English For Specific Purposes Research Articles

Enhancing Global Competitiveness: The Role of English in Construction Vocational Training

The increasing globalization of the construction industry has increased the demand for multilingual professionals capable of succeeding in diverse environments. This research investigates the convenience and effectiveness of teaching English to construction vocational students in Kuwait, namely the Construction Training Institute (CTI), focusing on improving their employability and competitiveness. This study examines the potential benefits of using English as the medium of instruction in CTI, not only in English for special purposes (ESP) classes, but all other technical lectures. This will address the challenges in the vocational institutions and students' challenges in adopting English, including language proficiency barriers and curriculum adjustment. The study highlights the importance of delivering effective instructions while developing students’ technical skills. This study provides practical strategies for improving and enhancing the vocational education system while preparing CTI students for an increasingly interconnected global workforce

Teaching English for Tourism: A Case Study in Kosovo

This paper analyzes the necessity of teaching English for tourism in Kosovo. This study falls within the realm of applied linguistics, specifically in the field of English for Specific Purposes (ESP). Tourism undoubtedly stands as a vital pillar for a country's economy. The aim of this paper is to underscore the significance of teaching the English language to students specializing in Tourism, Hospitality, and Environment. English is widely recognized among scholars focusing on tourism as a facilitative tool that enhances the quality of services provided to foreign tourists. Individuals working in national, municipal tourism offices, or private business facilities involved in tourism activities are obligated, as per their job descriptions, to communicate effectively with guests—foreign tourists who come from diverse cultural and linguistic backgrounds. Hence, mastery of the English language and proficient communication in English are essential factors in the field of tourism and hospitality. This paper aims to address the challenges of mastering English language skills and the importance of teaching English in the context of tourism and hospitality in Kosovo. The paper includes a research study conducted among students of the Department of Management in Tourism, Hospitality, and Environment (MTHE), emphasizing the relevance of the English language in this domain. The research methodology utilized in this study is both quantitative and qualitative, involving data collection through a questionnaire. The questionnaire results underscore the necessity of teaching English for tourism and the pivotal role of the English language in the entire industry.

Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context

This paper employs a mixed-methods design to investigate the supportive roles of the translanguaging practice, specifically the use of students' First Language (L1), and English for Specific Purposes (ESP) courses within the context of English Medium Instruction (EMI) in a Transnational Education (TNE) program in China. It involved collecting questionnaire responses from 268 undergraduate Chemical Engineering students and conducting 17 follow-up semi-structured interviews. The hierarchical multiple regression analysis revealed students' academic language-related challenges and ESP course performance were two statistically significant predictors of their EMI academic success; academic linguistic challenges and students' L1 use attitudes emerged as significant indicators of their EMI learning self-efficacy. Qualitative data analysis further uncovered students' positive beliefs regarding the bridging effects of L1 use on facilitating their EMI learning and the foundational role of ESP courses in linguistic preparation. These empirical findings lead to significant pedagogical implications, aiming to scaffold effective EMI learning in the investigated context.

Instructors’ Beliefs About ESP Assessment: A Case Study

With the world's increasing globalization, English has become the most widely used language for communication, and English for Specific Purposes (ESP) has begun to receive more attention in the twenty-first century due to the effects of globalization and an increase in the need for skilled workers. English for Specific Purposes is a specialized branch of English language learning that focuses on teaching English in particular fields. The assessment process must be customized to the unique characteristics of English for Specific Purposes (ESP), and teacher beliefs can significantly impact on how students are taught and assessed in this subject. Previous research has concentrated on ESP course design and needs assessment in the field. However, teachers' beliefs regarding ESP assessment have not received enough attention. As a result, the study's goal is to investigate the instructors' beliefs regarding ESP assessment in higher education. Three English instructors in a state university’s College of Foreign Languages serve as a sample for this qualitative case study. Semi-structured interviews and seven weeks of reflective journaling were used to gather the data. According to the results, participants believe that ESP assessment has specificity, and it is valuable and accountable. It is also believed that ESP assessment lacks students’ motivation and requires adaptation. The school policy, student motivation, and teacher performance in ESP assessment have influenced these beliefs. To conclude, teacher participation and education are necessary for ESP assessment.

The Importance of Digital Literacy Skills in the Context of Learning English for Specific Purposes: A Systematic Review

In today's landscape of language education, the integration of digital literacy (DL) with English for Specific Purposes (ESP) has gained significant importance. In an increasingly digitised world, proficiency in digital literacy is becoming indispensable for effective communication and language acquisition. This article presents a systematic review synthesising insights from various scholarly publications to clarify the crucial importance of digital literacy skills in enhancing the effectiveness of ESP instruction and improving learning outcomes. Drawing upon a range of empirical studies and theoretical frameworks, the researcher explores the multifaceted impacts of digital literacy on ESP learners, educators, and instructional practices. The analysis highlights the significant impact of incorporating digital tools, resources, and teaching methods into ESP programs. It emphasises how they contribute to authentic language application, improved communication skills, and the advancement of professionals in specialised fields. By considering various viewpoints and empirical data, studies consistently demonstrate the effectiveness of integrating digital literacy into ESP programs. This fosters strong information literacy, digital tool proficiency, and effective communication and collaboration skills in ESP learners.

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

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

Can Contextual Teaching and Learning (CTL) Revolutionize Cadets’ Speaking Skills in Maritime English?

Effective English communication is vital in the global maritime industry. Maritime English, a branch of English for Specific Purposes (ESP), addresses the needs of maritime professionals. Contextual Teaching and Learning (CTL) uses real-life scenarios, making it ideal for vocational training. This means practicing real shipboard situations for maritime cadets, leading to effective learning. This study investigates the effectiveness of Contextual Teaching and Learning (CTL) on cadets’ speaking skills when learning English for Specific Purposes (ESP) instructional materials. The study applied a quasi-experimental method with a nonequivalent group design, involving 48 cadets from the deck study program at the Merchant Marine Polytechnic of Makassar, Indonesia. The results indicate a significant improvement in the pretest-posttest scores, analyzed using a statistical test with the prerequisite data being normally distributed. The hypothesis test results, with a significance value of 0.000, confirm that there were differences in the speaking skills of the cadets at the Merchant Marine Polytechnic of Makassar after applying the CTL model in English for Specific Purposes (ESP) instructional materials. The findings highlight that the CTL model positively impacts and optimally influences the teaching and learning process in speaking skills when cadets learn ESP materials. This approach increases cadets' confidence and encourages them to be active learners based on their real experiences.

ESP in Vocational Institutes: A Mixed-Method Study of Students’ ESP Learning Style Preferences

In vocational institutes, English for Specific Purposes (ESP) education should incorporate basic linguistic skills with professional communication abilities. There is a problem with ESP teaching that uses the traditional teaching model of general English, which fails to consider the needs of students. To tackle this problem, the aim of this study is to identify the preferred perceptual ESP learning styles of 254 students in seven Chinese vocational institutes. Data collection and analysis were conducted using a mixed-methods approach that combined both quantitative and qualitative methods. An adapted version of the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid (1987) was used at the first stage. Subsequently, in response to the questionnaire results, 15 students participated in semi-structured interviews. The results showed that a significant number of students chose minor learning modes rather than major learning modes. According to the data analysis, kinesthetic learning was the most preferred learning style, whereas group learning was the least preferred. The second to fifth places belonged to individual, tactile, visual, and auditory learning styles. The findings of the study have implications for ESP teachers, curriculum designers, and researchers considering students’ preferred learning styles, changes in the learning environment, and materials adaptations.

English language needs of Iranian students of civil engineering: Are the courses aligned with workplace needs?

Although Iranian universities offer English for specific purposes (ESP) courses extensively, there are plenty of challenges in the process of teaching the courses. Drawing on multiple methods, this study explored what 5 civil-engineering ESP instructors, 5 company engineers, and 10 students expected to be included in their language courses suitable for workplace-specific requirements. It used multiple sources of data, including semi-structured interviews, classroom observations, field notes, and focus group discussions. Analysis of data showed that in addition to proficiency in general English, civil engineers need to discuss technical issues, attend conferences and seminars, read or write specific genres, and communicate orally, all of which require knowledge of both general and technical English. However, university programs are not specifically designed according to students’ specialized needs. This study contributes to the importance of needs-based curriculum development pertinent to engineering English challenges and highlights the significance of tailor-made language instruction. Furthermore, ESP educators, policy makers, course planners, and other stakeholders can take advantage of needs-based resources to help engineering students solve problems pertinent to their specialization.

THE EFFECT OF PERFORMANCE ASSESSMENT APPROACH ON THE DEVELOPMENT OF READING COMPREHENSION SKILLS IN ENGLISH FOR SPECIFIC PURPOSES CONTEXT

Reading comprehension is a crucial component of academic development for students engaged in English for Specific Purposes (ESP). This study investigates the efficacy of alternative assessment methods, specifically performance assessment, in enhancing reading comprehension skills within the ESP context. Given that reading comprehension is a fundamental input skill, deficiencies in this area can significantly impede academic progress. The research employed a pre-test and post-test experimental design with a control group to evaluate the impact of performance assessment on reading comprehension. Participants, after a proficiency test, were randomly assigned to either a control group or an experimental group, each of comparable proficiency levels. The experimental group received continuous assessment and immediate, relevant feedback during the training, while the control group did not receive such assessment or feedback. The experimental group's assessment was facilitated through a detailed assessment grid. Data were collected through pre-tests and post-tests administered to both groups and analyzed using SPSS (2018). Statistical analyses, including paired samples t-tests and independent samples t-tests, were conducted to measure intra-group progress and inter-group differences. Findings indicate that both groups showed significant improvement in reading comprehension; however, the experimental group exhibited superior performance across all comprehension categories compared to the control group. The results underscore the effectiveness of performance assessment in fostering both higher-order and lower-order reading comprehension skills, suggesting a pronounced advantage over traditional assessment methods. The study affirms the value of performance assessment in ESP contexts while also acknowledging the continued relevance of traditional assessment techniques.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0871/a.php" alt="Hit counter" /></p>

Enhancing aviation English competency: A simulation-based approach for aspiring pilots

Aviation English (AE) represents a noteworthy area of investigation within the realm of English for Specific Purposes (ESP), aimed at fostering English language competency among aspiring pilots. In this study, a simulation-based aviation English course was designed and implemented for improved learning gains. The present study took place at a tertiary educational institution, focusing on the analysis of AE vocabulary development, the readback performance of student pilots, and the examination of participants' perceptions of simulation-based training. Employing a mixed-methods sequential explanatory research design, data were gathered from 21 ab-initio pilots enrolled in the Pilotage Training program. The quantitative results showed that participants significantly improved their readback performance and AE vocabulary knowledge over the course of a semester. With regard to the qualitative results, student pilots overall perceived the simulation-based training as an innovative and effective method. The present study, therefore, constitutes a notable advancement in the AE research domain by documenting, for the first time, the application of simulation-based training in the aviation context. Moreover, the study offers insights into the implications for ESP practitioners and stakeholders in the aviation sector, along with recommendations for future research, which are delineated in the study's conclusion.

Students’ Perceptions of Intersemiotically Cohesive Teaching Materials Designed for English for Agriculture

Multimodal materials have become ubiquitous in language teaching classes. However, growing evidence suggests that misalignments between multimodal elements can mislead or even confuse students. To explore such concerns, this paper focuses on the design and pedagogical application of intersemiotically cohesive multimodal materials in an English for Specific Purposes (ESP) context. Specifically, utilizing a classroom-based intervention with two groups of Thai undergraduates (N = 41) enrolled on an English for agriculture course, we employed think-aloud protocols and video recordings to capture their interactions with multimodal materials we designed. The video recordings were then used for video-stimulated focus group interviews with six representatives from each group. This allowed us to explore how these students perceived and interacted with our designed materials and enabled us to investigate how a congruence between written text, visuals, hyperlinks to translations and audio, and consciousness-raising questions affected their learning experience. The findings revealed that well-integrated multimodal resources supported vocabulary acquisition and reading comprehension. However, students reported challenges with the abstraction of text and usability of hyperlinks, suggesting areas for further material refinement. Based on our results, we make recommendations for multimodal material design and underscore the critical need for cohesive educational resources to ensure learning effectiveness and accessibility.

Evaluating the Writing and Communication Skills Course: Insights from ESP Best Practices and Needs Analysis of Undergraduate Students and English Language Teachers

The purpose of this study is to evaluate the Writing and Communication Skills (WCS) course at the Quaid-E-Awam University of Engineering, Science and Technology (QUEST) in Pakistan, assessing its alignment with the academic and professional needs of undergraduate engineering students and best practices in English for Specific Purposes (ESP). A descriptive and interpretative investigation using a small sample from 60 final-year male engineering students and four English lecturers at QUEST (English Language Centre). The data were gathered by an extensive questionnaire including a Likert scale (quantitative) and open-ended questions (qualitative) and related documents of QUEST and other similar engineering university curricula. SPSS was used to analyze quantitative data, while qualitative data were analyzed thematically. The results show a big discrepancy between the WCM as it is being practiced now and what engineering students require linguistically, reflecting inadequate ESP principles in curricular design accounting. This further reflects on the ESP courses claiming to be tailored for engineering students and suggests a need for modification in such a manner from future ESP course curriculum developers.

Enhancing Academic Competence in Future Dentists: Leveraging English for Specific Purposes in Dental Education

The purpose of the article is to evaluate the impact of a specialized English for Specific Purposes (ESP) curriculum on the academic and linguistic development of second-year dental students. The article examines the effectiveness of an ESP curriculum tailored for second-year dental students at Donetsk National Medical University. Aimed at addressing the linguistic and professional needs unique to the dental field, the study juxtaposes the academic progression of students engaged in a specialized ESP curriculum against those following a standard English course. The research incorporates a controlled design with 26 participants, divided into an experimental group receiving the ESP curriculum and a control group continuing with conventional English education. The intervention spanned one academic semester, focusing on enhancing English language proficiency, dental vocabulary, and academic skills pertinent to dental studies. Pre- and post-assessment tools were employed to measure improvements in general English proficiency, dental-specific terminology knowledge, and core academic competencies such as reading and comprehending scientific literature, academic writing, and oral presentation skills. The results demonstrated significant advancements in the experimental group, notably in language proficiency and specialized vocabulary, compared to the control group. Qualitative feedback further highlighted increased confidence and engagement among ESP participants, underscoring the curriculum's relevance and applicability to their future professional endeavors.

The Future of Legal English Learning: Integrating AI into ESP Education

This study explores the integration of Artificial Intelligence (AI) into English for Specific Purposes (ESP) education, specifically tailored for law students. The importance of ESP in developing legal communication skills is paramount, as it addresses the complexities of legal terminology and discourse. AI is positioned as a transformative tool in this context, offering personalized learning experiences, instant feedback, and advanced language support. The study involved a survey of 500 law students to assess the impact of AI-driven tools on their learning outcomes, particularly in legal vocabulary, grammar, pronunciation, and writing skills. Results indicate significant benefits from AI integration, including enhanced language proficiency and more effective communication skills essential for legal practice. However, the study also highlights concerns about data security and ethical use of AI, with significant differences observed in students' perceptions of these issues. The Chi-Square analysis confirmed these concerns, revealing statistically significant differences in responses related to satisfaction with privacy and perceptions of AI's ethical use. This research underscores the potential of AI to revolutionize ESP education for law students, while also calling for careful consideration of ethical and privacy issues. The findings contribute to the ongoing discourse on AI's role in legal education and suggest pathways for future research and development in this field.

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.

Assessing the English Language Needs of Nursing Students: A Systematic Review

Previous studies that conducted needs analyses on English for nursing students only concentrated on the target needs at a particular university. This study investigated nursing students' English language needs through a systematic review in order to improve methods of teaching and curriculum development. 14 studies published between 2015 and 2024 were reviewed to highlight the critical role of English proficiency in nursing education and professional practice. This review identified some themes, such as the importance of English for academic and career purposes, the need for developing core language skills, a preference for interactive and practical learning methods, and the requirement for support in online learning environments. The findings suggest the necessity of designing English for Specific Purposes (ESP) and English for Nursing Purposes (ENP) courses tailored to the needs of nursing students. To increase professional and healthcare quality, evidence-based recommendations for curriculum developers, educators, and policymakers are nedded to improve the English language training of nursing students.

Identity Study of English for Specific Purposes Teachers in the Context of Shifts in Public English Teaching Positioning

This study investigates the identity of English for Specific Purposes (ESP) teachers within the dynamic landscape of shifts in public English teaching positioning. Adopting a mixed-methods approach, qualitative and quantitative analyses were employed to explore the complexities of ESP teacher identity construction and adaptation. Qualitative findings revealed key themes including strong professional identity grounded in specialized expertise, the impact of changing educational policies and curriculum reforms, and the importance of cultural competence and intercultural communication. Quantitative analysis of survey data indicated high levels of job satisfaction among ESP teachers, with significant correlations between variables such as professional development participation, perceived efficacy in technology integration, and self-perceptions of identity as ESP educators.

Managing Foreign Language Anxiety (FLA) Using Ice Breakers in Beninese English for Specific Purpose (ESP) Classes

Managing Foreign Language Anxiety (FLA) Using Ice Breakers in Beninese English for Specific Purpose (ESP) Classes

Charting Cultural Fluency: Leveraging Digital Story Maps for Language Proficiency in ESP Education

Cultural cartography as a way to understand the relationship between cultural manifestations and maps involves visual, symbolic and cognitive mechanisms of inquiry referring to the interpretation of territorial landscapes. The introduction of geo-computation techniques has enabled users to approach map-like visualizations of the world under different parameters. The design and interpretation of map symbology is crucial which according to Peirce (1994) is activated by forming a relationship between three distinct elements: signs, interpretants and objects. In this light, the study aims to explore the usage of digital story maps to enhance students’ cultural and linguistic acquisition in a course of English for engineers in higher education.To cover the objective, the methodology comprises a two-phased didactic approach developed as a final course project within the English for Specific Purposes (ESP) classroom. Divided into two groups, the instruction starts for the experimental and the control groups with a set of learning sessions analysing the theoretical framework underlying the semiotic process of map making and symbol interpretation. The second step for the experimental group involves the analysis and production of digital cartographic storytelling created by learners through collaborative team work, while the control group continues to analyse and then presents their conclusions about pre-existing maps to the rest of the class. The study demonstrates that the introduction of map-creation using a web-based mapping platform provided students with the ability to create geocoded narratives through visual representations, enhanced critical and spatial thinking and fostered the development of cultural and communication skills in a foreign language