English For Specific Purposes Students Research Articles

THE IMPACT OF DIGITAL TECHNOLOGIES ON THE DEVELOPMENT OF ESP STUDENTS’ WRITING COMPETENCE

In the context of English for Specific Purposes (ESP), developing writing competence is crucial for success in global communication, especially as digital technologies increasingly shape educational practices. This article explores the influence of digital tools on the writing development of ESP students, highlighting both the advantages and potential drawbacks. Through a mixed-method study involving 100 ESP students, the research analyzes how digital platforms and applications enhance technical language, sentence structure, and professional writing formats. While digital tools foster improved writing abilities and engagement, the study also raises concerns about the over-reliance on technology and its impact on critical self-editing skills. The findings suggest that while digital technologies offer significant benefits, educators must balance their use with the reinforcement of core writing competencies.

Modified Literature Circles: Improving ESP Students’ English-speaking Skills Through Movie Circles

For Thai students, English-speaking skills have been among the most problematic. This study aims to compare the English-speaking skills of English for Specific Purposes (ESP) students before and after employing movie circles, and to investigate their attitudes toward employing movie circles. The participants consisted of 30 ESP students studying a dual program in social development and education at a public university in Thailand. They were also classified as pre-service social studies teachers. A mixed-methods study was performed utilizing the one-group pre-test-post-test design. Both qualitative and quantitative methods were employed. The instruments were movie circle lesson plans, pre- and post-English-speaking tests, an attitude questionnaire, and semi-structured interview questions. The results revealed significant improvement in the ESP students’ English-speaking skills, as well as positive attitudes toward using movie circles to improve English-speaking skills. The findings suggest that movie circles, or peer-led discussion activities, can be integrated into ESP classrooms with the specific goal of improving English-speaking skills.

Empowering ESP Students Through a Scientific Approach: Unveiling the Impact on Engagement and Reading Comprehension Achievement

This study is anchored in the constructivist theoretical perspective, which emphasizes the active role of learners in constructing knowledge through interaction and experience. It aims to investigate the efficacy of a scientific method in improving reading comprehension and student engagement among Informatics Study Program students at Universitas Jenderal Achmad Yani Cimahi, Indonesia. The study utilizes a mixed-methods research design to assess the effectiveness of traditional lecture methods and the scientific approach in enhancing reading achievement. The study was conducted at Universitas Jenderal Achmad Yani Cimahi in West Java and involved 68 second-semester students enrolled in the Informatics Study Program, with a specific focus on the English Practicum course. The results of the research found that the scientific approach led to better reading comprehension and higher engagement levels compared to traditional lectures. However, when comparing the two methods, the statistical analysis showed no significant difference between them, suggesting that the impact of the scientific approach may vary. The study also found the value of student-centered, evidence-based teaching methods for improving educational outcomes in English for Specific Purposes (ESP) settings. The study emphasizes the necessity of employing adaptable, empirically supported teaching methods to address a wide range of learning requirements and enhance educational achievements. Although the study has limitations that are specific to its environment and relies on data provided by the participants themselves, the findings strongly support a wider adoption of scientific approaches in teaching reading comprehension.

Oral Proficiency in Higher Education: A Comprehensive Examination of Task-Based Language Teaching (TBLT) for ESP Students

There have been various conceptualizations about the implementation of task-based language teaching (TBLT) in the context of English language teaching. TBLT has been proposed as a potentially efficacious approach for instructing English as a second language (ESL) in Asian settings, such as Indonesia. The present study aimed to investigate the optimal implementation of TBLT for higher education students in ESP classrooms. A cohort comprising seventy ESP students pursuing a degree in the Accounting Study Program participated as research subjects. This research used a descriptive quantitative research method. The results show that the implementation of TBLT into the teaching of speaking skills resulted in beneficial result concerning students in ESP classrooms. The findings of this study indicate a statistically significant increase in the mean scores of oral English proficiencies among students enrolled in English for Specific Purposes (ESP) courses, as seen by the comparison between pretest and post-test scores. This study can be implemented by providing opportunities for students to engage in spoken language practice rather than learning sessions primarily focused on the explicit instruction of grammatical rules and ESP students’ comprehensibility. This study can be applied in TBLT approach in the ESP classroom setting for comprehensibility in EFL students' oral English.

A Case Study in Indonesıa: Explorıng AI Readıness in Busıness Students Toward Englısh Wrıtıng

In the digital era, AI (Artificial Intelligence) finds application in various fields, with education being prominent. In the context of English for Specific Purposes (ESP) practice, AI readiness can potentially enhance learning. The research aimed to investigate students' familiarity with AI and identify the obstacles ESP students face. Moreover, it was a case study research conducted at tertiary level in some universities in Indonesia. The participants in this study were Business English writing students and data were collected through questionnaires and interviews. The results revealed that students were unfamiliar with the use of AI in their environment for various reasons, indicating that they encountered challenges when integrating AI into their learning. Majority students showed a high willingness to use AI in their business English writing learning. Consequently, the research suggests an alternative approach to enhance learning by incorporating AI, , which can help overcome the challenges faced by students in integrating AI into their learning.

The impact of an online hybrid reading intervention on the reading comprehension and strategy use of Iranian English for specific purposes students in relation to an evaluated researcher-made ESP textbook

Research suggests that English for Specific Purposes (ESP) students in English-as-a-Foreign-Language (EFL) contexts have difficulties understanding the passages in technical English textbooks of various fields of study including computer software engineering. Few experimental studies to date have investigated the effect of an online hybrid reading intervention on the reading comprehension performance of these students. To fill this gap, the present experimental study sought to assist these students with comprehending the passages of an ESP textbook entitled ''Technical English for Computer Software Engineers'', developed for computer software engineering students of a non-profit university in Babol, Iran. In doing so, an 8-session online hybrid reading intervention featuring cognitive and metacognitive strategies was administered to an experimental group (n = 30) of ESP students, while the control group (n = 30) followed the conventional approach to teaching the reading skill. To track the participants' reading comprehension, International English Language Testing System (IELTS) reading tests were used before and after the intervention. Results showed that the treatment led to a statistically significant difference between the two groups in terms of the reading comprehension and strategy use. In addition, the teachers' and students' perceptions with regard to the whole textbook were reported. Findings bear pedagogical significance for all the stakeholders.

NEEDS ANALYSIS: DEVELOPING AN ESP SPEAKING MOOC MODEL IN HIGER EDUCATION CONTEXT

This study aims to investigate the needs and learning requirements of English for Specific Purposes (ESP) students in the context of developing a Massive Open Online Course (MOOC) model for ESP speaking skills. The research employed a qualitative approach, utilizing Comprehensive Needs Analysis (CNA) techniques. Data was collected through document analysis, Forum Group Discussions (FGDs) with students, interviews with lecturers, and meetings with experts. Data analysis followed qualitative methodologies, including data reduction, display, and conclusion drawing. The study reveals significant insights into students' backgrounds, English proficiency levels, and experiences with MOOCs. Participants primarily perceive their English proficiency as intermediate. While MOOCs are viewed as valuable supplementary resources, students desire more diversity and interactivity in their online learning experiences. Furthermore, the research highlights students' desires for comprehensive speaking skills development, integrated learning experiences, supportive learning environments, and user-friendly technology platforms. This study fills a gap in the literature by investigating the specific needs and learning requirements of ESP students for developing an ESP Speaking MOOC model, particularly in Indonesian context. The findings suggest the importance of prioritizing speaking skills, integrating various language skills, fostering supportive learning environments, and leveraging user-friendly technology platforms in the development of ESP Speaking MOOC models. Addressing these needs is crucial for maximizing learning outcomes and student engagement in online language learning environments.

Flipbook as a Learning Medium: A Study on Indonesian ESP Students

Technological advancements are significantly transforming the landscape of Indonesian education, shifting from traditional methods to digital learning media. This study examines the adoption of Flipbook, a digital tool, in English for Specific Purposes (ESP) courses, aiming to enhance the learning experience for students enrolled in English language study programs. Utilizing Flipbook as an instructional medium, lecturers anticipate offering a novel approach to integrating technology in education. Data were gathered through questionnaires administered to seventy-six students focusing on ESP materials. The questionnaire, comprising thirty-one items with both positive and negative statements, evaluated four key aspects: the completeness of the learning content delivered through Flipbook, student engagement in learning activities, the effectiveness of lecturers in managing the digital learning environment, and the adequacy of facilities and infrastructure supporting the use of Flipbook. The findings demonstrated varying levels of effectiveness: The lecturer's ability to manage Learning was notably effective, with a high mean score of 44.97, indicating that Flipbook facilitates dynamic classroom management. Learning Activities also showed positive outcomes, with a mean score of 36.43, suggesting satisfactory engagement and interactivity. However, Learning Completeness and Facilities and Infrastructure highlighted areas needing improvement, with mean scores of 31.57 and 27.24, respectively. These lower scores reveal significant gaps in content delivery completeness and the supporting infrastructure, which are critical for effectively using digital learning tools.

The Need of Teaching Gender-inclusive Language in English for Specific Purposes in Order to Provide the Future Specialists for Using Gendered Language

The theoretical significance of this article lies in the fact that the work collected and analyzed information about the need of teaching gender inclusive language for English for Specific Purposes students in English, which makes a certain contribution to the development and solution of topical issues in usage of gendered English language. Although suggested several effective strategies in teaching inclusive vocabulary and pronoun usage in English lessons by English for Specific Purposes students.

Exploring English for Specific Purpose Students' Perceptions of Digital Materials in English Language Learning: Benefits, Challenges, and Recommendations

This study aimed to discover how English for Specific Purposes (ESP) students perceived the utilization of digital resources during their language-learning process. A questionnaire with 20 statements divided into categories like usability, engagement, problems, and recommendations was completed by 28 study participants. According to a Likert scale that ranged from highly agree to strongly disagree, the participants gave their answers. The research found that ESP students generally had favourable opinions of digital resources. They thought the resources were easy to use, available on a variety of platforms and devices, and offered flexibility in their study. The participants acknowledged the motivating qualities of digital resources as well as their role in motivation and the growth of English language proficiency. They did, nonetheless, draw attention to several difficulties, such as the need for more help and technical problems. These opinions of ESP students toward digital materials are revealed, and this knowledge aids teachers and curriculum writers in creating resources for language acquisition that are beneficial. Future studies can concentrate on resolving the issues found and improving the advantages of digital resources in ESP scenarios.

The Importance Of Task-Based Teaching Method In Foreign Language Acquisition In ESP Groups Of Higher Education Universities In Uzbekistan (On The Example Of English)

Introduction. In recent years, the Task-Based Teaching Method (TBTM) has gained recognition as an effective approach to teaching English for Specific Purposes (ESP) in higher education system in Uzbekistan. This method emphasizes learning through tasks that are meaningful and relevant to students, allowing them to develop language skills in real-world contexts. The implementation of TBTM in ESP groups has brought about significant changes in the way English is taught and learned in Uzbekistan, contributing to the overall improvement of language acquisition among students. The purpose of the article is to analyze and identify the significance of Task-Based Teaching Method as a beneficial approach for ESP students in acquiring foreign languages efficiently at universities. Study participants and methods. The research involved 111 students (54 students in 2022 and 57 students in 2023) who were enrolled in the faculties of Economics and Pedagogy at the University of Economics and Pedagogy to test the importance of Task-based teaching method on acquiring foreign languages. This university is one of the most prestigious universities in Uzbekistan which carries out immense research activities. A total of 111 undergraduate (freshman and sophomore) students took part in the observation, analytical and experimental researches which were applied for assessing the effectiveness of the Task-based teaching method in ESP groups. Results. The result precisely indicate that Task-based teaching method which emphasizes the use of authentic, meaningful tasks as the primary focus of instruction, has been recognized for its ability to enhance learners' language proficiency and prepare them for real-world communication. In 2022, 47 (87%) of the total 54 students of the Faculty of Economics, who were taught English using the Task-based teaching method, obtained the upper intermediate B2 level. And according to the results of our research conducted in 2023, a total of 49 (85 %) of the 57 students of the Faculty of Pedagogy who participated in our research reached the upper intermediate level thanks to our use of the Task-based teaching method in the framework. Based on the results obtained from the conducted research, we can undoubtedly convey that TBTM is highly fruitful in all levels of ESP groups in educational process. Conclusion. In conclusion, the Task-based teaching method has proven to be a valuable approach in promoting foreign language acquisition in ESP groups in higher education universities in Uzbekistan, particularly in the context of English. By emphasizing meaningful tasks, authentic communication, and real-world application, TBTM can enhance students' language proficiency, communication skills, and readiness for academic and professional success. While there may be challenges and criticisms associated with TBTM, the potential benefits far outweigh the drawbacks. Moving forward, further research and development in the field of TBT in ESP groups can help optimize language learning outcomes and provide holistic language education for students in Uzbekistan.

The Importance Of Task-Based Teaching Method In Foreign Language Acquisition In ESP Groups Of Higher Education Universities In Uzbekistan (On The Example Of English)

Introduction. In recent years, the Task-Based Teaching Method (TBTM) has gained recognition as an effective approach to teaching English for Specific Purposes (ESP) in higher education system in Uzbekistan. This method emphasizes learning through tasks that are meaningful and relevant to students, allowing them to develop language skills in real-world contexts. The implementation of TBTM in ESP groups has brought about significant changes in the way English is taught and learned in Uzbekistan, contributing to the overall improvement of language acquisition among students. The purpose of the article is to analyze and identify the significance of Task-Based Teaching Method as a beneficial approach for ESP students in acquiring foreign languages efficiently at universities. Study participants and methods. The research involved 111 students (54 students in 2022 and 57 students in 2023) who were enrolled in the faculties of Economics and Pedagogy at the University of Economics and Pedagogy to test the importance of Task-based teaching method on acquiring foreign languages. This university is one of the most prestigious universities in Uzbekistan which carries out immense research activities. A total of 111 undergraduate (freshman and sophomore) students took part in the observation, analytical and experimental researches which were applied for assessing the effectiveness of the Task-based teaching method in ESP groups. Results. The result precisely indicate that Task-based teaching method which emphasizes the use of authentic, meaningful tasks as the primary focus of instruction, has been recognized for its ability to enhance learners' language proficiency and prepare them for real-world communication. In 2022, 47 (87%) of the total 54 students of the Faculty of Economics, who were taught English using the Task-based teaching method, obtained the upper intermediate B2 level. And according to the results of our research conducted in 2023, a total of 49 (85 %) of the 57 students of the Faculty of Pedagogy who participated in our research reached the upper intermediate level thanks to our use of the Task-based teaching method in the framework. Based on the results obtained from the conducted research, we can undoubtedly convey that TBTM is highly fruitful in all levels of ESP groups in educational process. Conclusion. In conclusion, the Task-based teaching method has proven to be a valuable approach in promoting foreign language acquisition in ESP groups in higher education universities in Uzbekistan, particularly in the context of English. By emphasizing meaningful tasks, authentic communication, and real-world application, TBTM can enhance students' language proficiency, communication skills, and readiness for academic and professional success. While there may be challenges and criticisms associated with TBTM, the potential benefits far outweigh the drawbacks. Moving forward, further research and development in the field of TBT in ESP groups can help optimize language learning outcomes and provide holistic language education for students in Uzbekistan.

Evaluating the blackboard technology's influence on English for specific purpose education: Using technology to teach English

This study examines the impact of Blackboard technology on the learning of English for Specific Purposes (ESP) among students and teachers in public universities in Saudi Arabia. Blackboard is a popular online platform for teaching ESP because it is easy to use and accessible and provides affordable e-learning with interactive activities and a variety of educational materials. The research uses both qualitative and quantitative methods to examine how students and teachers view Blackboard. A 5-point scale survey was administered to 114 students (60 males and 54 females) to determine how often they use Blackboard for ESP instruction. In addition, interviews were conducted with six male and five female teachers to evaluate Blackboard's effectiveness in academics and its influence on students' learning and memory. The study focused on four main areas: how often Blackboard is used by different age groups and genders, students' opinions about Blackboard, and teachers' opinions about using Blackboard for discussion. The results show that ESP students enjoy using Blackboard discussions and find them somewhat engaging and motivating. Blackboard helps with learning and communication both in and out of the classroom. The study also found that students prefer to learn in both English and their native language, while teachers believe that using the native language could slow down English learning. This research highlights the positive effects of Blackboard on ESP learning, overcoming age differences, and shows its value in education, suggesting it as a useful tool for educational institutions and policymakers to improve education and student-teacher interactions. It also points to the need for the right technological tools to meet students' needs.

Exploring ESP Students’ Perception toward the Potential of Artificial Intelligence to Promote Students’ Self-Efficacy in English Writing Skill

This study aimed to explain ESP (English for Specific Purposes) students’ perception toward the potential of AI to promote their self-efficacy in their English writing skill by examining its impact on students’ learning experiences and perceptions. The present investigation employed a qualitative case study. The data collected by open-ended questionnaire in online form distributed to forty students in accounting major. The findings showed that the students positively perceived toward the potential of AI to promote students’ self-efficacy in their English writing skill, they believed that AI play important role and impact their self-efficacy, enhance their motivation, reduce their anxiety, give easy access to the students to get feedback quickly with better recommendation of writing and provide interactive learning in achieving consistency in student’ English writing skill.

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.

The effectiveness of Authentic Materials For Reading Comprehension of English for Specific Purposes (ESP) Students

This study aimed to investigate the effectiveness of using authentic materials on ESP students in reading comprehension. The participants of this study were the second semester students. Purposive sampling technique was used in this study. The participants were divided into two groups, the experimental was 30 students and the control group was 30 students. This study used quasi-experimental research. The instrument used in collecting data was multiple choice test. The total items of the test were 20 items. The finding shows that a mean score of 29.87 on the pre-test and 52.07 on the post-test reading through authentic materials can help students become more proficient readers, particularly in areas such as identifying primary ideas, supporting details, factual interactions, topic-related vocabulary, pronouncing references, and word meaning recognition. It shows that the hypothesis alternative (ha) was accepted. As conclusion that using authentic materials has positive effect of the students’ reading comprehension of English for specific purposes (ESP) class at UKI Paulus Makassar.

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.

Source Use in Integrated Writing among Chinese College ESP Learners with Different Language Proficiency

Recent decades have witnessed the increasing importance and necessity of English for Specific Purposes (ESP) teaching. Integrated writing task evaluating test-takers’ discourse synthesis ability is an effective tool for ESP teaching with improved authenticity, but its mechanism is still far from clear. This study investigated the processes related to source material use in a TEM8 reading–writing task with a medical topic among ESP students. Source material use variations among students with different language proficiency were also examined in terms of organization, obtaining opinion and language support, and context comprehension. Results demonstrated that compared with low proficient student, high proficient ones exhibited higher awareness of effectively using source material and stronger tendency for organizational support, idea selection and gaining idea, but the difference in context comprehension and language support did not vary between two groups. These evidence underlie further design and development of integrated task in ESP writing course.

Classtime.Com as an Ai-Based Testing Platform: Analysing ESP Students’ Performances and Feedback

The use of Artificial Intelligence (AI) technology in education has grown in popularity, especially in online assessments. This research evaluates the effectiveness of an AI-based online testing platform, Classtime.com, in teaching tenses in English for Specific Purposes (ESP). The study uses a mixed-methods approach, collecting data from 246 Economic Sharia Law students who took the midterm exam during the 2022-2023 school year. The results show that the average score on the exam was 88.21, indicating a high overall performance. Females scored higher and more consistently than males. The study suggests that Classtime.com's AI-based testing is an effective tool for teaching tenses in ESP assessment, providing immediate feedback and personalized learning experiences. However, the study's focus on one language subject limits its generalizability to other subjects. Nevertheless, the use of AI-based online testing in ESP assessment can improve language learning outcomes and contribute to effective teaching practices. Future research should explore the use of AI-based online testing platforms in other language subjects, investigate factors influencing student performance, and examine long-term effects on language learning outcomes and attitudes toward language education and assessment.

USING TED TALKS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT UNIVERSITY LEVEL

This study considers TED talks as an effective authentic resource for mastering English. The purpose of the article is to outline a methodology for using TED talks in teaching English for specific purposes (ESP) at the university level. To achieve this goal, we set the following objectives: to introduce and describe the steps of utilizing TED talks, as well as provide examples to each step. We applied a number of methods which helped to fulfil the task of the paper. They include establishing the cognitive and educational value of ESP and its place in the system of university education; defining the tasks and its content of the discipline; developing methodical means and organizational forms of training according to these tasks and content. TED talks are informative presentations delivered by experts in their fields. They provide a great opportunity for language teachers to incorporate authentic listening and speaking tasks in their teaching methods. A welldesigned lesson plan that utilizes TED talks as a teaching tool can benefit ESP students in various ways. The methodology of incorporating TED talks in the teaching process should involve a series of steps that aim to maximize effective learning outcomes. These steps include selecting the theme of the talk, searching the TED talk, delivering the speech, designing pre-listening and post-listening activities. The article presents examples of exercises that can be done at each step with reference to specific TED talks from the site https:// ed.ted.com. The first step ensures that the chosen TED talks are suitable and engaging. Teachers can provide students with choices and allow them to vote. The aim of the second step is to support students’ understanding of the TED talk. The third step develops listening comprehension skills. The fourth step engages and promotes students’ active listening skills. The fifth step helps to develop skills of discourse analysis. The video content that the teacher chooses for the lesson should correspond to the professional interests of students. In such a way this video will be able to increase the motivation to study not only a foreign language but also specialized disciplines. The work with TED talks, however, differs from ordinary academic lectures and presentations. Thus, it requires special training of both the teacher and students. Firstly, students` level of English is an important factor defining the choice of a lecture. The teacher considers the level of listening skills, knowledge of the topic, and terminology. Secondly, it is important to take into account the duration of the presentation. If students are not familiar with the topic, they can have some difficulties with comprehension. Therefore, they will need to listen to the lecture twice. So, the preferable length of the video should be about 5-6 minutes. Incorporating TED talks as a teaching tool in English for Specific Purposes can be a highly effective way of promoting active learning in the classroom. TED talks are a source of authentic and relevant topics for students to engage in while providing a more enjoyable and efficient way of learning. The methodology of using videos from the resource has clear benefits. They include improving comprehension skills, vocabulary acquisition, note-taking, and speaking skills. By following the steps mentioned in this paper, lecturers can deliver enriching, pedagogical sessions that will provide students with a foundation to become successful professionals in their respective fields.