English For Specific Purposes Research Articles

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

Examining Fictional and Non-Fictional Judicial Mechanisms in Harper Lee’s To Kill a Mockingbird

In the heart of Harper Lee's „To Kill a Mockingbird,” set against the American Deep South's complex tapestry during the 1930s, lies a profound exploration of judicial mechanisms, both fictional and non-fictional. This novel, transcending mere storytelling, becomes a lens through which the intricate interplay of racial tensions, societal constructs, and ethical dilemmas are scrutinized. Within its pages, the courtroom is not just a setting for legal battles but a vivid symbol of Maycomb's tumultuous sociocultural landscape. This paper ventures into the depths of Lee's narrative to unravel the complex dialogue between the idealistic pursuits of justice and the harsh realities of ingrained prejudice. Through an English as a Foreign Language (EFL) or English for Specific Purposes (ESP) teaching lens, this analysis will highlight the courtroom scenes’ educational potential, emphasizing their value in fostering critical thinking, cultural awareness, and moral reasoning in a global learning context.

Investigating best practices for teaching reading recount text in the context of ESP

This research investigates the implementation of best practices in teaching reading recount texts within the context of Social Care education at a vocational high school. Recognizing the challenges in conventional learning materials for English for Specific Purposes (ESP) students, this research aims to explore how an English teacher's innovative approach to teaching reading recount text in the field of Social Care. A descriptive qualitative design was employed to describe how the teacher implemented the best practice in teaching reading recount text in the Social Care major. Data collection involved observation and interviews with the English teacher responsible for the Social Care major. The study was conducted at SMK Roudhatul Jannah, chosen for its newly introduced Social Care major in the Indonesian vocational education system. The analysis of the data collected revealed that the teacher's best practice involved focusing on biographies of notable figures in Social Care. The manual creation of biographies allowed the teacher to address the specific needs of the students, fostering engagement and practical application of knowledge. The research concludes that the teacher's proactive approach in manually creating biographies of notable figures not only addresses the limitations of conventional learning materials but also demonstrates a commitment to providing relevant content aligned with the student's major. The findings underscore the importance of ESP teachers adopting innovative teaching methods that resonate with students' specific needs, so it can be beneficial for their future careers.

ENGLISH SPECIFIC PURPOSES PERSPECTIVE: IDENTIFYING ENGLISH LANGUAGE NEEDS OF GUIDANCE AND COUNSELLING STUDENTS

The development of effective English language proficiency among Guidance and Counselling students is crucial for their academic success and future professional endeavours. However, there is a gap in the literature concerning the specific language needs and preferences of this student population within the field of English for Specific Purposes (ESP). This study aims to identify the essential English sub-skills required by Guidance and Counselling students currently enrolled in the second semester of the 2022–2023 academic year, encompassing listening, speaking, reading, and writing. Employing a descriptive quantitative method, data was collected through an online questionnaire administered to 53 students. The findings highlight the importance of listening comprehension skills, with 79.3% recognizing the value of understanding lectures and classmates during English lessons. Additionally, the study emphasizes the significance of proficient speaking abilities for facilitating dialogues, with 66.7% valuing discussions on general and current topics with classmates. Furthermore, the ability to critically analyse internet articles (64.4%) emerged as the most valued reading skill for evidence-based practice and cross-cultural sensitivity. Lastly, the participants most recognized the importance of writing skills for conducting group research in English (56.3%). Overall, the study underscores the multidimensional nature of English language proficiency required for Guidance and Counselling students and the need for an integrated approach to language education that fosters well-rounded competence. By addressing these language needs, educational institutions can better prepare students for the communicative demands of their future roles as counsellors.

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.

Designing an ESP Syllabus for International Relations: Insights from a Needs Analysis Study

The distinct research of ESP (English for Specific Purposes) for International Relations (IR) students is rarely explored despite the growing need of ESP for this particular group of students. These students must demonstrate proficiency in specific language competences for a variety of purposes, including arguing, negotiating, and participating in IR-related debates. Facilitating students' ownership of the necessary capabilities is critical to ensuring that they acquire them successfully.This study aims to depict the important use of needs analysis in syllabus making for EFIR (English for International Relations). A decent preparation of the syllabus contributes to the success of the ESP implementation. In this study, the researcher involved students and expert practitioners’ intuitions as the sources of the needs analysis. The participants of this research were 108 IR students and two expert practitioners. These students were asked to filled out a questionnaire while some more-detailed interviews were conducted by involving nine stand out students that represent high, middle and low-achiever students. In addition, the four expert practitioners that consist of two lecturers and two IR graduates were interviewed to enrich the needs analysis data. All of the data were analyzed using quantitative and qualitative analysis. The finding of this study is the syllabus that can be applied for universities that provide the same ESP program for its students. The syllabus that was constructed by considering the stakeholders' needs analysis hopefully could be a useful guidance for EFIR implementation.

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.

A Focus on Technical English for High School Students Pursuing a Specialized Career in Hotel Services

The study delves into the pertinent literature on English for Specific Purpose (ESP) in Hotel Services and the existing research and educational practices in this domain. Examining relevant literature, encompassing scientific articles and empirical studies yields insights into students’ language needs, teachers’ challenges, and teachers’ perceptions of ESP when teaching in Hotel Services. These results are significant for educators, curriculum developers, and policymakers, as they can enhance ESP education and equip students for successful careers in the hotel industry. Moreover, the study could pave the way for further research on ESP education in other specialized fields, building on the findings of this study.

Inverse Translation as a Pedagogical Tool in the English for Specific Purposes (ESP) Classroom

Inverse Translation as a Pedagogical Tool in the English for Specific Purposes (ESP) Classroom

Yabancı Dil Eğitiminde Özel Amaçlar için Geliştirilen Materyallerin Psikoloji Öğrencilerinin Motivasyon ve Tutumuna Etkisi

The current research aims to explore the psychology students’ motivation and attitudes toward using developed English for Specific Purposes (ESP) materials in English as a Foreign Language (EFL) context. A mixed method study was conducted with 60 pupils from the Psychology Department taking ‘General English’ course. Treatment lasted for 12 weeks. As the data collection tools, the “Motivation Questionnaire for Learning English” and Interview Questions were used. Data tools were administered both at the beginning and end of the study. Quantitative data were analysed through the SPSS program. Wilcoxon Signed Rank Test was used to measure the significance of instruction. Qualitative data, obtained from the semi-structured interview, were analysed through thematic content analysis. As the findings of the research indicate after the use of the ESP material, the motivation of the students towards learning English increased and participants developed positive attitudes toward the developed material as well as learning English.

Exploring Students’ Perspective on Project Based Learning Approach

In recent years, there has been a growing emphasis on innovative pedagogical approaches that aim to enhance language learning experiences, particularly within the realm of English for Specific Purposes (ESP). One such approach that has gained traction is project-based learning (PjBL), which offers a dynamic framework for integrating language acquisition with disciplinary content and real-world problem-solving. This study investigates students’ perceptions of project-based learning (PjBL) within the English for Specific Purposes (ESP) class. With a focus on understanding how learners engage with and perceive PjBL methodologies in ESP contexts, this research employs a qualitative approach, utilizing interviews and observation to gather insights from a participant of 15 students. Findings reveal multifaceted perspectives on the efficacy, challenges, and benefits of PjBL in ESP education. Students express positive perceptionss toward PjBL, noting its effectiveness in enhancing language proficiency, fostering critical thinking skills, and promoting real-world application of language learning. However, issues such as time constraints and varying levels of group dynamics also emerge. These findings highlight the importance of tailored pedagogical strategies that align with students' needs and preferences, suggesting avenues for enhancing PjBL implementation in ESP classrooms. This study contributes to the ongoing discourse on innovative pedagogical approaches in language education, providing valuable insights for educators, curriculum developers, and policymakers aiming to optimize learning experiences in ESP contexts.

Implementing Content-Based Instruction in Online ESP Course within the System of Professional Training of Future Officers

The article examines the capabilities of content-based instruction (CBI) within the system of professional training of future officers of the State Border Guard Service of Ukraine, specifically within the online English for Specific Purposes (ESP) course. The authors argue that nowadays, due to the quarantine restrictions and ongoing war initiated by Russia, it is crucial to enhance the border guards’ foreign language competence through a distance learning system. The study showed positive results in applying the CBI strategy to deliver an ESP course. This approach contributes immensely to developing context-appropriate language competence, boosts motivation-driven engagement, and increases retention and long-term academic success rates. The course content includes such topics as intercultural communication, illicit trafficking of radiological and nuclear materials, human trafficking, and fundamental rights. To deliver the content of the CBI course, the authors had to consider its online format and work out such learning activities as reading and listening to authentic job-related content, completing online interactive activities, and engaging in case-studying and problem-solving activities. The course results showed a considerable improvement in learners’ ability to effectively communicate in English within the professional border guard context, use the foreign language to build knowledge and skills around human values, recognise, analyse, and solve various border-related incidents involving topics covered in the course. The effectiveness of the online ESP course studied based on CBI has shown that implementing this approach in online education deserves recognition and acceptance.

THE TEACHING OF ENGLISH FOR SPECIFIC PURPOSES BASED ON LEARNING TASKS

This article aims to analyze the characteristics of Task-Based Language Teaching (TBLT) in the context of English for Specific Purposes (ESP) from a bibliographic review. ESP and TBLT concepts and the main functions of a task in a professional context are addressed. Task-Based Language Teaching (TBLT) uses tasks to perform certain communicative function in certain context. TBLT does not focus on gramatical structures and isolate language. Tasks are activities which demand the learners to utilize the real language. They are diferent from traditional language learning activities whose primary focus tends to be on linguistics features such as grammar, vocabulary or pronunciation rather than a communicative problem to solve.Thus, addressing on such issue, it is intended to reflect on how tasks can be used to survey the needs of learners of the target language, as well as be used as teaching instruments. From the reflections of this work, some contributions may come out, such as instructors of ESP course can use tasks as instruments that promote an improvement in the linguistic skills that will be used by apprentices in professional contexts.

“I have known….” A Corpus-driven Study of Personal Pronouns in Letters of Recommendation in an L2 Context

In recent times, there has been an upsurge of scholarly attention on hitherto occluded genres such as the Letter of Recommendation (LoR). Although several studies have been conducted on the LoR, studies on lexico-grammatical features are rare. This study, therefore, adopts a corpus-driven approach to examine the use of personal pronouns (PPs) in LoRs written by Ghanaian academics. A specialized corpus of LoR, totalling approximately twenty thousand (20, 000) running words was created for this study. The concordance tool in AntConc (v. 3.2.4.) was employed to search for all instances of PPs in the corpus. The concordance lines were manually examined to determine the referents of the PPs. The study revealed the diversity of PP resources in LoRs. It was also found that the PPs were mainly recommender-oriented, recommendee-oriented, or requester-oriented, culminating in a proposed model of discourse-internal and external participants in LoRs. Again, the study revealed that LoR is typified by singular PPs, reflecting the fact that it is mainly authored by an individual for an individual. The findings have implications for the pragmatics of PPs and the scholarship on LoR. It is thus recommended that an intercultural study of LoR be undertaken to establish variations in the use of personal pronouns. Keywords: Corpus Linguistics, L2 Context, Letter of recommendation, English for Specific Purposes

A CASE STUDY ON THE NEEDS ANALYSIS OF VOCATIONAL MEDICAL LAB STUDENTS AT THE NIT

This study examines the educational requirements and teaching methods for English for Specific Purposes (ESP) in vocational medical laboratory students at the National Institute for Technology (NIT). The study utilizes the Research and Development (R&D) approach to create and evaluate methods for instructional and non-instructional items. The Instructional Development Model created by Dick (1996) outlines the study process, emphasizing Analysis, Design, Development, Implementation, and Evaluation (ADDIE) tasks. Information was gathered from second-semester students in the Diploma Medical Lab Department in the academic year 2023/2024 through questionnaires and organized interviews with professors and students. The results, studied descriptively, emphasize the student's learning needs and preferences, underscoring the significance of proficient English communication abilities for their future professions. The study emphasizes the importance of integrating creative and interactive teaching approaches, such as technology, to improve students' English skills and prepare them for the workforce. The results provide useful information for educators creating English language courses customized for the particular requirements of vocational medical laboratory students.

English for Specific Purposes for sport as a profession in Croatia: Students’ and teachers’ voices

University teaching staff in Croatia are expected to implement English Medium of Instruction (EMI) as an integral part of their teaching inventory, while students are encouraged to enrol in academic subjects taught in English. This study aimed: 1) to examine and analyse students’ and teachers’ attitudes towards the importance of using EMI, i.e., the importance of using English for Specific Purposes (ESP) for sport as a profession as an integral part of subjects delivered in English; 2) to provide feedback to all the ESP teachers regarding the necessity of creating adequate teaching materials for teaching ESP for sport as a profession. The study sample consisted of 91 students and 32 teachers randomly selected from one of the public universities in Croatia. Data was collected using an adapted questionnaire. The reliability of the questionnaire was confirmed since the t-test for dependent samples showed no significant differences between the first and second measurements (p 0.05), and the correlation was moderate to high (r ranged between 0.71 and 0.89; p 0.05). The results show that the usage of ESP enhances the teaching and learning process and enriches their general knowledge of English. Also, the findings point towards the necessity of accumulating the number of teaching hours for subjects that implement EPS for sport as a profession and their availability at the academic level.

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.

Using E-modules to Support EFL/ESL Learning in Asian Contexts: A Systematic Literature Review

The unprecedent prevalence of digitalization has an impact on learning modules, particularly with the shift from print modules to e-modules. Though there is amount of research dedicated to English learning modules, research on e-modules for EFL/ESL learning is still scarce. Hence, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines is used to guide the selection, screening, and reporting processes. The research objective is to synthesize the available literature, present the current stances of EFL/ESL learning e-modules, and identify gaps thoroughly scrutinizing documents from 2000 to February 2024. Three databased including Web of Science (WOB), Scopus and ERIC were reviewed, only with 15 articles meeting the inclusion criteria. The findings indicated that EFL/ESL learning e-modules were mostly related with two themes, namely English for specific purpose (ESP) and learner autonomy. Based on the findings, the review puts forward suggestions and gaps for future research.