English For Specific Purposes Classes Research Articles

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.

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.

Intimacy Over Power Developing Learners’ Motivation: A Study At ESP Class

This current research attempts to show that intimacy relationship of student to student has a bigger influence rather than power relationship of lecturer – student to raise motivation in learning process. Certainly, the so-called power in social variable has directly affected in lecturer-student relationship even though the influence is not as big as intimacy relationship has. The relationship between student to student is much easier to communicate for their academic business and even for personal range of problem. It is actually a very potential aspect to raise their motivation in learning. Before collecting primary data, the researcher investigates preliminary data by applying participant observer. After gaining it, the researcher collects primary data through interview. 63 students from English for Specific Purposes class on the fifth semester of English education department at IAIN Bone are asked. Finally, the data are explained by using descriptive qualitative analysis. As a conclusion, intimacy factor among learners is more influential in raising motivation of language learning over power factor held between lecturer and learners. Feeling pleasant to communicate about learner’ incomprehension to their friends, supporting, co-working, and even pushing to strive or to finish the duty become the implementation of the friendship role in intimacy among learners. On the other hand, the respondents could feel clumsy, nervous, shy, or disinclined to express what they have in mind to the lecturer. It is, of course, ultimately affecting the way learner communicates to their lecturer.

An Investigation of the Students’ Perceptions of Motivating Teaching Strategies in English for Specific Purposes Classes

While studies on motivational strategies abound in the English as a foreign language acquisition literature, few studies have investigated their role in English for Specific Purposes classes in vocational higher education settings. This study examines the students’ perception of motivational teaching strategies and the influence of social variables (age, gender) toward their perceptions. Students (n = 134) from a Faculty of Vocational Studies in a (country) Public University completed a questionnaire that reflected their perception of motivating teaching practices. The results show that students considered several teaching strategies that focus on assisting them master the skills in the practicum activity as the most motivating ones (providing clear instructions, assisting students in completing the tasks, providing constructive criticism and praise, building a positive relationship, and constantly encouraging students). Students’ age had no significant relation with their perceptions. Although most of the teaching practices were considered motivating for both male and female students, two particular strategies (leading by example by being focused and driven, managing a variety of activities) were considered more motivating for female students than for male students. Findings suggest that teachers should recognize the students’ individual needs for motivational strategies to assist them master the target language.

ENGLISH FOR CHEMISTRY SUBJECT MATERIAL DEVELOPMENT BASED ON THE NEEDS ANALYSIS OF STUDENTS IN CHEMISTRY EDUCATION STUDY PROGRAM

A person must not only be proficient in their major field of study but also in the English language, which serves as the primary international language of communication in both oral and written form, due to the growing demand for international communication and the level of competition in the global job market. Therefore, it is essential that English language instruction in higher education be able to deliver comprehensive and professional English that is not only relevant to their field of study but also meets the demands and needs of the target learning and work field. It is sad that the English learning process, particularly English for Specific Purposes (ESP) programs at the university level, does not fulfill the fundamental competence and learning outcomes as mandated and expected. Lack of lesson planning, unfulfilled requirements and expectations of teachers and students, as well as irrelevant material to the topic of the study, are among the influencing variables that have been identified to contribute to the effectiveness of the anticipated teaching and learning in ESP classes. Given this information, it is crucial to undertake a study that places a greater emphasis on determining the needs of the learners (needs analysis). This is especially helpful for facilitating the learners' anticipation of taking English classes that are pertinent to their subject of study. This study was undertaken at Pattimura University's Chemistry Education Program in order to achieve this goal. Since 2017, the ESP subject has been included in the curriculum under the topic of English for Chemistry. Thirty-three students were involved as the participants in the survey by answering 20 items provided in the questionnaire. The result shows that the majority of the students (39.4%) admitted that they would be interested in learning English if the materials are relevant to the Chemistry study, but still has the linguistics elements in English. This finding was also supported by 69.7% of the respondents who said that they would be motivated in learning if the teacher uses contextual English materials in Chemistry that are possible to be implemented in their daily life. Additionally, students also gave several suggestions for the improvement of English Learning in terms of the focus of English skill, the approach and activities in learning. These findings are principally constructive as the input to design and/or develop the English material (Material Development) that will be used to teach English for Chemistry subject in Chemistry Education study program

Flipping ESP Classrooms in Hybrid Environment

The use of flipped learning in ESP (English for Specific Purposes) classes may have not been frequently portrayed. This recent study attempts to depict the implementation of a flipped learning model applied in an English for Management course. A single qualitative case study was applied. One lecturer of the English for Management course was involved in this study. The data were obtained using interviews and observations. The findings revealed that the flipped learning in the ESP class is realized in the following steps: 1) distributing materials and tasks to students, 2) providing guidance for students to discuss the materials and tasks, 3) assessing students with tests or quizzes, and 4) providing reinforcement for students in face-to-face meetings. The lecturer admitted that she encountered some challenges using flipped classrooms in ESP classes: the issues of bandwidth, students’ readiness, the lecturer's need for non-authentic materials, and the institution's policy on curriculum and facilities. Potential research in investigating ESP students’ perceptions of the use of flipped learning is strongly advised.

Introduction to Academic Writing Course (MBBS)

The demand for the study of second or foreign-language English is extremely high, which places a heavy burden on educational resources in many nations. Specific vocabulary and abilities pertaining to professional communities and academic fields are needed for ESP courses. Internationally, English is used extensively in higher education. The demand for academic English courses has grown significantly (Jordan, 1997).English, the universal language of science, is now known as English for Specific Purposes (ESP) in non-English speaking nations (Ghanbari, 2010). The teaching of English as a Second Language (ESP) in Sindh is a growing field. Learning English for a specific purpose is an essential part of language instruction at the higher educational level, with the objectives being to learn specialized vocabulary, increase subject knowledge by reading in English, and be able to use the language in a potential profession or study area by getting ready for some common situations, like carrying out higher level studies, attending an interview, or conducting professional conversations (Varnosfardani, 2009).Many English language courses in academic contexts are built on the premise that language should be connected to the purpose for which students are expected to use the language after their studies. For medical students, the purpose of an ESP course is to support them in there is academic work and future jobs. English is particularly significant in medical learning because medical textbooks and professional publications are predominantly written in English (Bensoussan, Collado, Viton, & Delarque, 2009).English as the primary language for international communication is now generally acknowledged. Determine the issues with ESP classes by carefully examining the attitudes and views of students and teachers. Learning a second language is generally seen as distinct from learning one’s native tongue, and it is frequently believed that factors affecting one’s ability to learn a second language have no bearing on the development of one’s native tongue.Knowledge of a second language affects one’s capacity to manage information in the native tongue. Contemporary cognitive and psycholinguistic models of bilingualism claim that the two languages interact, even during language-specific processing. Understanding the interaction between two languages is crucial since it is still being determined how acquiring a second language impacts native-language function.Background of the study:At an average age of 18, Dow Medical University in Sindh students enter medical college straight out of high school. To evaluate students, the educational system mostly uses teacher-based assignments, exams based on memorization, and norm-referenced tests. The majority of students develop passive learning habits as a result. The major language of instruction in Sindh’s secondary school system is urdu; beginning in grade 4, English is introduced as a second language. Because the medical school curriculum is delivered in English, all first-year students receive an intensive English course in addition to their other premedical requirements, regardless of their level of language proficiency.Students are soon made aware of the necessity to acquire effective learning abilities when they realize how much more academic pressure there is when they enroll in the university.Statement of the problem:As a result of the English language barrier, medical students learning in an EFL environment have been seen to struggle with their medical schoolwork. The students are familiar with the specific vocabulary and grammatical patterns used in this context of the English language.

Blended Learning Effectiveness: A Quasi-Experimental Study on Students’ ESP Achievement

Blended Learning, a mixture of face-to-face (FTF) and online learning, has gained its popularity in the English language teaching context. However, examining its efficacy in English for Specific Purposes (ESP) remains scares. To fill this gap, this study implemented BL in an Indonesian ESP classroom and examined its effect on students’ learning attainment and the challenges they encountered. Drawing on the data garnered from pre- and post-tests, it was unveiled that using BL promoted the students’ learning outcomes given the statistical evidence was 0.000 which means lower than 0.05. Three main challenges of blended learning implementation were also identified, namely limitation of proper media, time allocation, and instructional aspect. This study incapsulates that the use of Blended Learning could promote students’ English language skills. This study recommends that future studies be carried out involving more participants and more varied ESP classes to gain more robust results.

The Perspectives of Improvement of the Mental well-being of Internally Displaced Students in English Language Classes in Ukraine

The paper explores the ways of the improvement of the mental well-being of internally displaced students in English language classes in Ukraine. It is a preliminary attempt to analyze the impact of emotional support, inclusive language, safe environment, awareness and sensitivity, and trustful relationships on internally displaced students when all of them are implemented in regular English for Specific Purposes (ESP) classes. 40 English for Specific Purposes teachers took part in the research. The sample was selected on the basis of the stratified sampling technique. The study presents the results gained from interviews with Ukrainian ESP teachers from Igor Sikorsky Kyiv Polytechnic Institute. A qualitative case study research results have emphasized the positive changes in internally displaced students’ mental well-being with the implementation of activities implementing emotional support, inclusive language, a safe environment, awareness and sensitivity, and trustful relationships. The well-organized varied support leads to the effective personal development of internally displaced students; makes them more adaptable to a new environment, and raises the level of internally displaced students’ self-confidence. The findings of this study support the idea that it is effective to provide internally displaced students with emotional support, inclusive language, a safe environment, awareness and sensitivity, and trustful relationships not only within the framework of psychological courses but regular ESP classes as well.

Study on the Relationship between Layered Teaching Mode and Self efficacy of English Learning in Chinese English for Specific Purposes Class

Study on the Relationship between Layered Teaching Mode and Self efficacy of English Learning in Chinese English for Specific Purposes Class

Effectiveness Project-Based Learning in ESP Class: Viewed from Indonesian Students‘ Learning Outcomes

The use of Project-Based Learning (PjBL), as a teaching strategy, is on the rise across the country because it is considered as a means to make learning more interesting for students and to emphasize the acquisition of skills essential for success in the modern workplace. In order to cater to the needs of its students, English for Specific Purposes (ESP) necessitates interdisciplinary expertise due to its unique qualities. As a result, the position of the educator shifts significantly from that of the typical language instructions to the subject matter being taught. The purpose of this study was to investigate whether or not using PjBL in ESP class improves students’ overall learning outcomes. In this particular investigation, a single group pre-test and post-test experimental design was utilized, and the participants included 40 samples that were selected on purpose. When it came to the students’ video projects, the use of PjBL led to a significant improvement in the learning outcomes that were achieved. The findings indicated high mean scores on the learning outcomes subscales that were investigated, in addition to positive correlations on the academic performance of the participants. These results may add to the growing body of literature on the topic of how best to teach and learn ESP across disciplines by integrating different approaches and methods.

Translation-based task in an ESP classroom: Tlemcen University as a case study

Integrating translation in English for specific purposes (ESP) teaching and learning is a crucial issue since the last decade of the 20th century. This paper aims to analyse the role of translation as a helpful tool for ESP classes on the use of translation in ESP teaching and learning. Therefore, a case study is employed to describe the necessity of using translation in ESP classes, especially, for third-year computer science students at the University of Tlemcen. A mixed method was used; a questionnaire was administered to ESP teachers in the Department of Science and Technology, and classroom observation on third-year students of computer science was conducted. The results revealed that computer sciences students at the University of Tlemcen faced various hindrances when dealing with professional resources which are mainly at the level of content due to the nature of ESP courses they were exposed to during their studies.
 Keywords: Computer science; ESP; ESP courses; students; translation.