English For Specific Purposes Classes Research Articles

L2 SELF-CONFIDENCE: AN EXAMINATION OF INDONESIAN UNIVERSITY STUDENTS IN VARIOUS ENGLISH FOR SPECIFIC PURPOSES CLASSES

The study aims to investigate second/foreign language (L2) confidence of English for Specific Purposes (ESP) learners. It employed a survey method. It involved 213 ESP learners from five different departments. Using descriptive statistics on SPSS, the study found a low-moderate level of L2 self-confidence among the participants. They reported interest in engaging in speaking activities in ESP classes. Nonetheless, they reported low L2 self-confidence regarding giving opinions and leading discussions in English and a low perception of their language competence in general. This low level of confidence could be attributed to the nature of ESP classes, which necessitate learners to study discipline-related vocabulary and language expressions, as well as several general aspects of L2 learning, such as pronunciation and grammar. Implications include encouraging ESP teachers to conduct more small-group-scale activities. That is to boost learners' confidence, increase learner-talk, and provide a safe environment for less confident learners to engage in the activities. This study contributes to the understanding of Indonesian ESP learners' self-confidence, and this could inform future studies involving ESP learners in Indonesia. Future quantitative studies on L2 confidence could use more representative samples. It is also strategic to conduct a mixed-methods study involving ESP teachers to allow triangulation.

TRANSLATION AS A LEARNING TOOL IN ESP CLASSES: M.A STUDENTS’ PERCEPTIONS AT THE FACULTE DES SCIENCES ADMINISTRATIVES ET POLITIQUES IN BAMAKO (MALI)

The aim of this study is to examine the use of translation in the learning of English for Specific Purposes (ESP). It highlights the outcome of a survey carried out on M.A Students who are specializing in Electoral Engineering at the Faculté des Sciences Administratives et Politiques – Bamako from late May to early June 2023. The survey hinges on the usefulness of translation in the context of English for Specific Purposes, and consists of a five questions questionnaire put to twenty-one (21) students in the first Semester. The Students were requested to express their opinions about the incorporation of French as a method in the ESP class. After briefly introducing some scholarly opinions about translation as a pedagogical tool in teaching EFL, the concept of French in ESP class has also been reviewed. The quantitative results have been presented in bar graphs, showing that M.A Electoral Engineering students consider translation as a useful pedagogical instrument in their English learning setting

Investigating multimedia-aided teaching (MAT) in ESP class: A case study from Sharia Business Law course

Many studies have shown a gradually changed in teaching strategy from conventional to digital classrooms. However, little is about multimedia-aided teaching (MAT) enactment in teaching English for specific purposes (ESP) for Sharia Business Law students in understanding Sharia Business Law terms. This study aims to investigate the use of MAT to improve student's understanding of Sharia Business Law terms. This case study involved 48 students who took an English for Business Law course in the fifth semester at a university in East Java, Indonesia. Data were garnered through observation, questionnaires, and interviews. The quantitative data were analyzed using descriptive statistical analysis, while the qualitative data were analyzed using thematic analysis. The findings show that the students were more enthusiastic about learning ESP by using MAT, and the learning materials and visualization of multimedia (PPT and picture) are interesting. In addition, MAT is effective for teaching ESP in Sharia Business Law courses. This study implies how MAT is used to help the students improve their understanding of the terms of Sharia Business Law.

Evaluating panel discussions in ESP classes: an exploration of international medical students’ and ESP instructors’ perspectives through qualitative research

This study investigates the effectiveness of panel discussions, a specific interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, in English for Specific Purposes (ESP) courses for international medical students. This approach aims to simulate professional conference discussions, preparing students for future academic and clinical environments where such skills are crucial. While traditional group presentations foster critical thinking and communication, a gap exists in understanding how medical students perceive the complexities of preparing for and participating in panel discussions within an ESP setting. This qualitative study investigates the perceived advantages and disadvantages of these discussions from the perspectives of both panelists (medical students) and the audience (peers). Additionally, the study explores potential improvements based on insights from ESP instructors. Utilizing a two-phase design involving reflection papers and focus group discussions, data were collected from 46 medical students and three ESP instructors. Thematic analysis revealed that panel discussions offer unique benefits compared to traditional presentations, including enhanced engagement and more dynamic skill development for both panelists and the audience. Panelists reported gains in personal and professional development, including honing critical thinking, communication, and presentation skills. The audience perceived these discussions as engaging learning experiences that fostered critical analysis and information synthesis. However, challenges such as academic workload and concerns about discussion quality were also identified. The study concludes that panel discussions, when implemented effectively, can be a valuable tool for enhancing critical thinking, communication skills, and subject matter knowledge in ESP courses for medical students. These skills are transferable and can benefit students in various academic and professional settings, including future participation in medical conferences. This research provides valuable insights for ESP instructors seeking to integrate panel discussions into their curriculum, ultimately improving student learning outcomes and preparing them for future success in professional communication.

The Role of Writing in English for Specific Purposes Classes

The significance of writing skills cannot be overstated, as they are crucial for achieving success in professional settings and personal relationships. In our fast-paced world, written communication has become the primary avenue for obtaining information and interacting with other people. From writing emails, reports, CVs, and letters of application to preparing presentations, writing is an everyday task in most professions. The present paper is a review article which discusses approaches to the learning/teaching of writing, the main challenges that students are faced with while trying to develop their writing skills in English for Specific Purposes classes as well as ways to motivate them to develop their writing skills.

Exercises to Improve Memory and Language Acquisition in EMP (English for Medical Purposes) Classes

The significance of writing skills cannot be overstated, as they are crucial for achieving success in professional settings and personal relationships. In our fast-paced world, written communication has become the primary avenue for obtaining information and interacting with other people. From writing emails, reports, CVs, and letters of application to preparing presentations, writing is an everyday task in most professions. The present paper is a review article which discusses approaches to the learning/teaching of writing, the main challenges that students are faced with while trying to develop their writing skills in English for Specific Purposes classes as well as ways to motivate them to develop their writing skills.

Needs Analysis of English for Specific Purposes (ESP) in Students’ Speaking Materials

Needs analysis is crucial in the development of speaking material and serves as a valuable tool for teachers to create materials that align with the specific requirements and learning goals of the learners. This study aims to investigate needs analysis of English for Specific Purposes (ESP) in students’ speaking materials. This study was conducted in accounting students of Universitas Kristen Indonesia (UKI) Paulus Makassar. The data analysis revealed valuable information regarding the instruction of the ESP course. The study found that ESP classes mostly emphasized speaking skills for accounting students. Furthermore, it has been observed that the ability to talk was deemed more essential compared to other skills. The data analysis facilitated the identification of the fundamental language-related duties within the realm of accounting studies. As conclusion states that accounting students demonstrate a higher level of confidence in their speaking skill when it comes to English, compared to their proficiency in other skills.

Vocational Students' Perception of Motivational Teaching Strategies in English for Specific Purposes Online Classes

The COVID-19 pandemic transformed a traditional classroom setting into an online classroom setting, including the teaching and learning process in the English for Specific Purposes (ESP) context. The change influenced the students’ motivational state. This study aimed to investigate the students’ perception of the demotivating teaching strategies in ESP online learning classes during the COVID-19 pandemic. One hundred and sixty-five students of the Faculty of Vocational Studies in an Indonesian public university participated in the study. They completed a questionnaire that reflected their perception of the least and most motivating teaching strategies. Their perception was rank-ordered to find the teaching strategies that were demotivating. The results showed that the students did not feel motivated when the teachers mentioned that mistakes were a natural part of learning. They also perceived giving challenging tasks, creating group work, inserting personal content into assignments, and offering a variety of material as demotivating practices in ESP online classes. The results are expected to provide a solution and modeling to improve students’ motivational state through motivating teaching strategies in ESP classes, especially in a vocational education setting. Further research should elaborate and expand the studies using more variables since students’ motivation is influenced by many factors.

Enhancing ESP Learning: Investigating Students' Perspectives on Real-Time Written Corrective Feedback Delivery via Google Docs

The present research aims to investigate the practice of real-time or synchronous written corrective feedback (SWCF) delivery via Google Docs as a platform to deliver feedback, known as a linguistic feedback tool (LiFT) in ESP (English for Specific Purposes) classes, students’ preferences and viewpoints of SWCF. The research employed a qualitative case study involving 15 students from an advanced English correspondence course in a non-English department of a private university in Depok, West Java, Indonesia. Open-ended questionnaires, document analysis, and semi-structured interviews were used to gather the data. The findings revealed that auto-generated and human feedback are used to deliver SWCF via Google Docs, inferring that those features can build students' awareness of language aspects, content, and context in composing professional documents. Direct feedback was delivered more frequently, regarding the learning time efficiency and the students’ ability to identify errors. Further, the students preferred frequent SWCF, direct and indirect feedback, and correcting delivery methods. Finally, they considered that SWCF delivered via Google Docs assists them in improving letter accuracy. Their preferences and viewpoints might allow the lecturer to choose appropriate feedback delivery strategies and material reinforcement. The present research implies a balanced use of auto-generated and human feedback from LiFT in SWCF delivery. Evaluating the effectiveness of SWCF delivery via Google Docs for different levels of achievers in ESP classes might be a potential area of future research. Other LiFTs’ infusion into ESP classes is also worth researching to provide language instructors with alternative applications for SWCF delivery.

Investigating Engineering Students’ Needs for ICT Integration in ESP Classes

The innovations in science and technology and the continuous development of educational theories and methods have urged the need for creative uses of Information and Communication Technology (ICT) in English language teaching in Moroccan Higher Education and especially in the teaching and learning of English for Specific Purposes (ESP). For this reason and others, the present study aims to investigate the integration of ICT in ESP classes by identifying engineering students’ needs for ICT integration in ESP classes at the Engineering school (ENSAM), Meknes. To meet this aim, the study adopted a quantitative method approach, which utilized a close-ended questionnaire administered to 64 civil engineering students. The data gathered was analyzed through Statistical Package of Social Sciences (SPSS). The results revealed the significance of ICT integration in ESP classes for Engineering students. Furthermore, the students expressed a number of lacks and necessities to improve their English proficiency level in general. The current research contributes to expanding literature on ESP in Morocco. Additionally, the implications and recommendations proposed will guide future practices and reforms in ESP teaching and learning.

Readiness and Challenges of Prishtina University Students for ESP Classes

Learning and teaching a language for specific purposes, in our case English language, is quite a new approach at the Public University of Prishtina, which was established only in 1970. Considering this fact, English language teaching in Kosovo has been around ever since. It was initially taught as General English (GE) in the schools of the capital city and later, namely from the 1980s to date throughout the country. Nevertheless, English for Specific Purposes (ESP) is one of the most recent courses that have started to attract the attention of the domestic teaching authorities, mainly at the university level, while it continues to be absent in secondary schools. Despite this, the reason for the absence of ESP in secondary education relates to the lack of planning, extracurricular teaching materials or specific textbooks. In this paper, we will review the current state of GE at the University of Prishtina by assessing the English language first-term exam results for two groups of students in the first year in the Departments of History and Political Sciences, with the aim of finding out whether they are ready to attend ESP courses in the second semester. Research has taken place amongst male and female students, aged 18-19, who attended the A1 and B2+GE level as per the CEFR requirements. The students who pass the exam may be qualified to attend the ESP classes in the second semester, whereas students who did not should continue with GE classes.

FOSTERING CREATIVE ENGLISH FOR SPECIFIC PURPOSES STUDIES: IMPLEMENTATION OF FLIPPED CLASSROOM METHOD DURING COVID-19 PANDEMIC AT ANTANAS GUSTAITIS’ AVIATION INSTITUTE, VILNIUS GEDIMINAS TECHNICAL UNIVERSITY, LITHUANIA

The global impact of the COVID-19 pandemic has had far-reaching consequences, including those within the realm of higher education. The flipped classroom method was adopted as an innovative teaching tool and creative approach within English for specific purposes classes at Vilnius Gediminas Technical University Antanas Gustaitis’ Aviation Institute to increase student motivation and enhance the teaching and learning process. The study’s results demonstrated that the flipped classroom method yielded both positive and negative outcomes, including more efficient mastery of learning material, improved planning of in-class and out-of-class activities, opportunities for additional research on covered topics, increased workload and time consumption, and other.

Use of Chat GPT in English for Engineering Classes: Are Students’ and Teachers’ Views on Its Opportunities and Challenges Similar?

Mobile technologies have become increasingly important in the field of education, providing innovative ways to engage students and enrich their learning experiences. ChatGPT is an innovative tool that can be used in English for Specific Purposes (ESP) classes to engage students, enhance their knowledge and skills, and add variety and interest to the traditional process of learning engineering English, whether accessed through computers or mobile devices. In light of this, the study aims to investigate and compare the attitudes of technical university students and teachers towards using ChatGPT in English classes, as well as their perspectives on academic integrity issues and the strategies they employ when using ChatGPT. The study involved 22 teachers and 60 students from a Ukrainian university. Quantitative research, which involved collecting data through surveys, showed that students exhibited positive attitudes, while teachers took a more neutral approach. Both groups agree that ChatGPT plays a supplementary role in enhancing both hard and soft skills, as well as English language communication skills. However, they emphasized its impact on the development of research skills. The study highlights critical issues related to academic integrity, specifically the differing perceptions of possible violations between students and teachers. The authors present ideas on integrating ChatGPT into ESP classes, enabling teachers to leverage artificial intelligence (AI) tools for language learning and adapt to changing educational landscapes. The study emphasizes the importance of integrating ChatGPT effectively into engineering English classes to support students’ learning. While emphasizing the importance of guidelines for academic integrity, it also advocates for the creative use of AI tools by teachers and students. Addressing the disparity in attitudes suggests providing teacher professional development to ensure proficient use of AI tools.

Students' Perceived Challenges and Benefits of Integrating Project-Based Learning into English for Specific Purposes Classes

Students' Perceived Challenges and Benefits of Integrating Project-Based Learning into English for Specific Purposes Classes

Formation of sustainable development competencies in Ukrainian English for specific purposes students

PurposeThe purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking.Design/methodology/approachThe research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context.FindingsThe experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods.Originality/valueThe study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.

ESP Class Activities to Boost Student Engagement in the Classroom: A Case Study

English for Specific Purposes (ESP) is regarded as a challenging course for students since it necessitates not only a solid foundation in basic English but also a strong understanding of professional topics in order for pupils to acquire this material effectively. The authors discovered that there was little student participation in class sessions when teaching ESP. Finding out why students don't actively participate in class activities as well as what kinds of activities can encourage students to do so was the goal of the research. The study was carried out on a group of 24 English students majoring in human resource management at a university in Hanoi. After 6 weeks of face-to-face learning, activities to encourage student participation were applied. Both qualitative (interviews and discussions) and quantitative (surveys) methods are used in the research. The research team used a 5-level Likert Scale survey to collect information from students. Research results have shown the reasons why students limit their participation in activities, as well as the factors that help increase student participation in activities that lecturers deploy in the classroom.

PBL 기반 공학영어 ESP 교수·학습 모형 연구

This study presents the application of Problem-Based Learning (PBL) in an English for Specific Purposes (ESP) course designed for fourth-year electronics engineering students, aiming to equip them for the job market. The research addresses how to structure job-related engineering English instruction through a PBL-based ESP class, students’ perceptions of this course, and favorable directions for its future advancement. Data for the study were collected and analyzed through methods including initial surveys, pre- and post-course surveys conducted within the PBL class, in-depth individual interviews, final surveys, and reflective notes written by students. These approaches provided a comprehensive insight into learners’ perceptions and experiences within the implemented PBL-based engineering English ESP teachinglearning model. The results are expected to serve as a foundation for ESP curriculum design and development research, benefiting educators and researchers interested in this field, both in higher education and English language teaching. The significance of this study is especially important, considering the limited research in Korea on engineering English, particularly in PBL-based ESP classes, which have gained prominence recently. Additionally, this study underscores the importance of using PBL as a student-centered pedagogy in ESP education, fostering enhanced student engagement, problem-solving abilities, collaborative learning, and self-directed education.

Mapping Higher Order Thinking Skills in English for Specific Purposes Classes

This article displays the main foundations and findings of a research on Higher Order Thinking Skills (HOTS) in legal English courses at Universidad Santo Tomás in Villavicencio (Colombia), intended to provide an answer to the following question: What is the impact of fostering Higher Order Thinking Skills (HOTS) within legal English classes? The study was a descriptive longitudinal mixed methods approach research developed over two years with 56 law students with an age range between 21 and 23 years that delved into three issues, namely, students’ perceptions concerning legal English classes, after two years of participating in lessons designed under Bloom’s taxonomy; students’ insights regarding HOTS and their influence on learning a foreign language and on their future performance as lawyers, and the identification and analysis of strengths and weaknesses of the methodology implemented. The data collection instruments were a survey, a semi-structured interview, and the artifacts made by the students. The results suggest that students ponder on the relevance of HOTS in terms of the instruction received at the university and their future professional performance; however, they do not have a clear understanding of the features and actions correlated to analysis, evaluation, and creation. It is evident that greater exposure to learning experiences involving higher thinking is required, and its interconnection with daily life beyond the classroom.

Developing Intercultural Communication Skills Within the English for Specific Purposes Class

Abstract This paper examines the role of intercultural communication skills from the perspective of ESP classes. It highlights the need and benefits of incorporating this valuable skill in the language learning process. Acquiring the IC skill is a necessity for students as they have to perform adequately when interacting with individuals who are both linguistically and culturally different from them. Once equipped with this ’fifth’ skill, the students increase their chances of employability in today’s highly globalized world.

Use of Games in ESP Classes: Perceptions from Students and Teachers

Games are a powerful tool that can generate students’ interest and add variety to the traditional process of English for Specific Purposes (ESP) instruction. Therefore, our aim was to explore their motivational and didactic potential in ESP classes at the university, particularly, to analyze teachers’ and students’ attitudes toward the use of games and to examine the effect of games on learning vocabulary and grammar. To achieve this, we used a mixed methods research design collecting qualitative and quantitative data through surveys and tests from both teachers and students. The survey results showed that both ESP teachers and students had positive attitudes toward the use of games in the learning process due to the motivational power of games, their ability to make learning enjoyable, involve and stimulate students to active enquiry, and create a relaxed environment. We observed statistically higher results in the post-test for ESP vocabulary and grammar in the experimental groups where games were incorporated, signifying the effectiveness of this method. The study contributes to our understanding of the motivational potential of games and their possibilities for teaching ESP. In future research, the assessment of gamified activities could be explored to further enrich our knowledge in this area.