English For Specific Purposes Teachers Research Articles

Integrating Digital Literacy in English for Specific Purposes (ESP) Instruction Via English for Law e-module

<p>Nowadays, integration of technology through digital literacy in English instruction is demanded highly, but in practice, digital material like electronic modules still lacks investigation, especially in the ESP context. Therefore, this qualitative study tries to describe the digital literacy demand related to the material in ESP teaching and the implementation of digitalized based ESP material to facilitate law students’ digital literacy. 25 law students were involved as participants, with the questionnaires and interviews as the primary data and class observation as the secondary data. The results reveal that ESP language-teaching process demands digitalized material which facilitates the students’ needs in enhancing their English skills by exploring authentic learning sources digitally. The implementation of the English for Law e-module facilitates students’ digital literacy, especially in accessing the digital material in the e-module by 70% of the whole participants, 57,7 % of students use their digital literacy for finishing the lectures assignment, and 74% of students able to overcome their digital obstacle independently. The finding recommends the utilization of digitalized material based on e-module to cultivate the students’ digital literacy in ESP instruction.</p>

Challenges on Teaching and Learning English for Specific Purposes (ESP) for Indonesian Undergraduate Students

This study examined the challenges both teachers and students in implementation of teaching and learning ESP. It focuses on mastering English in students’ needs relating to the specific fields. This used a qualitative study obtaining data from questionnaires and interviews. The findings showed that the students’ vocabulary mastery was an obstacle during learning ESP. It made the students felt difficult to comprehend the materials. Moreover, the teachers are supposed to prepare the ESP materials from textbooks and articles relating to the specific fields although there were lack of sources. However, learning ESP applied the students-centered activities and built an interaction between teachers and students during discussing and practicing the ESP materials. It encouraged the students to be active for their speaking skill improvement. It also assisted the students to enhance new vocabularies relating to the specific fields. Therefore, to achieve students’ comprehension in ESP, the teachers should develop ESP materials and method of teaching in order to deliver optimally the ESP contents.

How Much English Grammar is Needed in the Ship’s Engine Room

At the Faculty of Maritime Studies in Split, marine engineers have the opportunity to attend an ESP (English for Specific Purposes) course as part of the Special Education Program for Seafarers, which is a prerequisite for their career advancement. A series of surveys were carried out to detect their needs, expectations and the ways they perceive ESP teachers, courses and themselves as English language users. The responses referring to teachers were always clear and consistent – they are expected to understand essential ship engine systems and processes, concepts and contexts, etc. to produce a good learning platform. On the other hand, the responses that were supposed to help teachers to strike a balance in the ESP concept (that includes both general and vocational English) were somewhat ambiguous. Most of the respondents think that their overall command of the English language is “good” or “very good”, while their command of grammar is “good” or at least “sufficient”. Nevertheless, 94% admit that, in their case, learning grammar is “very important” or “necessary”. In the most recent survey, featuring another type of questionnaire, where the respondents were asked to break down the 50-hour ESP course into units, they allocated only 12.44 class hours for grammar (less than 25% of the course time). Further research will, hopefully, help ESP teachers to strike a reasonable balance between grammar, general English and vocational content.

A study on Indian ESP teachers' classroom practices in fostering social inclusivity

PurposeThis paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the guidelines of multicultural education (MCE) framework. It explored how Indian teachers fostered social inclusivity in ESP (English for Specific Purposes) classrooms and documented the methods used by the language teachers to sustain a socially inclusive environment in the classroom.Design/methodology/approachThis qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers.FindingsThe results have implications towards teacher training as there is a clear dearth of teacher strategies to foster an equitable and inclusive learning environment inside the classroom.Social implicationsClassrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society.Originality/valueInclusive education aims at providing equal opportunities to people despite the differences in terms of race, class, caste, region, religion, gender, sexuality, ethnicity and disabilities. India being a multilingual and multicultural country, inculcating values in students to enable them to reflect beyond these differences becomes important.

Research on College English ESP Teaching Model and Skills of Vocational Universities

This essay discusses the research on an ESP (English for Specific Purposes) teaching model for college English courses for health management majors in vocational universities. The study consists of two stages: a needs analysis and the development and evaluation of an ESP teaching model based on the analysis results. The needs analysis was conducted through a questionnaire survey and interviews with health management majors and teachers. The ESP teaching model includes a syllabus design based on the specific language needs of health management majors, a task-based teaching approach, authentic materials and contexts, and learner-centered instruction. The model was evaluated through a classroom experiment and feedback from students and teachers. The results showed that the ESP teaching model was well-received by health management majors and teachers, and improved their English language proficiency and prepared them for their future careers.

A Study on English teacher's ESP Teaching Strategies for Cruise Crew major students

This research paper explores the effective teaching strategies for English for Specific Purposes (ESP) for Cruise Crew major students. The aim of the research is to investigate the strategies and methods that English teachers can use to help Cruise Crew major students develop the necessary language skills needed to perform their job roles effectively. The study draws on existing literature on ESP teaching strategies and interviews with English teachers who have experience teaching Cruise Crew major students. The results of the study indicate that effective teaching strategies for Cruise Crew major students should include needs analysis, authentic materials, role plays and simulations, vocabulary building, grammar instruction, group work, technology, and assessment.

EFL STUDENTS’ PERCEPTIONS AND PRACTICES ON LEARNING STRATEGIES TOWARDS ESP FOR TOURISM AT SCHOOL OF SOCIAL SCIENCES AND HUMANITIES, CAN THO UNIVERSITY, VIETNAM

<p>Learning strategies are determined as an effective approach to learning ESP. To implement more useful learning strategies, it is essential to understand the extent of practice toward learning strategies. The study focused on six (6) learning strategies, including (1) Memorization, (2) Cognitive, (3) Metacognitive, (4) Compensation, (5) Affective, and (6) Social, which were applied in four English skills belonging to English for Tourism courses. A hundred-item questionnaire was administered to investigate the perception and practice of learning strategies and interviews for students and teachers were employed to examine students’ practice of their involvement in learning strategies activities and discover teachers’ observations of students’ practice in their class. The study sample consists of 70 EFL (English as a foreign language) students who have taken the three courses of English for Tourism 1, 2, and 3 in their curriculum. The findings revealed that students had a positive attitude to a significant extent and students had positive perception toward their learning strategies performances. There found a medium correlation between the extent of perception impacts on students' practice that points out two hypotheses: (1) The higher the student's perception, the higher the extent of practice; (2) Students have good perception but the extent of practice does not depend on their perception. The findings may contribute to the discipline of ESP (English for Specific Purposes) since they not only help students understand the significance of learning strategies in learning ESP but also help ESP teachers understand students’ perceptions, from which teachers can generate more effective and appropriate learning strategies in classes for enhancing students’ productivity in learning ESP for Tourism.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0009/a.php" alt="Hit counter" /></p>

APPLICATION AND COMBINATION OF DIFFERENT FOREIGN LANGUAGE TEACHING METHODS IN ESP CLASSROOM

English for Specific Purposes (ESP) being separate branch of the English Language requires specific approach during the process of teaching. Application of right methodology of teaching is very important for successful ESP teaching, therefore correct selection and combination of different foreign language teaching methods are crucial to ensure that the required results are achieved in the ESP classroom. When working in the ESP classroom ESP teachers base their teaching approach on the principle: “English for Specialty” rather than on the principle: “Specialty in English” the approach characteristic of Content and Language Integrated Learning (CLIL). In our paper we are going to discuss the ways of efficient combination of Grammar-Translation method and Audio-Lingual method using ESP textbooks and materials and also development of listening and speaking skills of ESP learners through different subject videos selected on the basis of linguistic abilities and knowledge of specific terminology by ESP learners. Some of these videos are available on YouTube and other internet platforms. Elements of CLIL approach that imply complete immersion into language and subject matter can be applied in ESP classroom. Their combination with the above-mentioned foreign language teaching methods is possible, especially in those groups of ESP learners whose level of General English is B2 and higher. The parallel can be made between CLIL in ESP teaching environment and Direct method of foreign language teaching in General English teaching environment. In this way we compare partial application of CLIL approach in the ESP classroom to the Direct method of foreign language teaching when it refers to teaching of General English. The main aim of our paper is to consider combination of the following foreign language teaching methods and the methodology of CLIL as the most suitable and efficient way of teaching English for Specific Purposes in the classroom:1) Grammar-Translation method;2) Audio-Lingual method;3) Direct method with elements of CLIL approach when applied in the ESP classroom.

Teaching English for Specific Purpose Through a Book Entitled “Communicating at Work: Principles and Practices for Business and the Professions”

This study aims to investigate the experience of teaching ESP (English for Specific Purpose) courses for students of the communication science study program at Mbojo Bima University. Dominantly, ESP teaching uses an English book entitled "Communicating at Work". This book was written by Ronald B. Adler and Jeanne Marquardt Elmhorst and was printed in the fifth edition and published by The McGraw Hill Companies. The subtitle of this book reads "principles and practices for business and the professions". Researchers use Narrative research to describe the knowledge of teachers. One of the campuses that uses this book is Mbojo Bima University and in the view of researchers it is very suitable for the needs of communication science students as a reference for ESP courses. Teaching with this book reflects the life of the work career. There are several descriptions of the reviews contained in it, including materials on how to communicate in the world of work involving cultural aspects, language skills and strategies for dealing with the world of work. The weakness of this book is that the use of English is at an intermediate level. However, overall ESP teaching books using this book are very helpful in explaining ESP concepts. The basic things about English in general have been taught in the previous semester and this ESP course is used as a complement.

Transdisciplinary Approach Application in Teaching English Spoken Interaction: Ukrainian University-A Case Study

This paper is a preliminary attempt to analyse the results of implementing the transdisciplinary approach in teaching English professional spoken interaction to mediators at the universities of Ukraine within emergency remote teaching. The study aims to broaden current knowledge of the transdisciplinary approach in Ukrainian university case study. The authors focused on the main characteristics of the transdisciplinary approach and elaborated the Triple Helix: English for specific purposes, mediation field, and stakeholders to ensure penetration of mediation knowledge, skills, and abilities into the knowledge, skills, and abilities of English for Specific Purposes (ESP). There are 42 future mediators who took part in the research. The stages and aims of the transdisciplinary approach in teaching English professional spoken interaction to mediators are identified. They are used to conduct quantitative and qualitative experimental data analysis during ESP teaching. The theoretical and practical analyses were used to stipulate the impact of the transdisciplinary approach on teaching English professional spoken interaction to mediators during emergency remote teaching. This research has shown that applying a transdisciplinary approach allows future mediators to develop professional skills in conflict detection, analysis, and management using different fields of knowledge. The prospect of implementing a transdisciplinary approach is a continuous incentive for future research with students of different specialisms.

Changing visions in ESP development and teaching: Past, present, and future vistas.

Globalization and international development in language education have inspired a shift from the learning of traditional College English to English for Specific Purposes (ESP). This article begins with a section on the methodology used to develop the literature review. From various literatures, a historical perspective was first presented for the period, 1962 to the present day, and accompanied by a review on the teaching approaches. The purpose was to reveal emerging trends in ESP development and forefront the strength of association between ESP development and the changes in teaching approaches. Then it focuses on the relationship between needs analysis and ESP, as needs analysis is well recognized as a vital ESP characteristic and it is given a comprehensive revisit as an update in ESP development. The review continues with some insights into recent studies from various countries to reflect on various aspectual developments of current ESP practices that illustrate the dynamics of growing research agendas that have implications for current and future ESP research directions. Finally, future vistas for ESP development and teaching are affirmed. The paper concludes on the note on the importance of knowing past and future ESP developments, and the prioritizing of effective teaching based on soundly designed materials tailored to particular student-centered needs and wants.

Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods study

Abstract In this study, we evaluated the effect of online flipped teaching on learner engagement in an English for specific purposes (ESP) listening and speaking course at a Chinese university. We also aimed to understand the factors influencing learner engagement in an online environment. For this study, an e-learning platform called Yunbanke was used for asynchronous teaching in a flipped class, and Tencent Meeting was employed for synchronous teaching in the non-flipped and flipped class, respectively. We used a mixed-methods approach. First, we conducted a quasi-experiment to compare engagement levels between the experimental group (flipped class, n = 34) and control group (non-flipped class, n = 35) before and after 16 weeks of online instruction. Then, we used lesson logs and conducted interviews with the students and the instructor. The results showed that online flipped teaching could significantly improve the learners’ behavioural and cognitive engagement compared to the non-flipped class. However, no significant difference was found in emotional engagement between the two classes. Qualitative data supported our quantitative findings, and five key factors leading to different dimensions of learner engagement were identified: learners’ prior English attainment, learners’ perceived affordance of online learning and teaching, interpersonal factors, instructor presence and learning tasks. Our findings can shed light on online ESP learners’ engagement and improve online ESP teaching practices.

TEACHING ENGLISH FOR SPECIFIC PURPOSES: EXPLORING EMERGING TRENDS

This study explores emerging trends in Teaching English for Specific Purposes (ESP), emphasizing collaboration among practitioners, subject experts, and learners. It underscores the role of subject experts in tailoring ESP curricula to meet learners’ nee

Preliminary development and validation of basic psychological needs fulfillment for ESP teachers in online instruction

ABSTRACT The transition of traditional classroom teaching to online teaching platforms in English as a foreign or second language context has caused the shift of teachers’ motivational factors. The present study aimed to develop a new motivational teaching instrument and provide indication for the scale’s validity and reliability of English for Specific Purposes (ESP) teachers’ basic psychological need fulfillment in online teaching (BPNOT), using samples of Indonesian novice and experienced ESP teachers across genders. The author employed four different development stages of BPNOT’s scale using four different independent samples of ESP teachers in Indonesian EFL context (total n = 566). The first developmental stage was designed to develop items for the scale and to establish structure of factorial design utilizing a multivariate statistics of exploratory factor analysis (EFA) test. The second scale development was continued to determine the item scale factorial structure using confirmatory factor analysis (CFA) to confirm whether the construct was consistent or not. The third development stage estimated the test of invariance across gender and teaching experience. Finally, the last developmental stage aimed to revalidate the validity and reliability of the new scale over time. The findings of the preliminary scale validation revealed that the scale has acceptable psychometric features.

Towards diversity in language education through “Teaching and researching English for Specific Purposes” – a book review

This is a review of Teaching and researching English for Specific Purposes by Elżbieta Lesiak-Bielawska published in 2018 by Księgarnia Akademicka in Kraków. Elżbieta Lesiak-Bielawska holds a PhD degree in linguistics and works in Fryderyk Chopin University of Music in Warsaw and Cardinal Stefan Wyszynski University in Warsaw, where she conducts English for Specific Purposes (ESP) courses for music students and future doctors. Her research interests focus on foreign language learning and teaching, in particular investigating individual differences, blended instruction and the specificity of teaching ESP, the issue that she pursues in the book reviewed here. The publication is directed to foreign language teachers. Its main goal is to present an overview of theoretical perspectives and empirical studies that have influenced the development of ESP teaching practices. It is crucial to emphasize that teaching languages for specific purposes, with priority given to English, seems particularly important nowadays; a dominant position of English in a globalized world of academia and business makes this kind of language instruction extremely useful. In relation to the ERL framework, the book addresses the research issues discussed in the Language and Schooling strand as well as the Language and Culture strand. When studying English for Specific Purposes, e.g. English for Medical Purposes or English for Business Purposes, be it in a formal setting or in a more natural context, a learner prepares him/herself to enter new social communities, which will involve experiencing new cultures. In this way, learning ESP becomes a socio-cognitive phenomenon. I believe that any new contribution to theoretical and empirical debates on the complex nature of ESP teaching will be of interest to those involved in this foreign language instruction.

Some Problems and Solutions of Teaching and Learning Medical Terminology

Teaching English for Specific Purposes (ESP) courses can be a challenging task for English language teachers, whether they are teaching as a second or foreign language. One of the major difficulties faced by teachers and students of medicine is the teaching and learning of medical terminology. Medical terms, often derived from foreign languages such as Greek and Latin, can be complex and difficult to understand for students. The teachers face the challenge of conveying the meaning behind these terms, and students may feel intimidated by their length and complexity, making them difficult to pronounce, spell, and comprehend.This research paper delves into the difficulties faced by medical students in understanding medical terminology. It proposes several strategies to help students, such as breaking down terms into their component parts, removing prefixes and suffixes, and memorizing eponyms. The paper also suggests various teaching methods that could be effective in teaching medical terminology, including breaking down terms into smaller pieces, using the flipped classroom model, repetition, teaching L2 with the use of L1, and other collective methods.Ultimately, the goal of this research is to provide guidance and support to both teachers and students in the teaching and learning of medical terminology. By understanding the challenges and finding ways to overcome them, teachers and students can work together to ensure that medical students have a strong grasp of medical terminology, which is essential for success in their field. Keywords: ESP, Medical Terminology, Word parts, Breaking down, Flipped Classroom, Practice DOI: 10.7176/JLLL/96-06 Publication date: February 28 th 2023

Teaching with Task Group

"Teaching English for Specific Purposes (ESP) with task group is a provocative job for any professor and implies good knowledge of effective management of collaborative group work. This job requires flexibility, adaptability, and ongoing support. Professors promote collaboration, and enhance the learning experience of the students by implementing several strategies, such as : the clear definition of the objectives, the assigning of specific roles and responsibilities to each member of the task group, considering the group composition in terms of heterogeneity and/or homogeneity, by bringing different perspectives and ideas, and productive communication. Higher education institutions often have diverse student populations in terms of cultural backgrounds, prior educational experiences, learning styles, and abilities. In teaching this diversity can present challenges in terms of meeting the needs and expectations of all students. "

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.

CONTEMPORARY BLENDED LEARNING BACKGROUNDS OF TEACHING ENGLISH FOR LAW ENFORCEMENT

The article is devoted to the implementation of contemporary blended learning backgrounds into teaching English for specific purposes in the higher educational establishments of the Ministry of Internal Affairs of Ukraine. The analysis of the method’s usage in the special conditions of the war state is introduced. It is underlined that the implementation of such kind of technology will benefit not only the possibility to hold an educational process in the distant form in stressful conditions but also give the opportunity to the formation of a specific discipline’s knowledge using inter­disciplinary ways, to support the skills and abilities of the active self and group work. 
 The contemporary background of using blended learning technology is worked out in the paper. Special attention is paid to the respectful points of the international language learning centers that work in the sphere of new technologies implemented into teaching English in higher educational establishments. The peculiarities of the special cadets and officers’ regimes of study and daily routine are analyzed, and their advantages and disadvantages for the organization of the educational process are implemented in the process of the model’s building. Many possibilities to make the model flexible with the help of supporting the educational process through the different structural elements and units of the educational establishment are introduced. Active participation and correlation of all the members of the educational process on each level of the model’s organization are considered to be the central idea of the study. The organization of interdisciplinary events and the realization of creative and scientific directions of the educative work are also crucial for the successful realization of the model.

Integrating content and language in ESP teaching

This paper presents and describes an English for Specific Purposes (ESP) course designed for second year forestry students using the principles of Content and Language Integrated Learning (CLIL). Starting with a theoretical overview of what CLIL stands for, the discussion continues with a presentation of the ESP course aimed at the efficient acquisition of the target language and of the content knowledge represented by specialized terminology. Examples of activities that engage the four language skills, i.e. reading, listening, speaking, and writing, are also provided before the concluding remarks, which reveal some advantages and limitations of applying the CLIL strategy in teaching ESP.