pedagogic competence and awareness of the learners' prospective communicative needs in academic and workplace contexts.The analysis of ESP learners' data indicated that Subject Matter Specialists (henceforth SMSs) along with content area knowledge need to have good command of English language as well.From the comparative analyses of ESP teachers and ESP learners' data, this study concludes that for effective ESP teaching to any group of ESP learners, an ESP teacher irrespective of the academic background (ELTs or Subject Matter Specialists) needs to have English language competence, pedagogic skills and how much they know about the learners' target communicative needs.

Objective: This study examines the unique roles, challenges, and methodologies of English for Specific Purposes (ESP) teachers compared to general foreign language instructors. By addressing specific professional and educational needs, ESP teachers require not only expertise in language teaching but also flexibility in adapting to various professional fields. Methods: The study utilizes a theoretical and qualitative approach, drawing on an extensive literature review to analyze definitions, key features, and classifications of ESP. It includes a content analysis of teaching theories, course design principles, and the role of ESP practitioners, with an emphasis on practical applications across professional contexts. Results: Findings reveal that ESP teachers, while not experts in specialized fields, are instrumental in equipping students with the skills to engage with authentic, field-specific information. They rely on adaptive teaching frameworks and collaborate with subject-matter experts for up-to-date and relevant materials. Novelty: The study underscores the importance of establishing a support network for ESP teachers to facilitate information exchange and professional growth, addressing their frequent isolation from specialized field professionals and fellow educators.

The changes in the linguistic and socio-economic spheres in Morocco have brought about new perspectives to teaching English for specific purposes (ESP). The challenge has long been to ascertain the implementation of well-informed teaching practices to meet the volatile needs of learners and those of the local and global job market. Within this context, guided by the aim to promote quality in ESP teaching in Morocco, this paper investigated Moroccan ESP teachers’ perceptions of effective ESP teaching and teachers’ roles, hoping to offer a hands-on profile of an effective ESP practitioner. This study sought to answer two main research questions: 1). What roles do Moroccan ESP teachers play in their ESP teaching settings? 2). What are Moroccan ESP teachers’ perceptions of an effective ESP instructor? To answer these questions, a mixed-method research design was adopted where 32 teachers from different ESP settings were surveyed. The study offered illuminating data about effective ESP roles and practices and suggested a modal for effective ESP teaching.