ESP Classes Research Articles

ESP Students’ Self-Reflection on English Speaking Anxiety: An Investigation on Gender’s Perspectives

Speaking in a foreign language becomes a challenge for many students, including ESP students. In ESP class, the students learn English for specific context related to the professional fields. Thus, having anxiety in the English class could affect their future performance in their future job. The current study seeks for insight on identifying speaking anxiety awareness among ESP students through self-reflection. The students are required to describe on of the tourist attraction in front of the class and have a self-reflection on their performance. With the total of 15 male and 15 female students, the study applied a qualitative study with case study design. The data were collected through classroom observation, questionnaires, and interview. The data were triangulated and analyzed through data condensation, data display, and conclusion drawing. As a result, the male students tend to have speaking anxiety than the female students. Based on the male students’ perceptions, pronunciation difficulty, lack of grammar comprehension, lack of vocabulary mastery, and lack of confidence become the cause of the speaking anxiety, while the female students have lack of practice, nervousness, and pronunciation difficulty as the problem. Thus, it is suggested the English lecturer to provide more practice on language system, such as grammar, vocabulary, and pronunciation to shape students’ comprehensibility on English. Also, the ESP students need to have extensive speaking practice to boost their confidence in speaking in front of the class.

The formation of students’ flexible communication skills in teaching а foreign language for professional purposes

The study is devoted to the problem of forming flexible communication skills of higher education students in teaching a foreign language for professional purposes. Based on the thorough review of scientific publications, the authors prove that in the conditions of the modern labor market, communicative flexibility and adaptability of specialists are the keys to their competitiveness. The article provides a theoretical analysis of “flexible communication skills” and emphasizes the structural components necessary for professional foreign language communication. The authors highlight that teaching a foreign language for professional purposes has its peculiarities related to the specific needs and requirements of professional activity (specific aspects of language material; a clear focus on the development of practical business communication skills that will help future specialists to communicate effectively with colleagues, clients, and partners in a professional environment; taking into account the possibilities of forming intercultural competence of future specialists, which will contribute to a better understanding of representatives of different cultures and establishing network. Based on the survey results, the authors outline the main difficulties in developing the communicative flexibility of future specialists, including studying specialized vocabulary, adapting theoretical knowledge to practical situations, acquiring mutual understanding in an intercultural environment, and overcoming psychological barriers. The study scientifically substantiates effective methods and structured interactive strategies based on the practical application of the language, derivation of terms, and performance of conditional speech tasks that allow for achieving successful results and unlocking students’ potential in learning a foreign language and interacting with native speakers in a professional environment. The article emphasizes promising directions for further scientific research, namely the use of artificial intelligence capabilities and effective methods of assessing flexible communication skills in ESP classes.

A genre-based approach in ESP classes to teaching clinical communication focusing on breaking bad news to patients

Healthcare professionals have the responsibility to regularly convey difficult information such as unfavourable diagnoses, as well as adverse treatment outcomes. While this task can be uncomfortable, successfully carrying it out plays a crucial role in determining patient outcomes (Sweeney et al. 2011: 230). This necessity has led to the creation of evidence-based protocols such as SPIKES developed by Baile et al. (2000). The goal of the paper is to explore the suitability of the genre-based approach for the study and teaching of medical English, focusing on the integration of the selected clinical communication tool into the ESP classroom. As this study stems from the ESP practitioner’s experience and its outcomes will directly influence her future ESP classroom teaching, action research has been conducted. The feasibility of using an authentic clinical tool in an ESP lesson was assessed through a two-step methodology: i) devising an ESP task based on the SPIKES protocol, emphasizing linguistic elements, and ii) obtaining student feedback focusing on the perceived usefulness of the tool. Overall, the collected data indicate that students acknowledged the significance of effective clinical communication for successful therapeutic practice. However, given the fact that medical English is inconveniently scheduled in a pre-clinical phase of their curriculum, they also exhibited a certain level of hesitancy, unsurprisingly, when it came to readiness in handling serious communication scenarios.

Towards Technical Fluency: Assessing the English Language Needs of Mechanical Engineering Students in a University ESP Context

This study investigates the English language needs of Mechanical Engineering students in a university ESP class. Through a questionnaire distributed to 21 students, the findings reveal that 81% recognize the crucial role of English proficiency in their academic and professional pursuits. Specific language skills such as vocabulary and grammar practice are considered important, emphasizing the overall significance of language proficiency. The research underscores the importance of reading tasks, with technical documents, textbooks, and instructions deemed essential. However, a lack of emphasis on oral communication skills is evident, as tasks related to speaking are generally considered non-essential by the majority of students. While specific listening skills in certain contexts are valued, the study also points to a need for curriculum development in oral communication. Writing tasks, particularly SOPs and technical reports, are highly valued, but other forms of writing receive less emphasis. The study provides valuable insights into the linguistic needs of Mechanical Engineering students, offering guidance for curriculum development and instructional strategies to enhance their language skills for academic and professional success.

TEACHING TECHNICAL VOCABULARY: ARE MATCHING EXERCISES THE THING OF THE PAST?

TEACHING TECHNICAL VOCABULARY: ARE MATCHING EXERCISES THE THING OF THE PAST?

Multimodal interpersonal strategies in the new digital genre of clinical pictures: Exploring discourse and pedagogical implications for ESP-EMI team teaching

Science communication is undergoing a digital shift that results in the remediation and emergence of genres that help bring science to expert and semiexpert audiences (Luzón & Pérez-Llantada, 2019, 2022). One such genre is clinical pictures (CPs), which consist of a written and an audiovisual versión of a brief to-the-point presentation of a medical case/condition. This genre, as detailed in this study, may have a clearly stated pedagogical purpose aimed to promote diagnostic expertise. This study explores the structure of CPs, the variety of strategies authors use throughout these CPs to express stance and promote engagement with the audience, and the multimodal configuration of this genre. For this purpose, we draw on a dataset consisting of 10 CPs samples provided by The Lancet. Methodologically, we first conduct a linguistic análisis centred on rhetorical steps and interpersonal strategies, and subsequently, a multimodal analysis to identify the configuration of CPs. Overall, results show the use of interpersonal strategies throughout the two versions/formats, the added value of adopting a multimodal approach to explore data, and the complementarity of the two versions to disseminate medical knowledge among doctors and doctors in training. Pedagogically, the outcomes of the study support the incorporation of this innovative genre in ESP and EMI classes to enhance students’ multimodal literacy.

Digital literacy and information dissemination in ESP classes

The printed format of information has been replaced by digital tools which have acquired a particular importance for learners and information users in the 21st century. Developing digital literacy and encouraging information dissemination through various channels, videos, visuals etc., have also become a relevant part of the teaching environment, especially in higher education. The right selection of the communication content by means of digital tools is equally significant to provide a high-quality teaching act in ESP classes. The present work aims to highlight how digital literacy contributes to a better and more creative educational setting. At the same time, the variety of tools used to disseminate information is even more valuable as it helps to develop critical thinking and contributes to the engagement of students in a more inspiring and motivating learning environment.

The Use of Sarcasm in ESP Classes

Sarcasm can be defined as the use of words that mean the opposite of what the speaker actually says, especially to insult the recipient, to show irritation or to amuse the others. Sarcastic remarks are funny and constructive when they are mutually understood within a genuine relationship. Sarcasm has the potential to catalyze creativity for those who produce and receive it. A positive message delivered in a friendly tone - „You did a great job” and a negative message delivered in a patronizing or deprecating tone - “Your answers are far beyond all expectations” - are congruent.

Implementing humour techniques to develop geoinformatics students’ pragmatic competence in ESP classes

This article explores developing pragmatic competence of students who study geoinformatics in ESP classes. Through a mixed method approach of literature review and semi-structured interviews it explores if teachers use humour during the classes, if yes, for what aims they employ humour and specifically if they use humour to enhance students’ pragmatic competence. It was discovered that teachers use humour during the classes often but in an unsystematic way. Besides, they rarely use humour to develop students’ pragmatic skills, despite the fact that they find it useful for that purpose.

The Students’ Perception Towards the Implementation of Online Classroom Interaction in ESP Class

The Students’ Perception Towards the Implementation of Online Classroom Interaction in ESP Class

Formation of environmental competence based on the case methodat ESP classes

Formation of environmental competence based on the case methodat ESP classes

Enhancing Language Learning through PBL in an Aviation Engineering Class

English for specific purposes is a field of teaching and learning that focuses on English language skills in context. It bridges the gap between general language knowledge and specific communication skills to enable students to meet the demands of their future professional field. For instance, aviation maintenance engineering requires the knowledge of highly specialized terminology. By providing appropriate and relevant linguistic tools, ESP enables aviation students to successfully perform job-related tasks and become more professionally competent within the aviation industry.
 
 While ESP has a role in improving language learning, the student’s experience can be further enhanced by incorporating Project-Based Learning into the curriculum to make learning more meaningful through inquiry-driven, task-based, and problem-solving paradigms. One key advantage of ESP in this regard is its adaptability, which means it can be adapted into a functional course. According to Dudley-Evans and St Johns (1998): “ESP was, for example, very influential in showing how a communicative language curriculum could be turned into either a functional-notional syllabus or a task-based syllabus” (Dudley-Evans & St Johns, 1998).
 
 The purpose of this article is to demonstrate a PBL method used in an ESP class aimed at aircraft maintenance engineers. The project involves students assembling a model aircraft jet engine. The goal of the project is to help students develop adequate knowledge about aircraft jet engines by acquainting them with the names and functions of the engine’s parts and also teaching them about its complex operation. Moreover, the project trains students on how to log their in-class activities into a weekly log that tracks their progress. At the end of the project, students reflect on their experience by completing a questionnaire that evaluates the outcomes of their learning. This helps the instructor assess the effectiveness of the project on the student’s language learning.

Simulated negotiations as a teaching tool in the ESP classroom

Abstract Courses of English for Specific Purposes are offered by many universities, yet the potential these courses have to enhance learning in the students´ field of study is sometimes neglected. This article describes one effective method, focusing on the use of simulated negotiations as a teaching tool in the ESP course for political scientists. Simulated negotiations have been used in teaching of political science, international relations, diplomacy and related fields for many years but so far, their use outside political science courses has not been described. Relying on personal experience, we not only outline the steps needed to run a successful simulation in the ESP classroom, but also look at the benefits simulated negotiations bring both within and outside the ESP course. Participant feedback shows that apart from developing English language proficiency, simulated negotiations in ESP classes also enhance the students´ understanding of topics and issues from the field of political science. Another perceived benefit is the development and cultivation of transferrable / soft skills. Closer cooperation between language centres and individual university departments may lead to such modifications of the ESP syllabus that will complement both the ESP course and specialised courses from the students´ field of study.

Problems of English for Specific Purpose Course for Medical Students in Myanmar Context

An ESP course for medical students intends to help them study their subjectmatter and in their profession in the future. It is now broadly accepted thatthe English language has become the language of internationalcommunication. The widespread need for English as a foreign language putsgreat pressure on the educational resources of many countries. ESP coursesneed specific language and skills that are related to communities of practiceand disciplines. Careful examination of the attitudes and perceptions oflearners and instructors was seen to be significant in determining theproblems of ESP courses. This research has emphases on an ESP courseoffered at the Faculty of Medical Sciences in Myanmar. The investigationaimed at congregating such data from the students and their lecturers at university and perceiving ESP classes to make informed decisions to certifyeffective language learning. The tools used in this study were questionnairesfor 77 medical students, interviews with 16 ESP lecturers, and observationsby the researchers. The facts from the questionnaires were analyzed by usingthe statistic program, version 16. The results showed that ESP instructionwas restricted to training special vocabulary and reading and translatingnumerous texts. Of course, current teaching methods did not reflectstudents’ interests and resulted in the low motivation of learners and theirpoor participation. This study accepted that the English language was usedextensively in the medical field. Therefore, ESP courses for medicalstudents should be based on the target needs of students representingcommunicative use of language rather than linguistic categories.

ВИКОРИСТАННЯ ОНЛАЙН-РЕСУРСІВ У ВИКЛАДАННІ НІМЕЦЬКОЇ МОВИ ПРОФЕСІЙНОГО СПРЯМУВАННЯ СТУДЕНТАМ ЕКОНОМІЧНИХ СПЕЦІАЛЬНОСТЕЙ

Innovative approaches to teaching foreign languages based on the use of online resources have the potential to solve this problem and prepare students for the challenges of today's competitive world. At the international level, interest in foreign languages is also growing. The importance of numerous profession-oriented language teaching is increasing and this is of course making ever higher demands foreign language (subject) teaching. The need for foreign language skills at work is rising very quickly and thus gaining adequate specialist language training in today's times is of importance. Communication skills play an important role here. A receptive specialist communicative competence in German is present, if he/she is able, on the basis of a technical text, to draw on the knowledge of his field of expertise to his information needs to be expanded accordingly. In this sense, the area of exploitation of Internet resources is of particular importance. The use of virtual reality creates animmersive learning environment that simulates real-life situations, promotes individualization, and ensures active learning. Online resources provide opportunities for targeted and practical use of the language, ensure effective student interaction, and support independent learning. These innovative methods allow teachers to create structured and dynamic lessons that keep students engaged. The purpose of the study was to investigate the problem of using modern Internet resources in teaching a foreign language for Specific Purposes. Specific research objectives were aimed at addressing the following questions: what types of online resources are most productive for effective linguistic work; whether the analyzed sources are suitable for use in ESP classes; how to adapt existing online resources for students of economic specialties.

Students’ Needs Analysis of Business English At ESP Class For Business Administration Department At Nommensen HKBP University

Nowadays, practically all job profession criteria demand job candidates to be proficient in the language of their preferred professional industry, particularly English. This research was conducted to examine the challenges faced by the Business Administration Department, specifically the second-semester students at Nommensen HKBP University, in using English and their need for Business English in ESP classes. It follows Hutchinson and Waters' theory, which consists of target situation needs and learning needs. Target situation needs include "necessities," "lacks," and "wants," while learning needs refer to how learners learn the language. The method used in this research is qualitative. Data was collected through a Semi-structured interview with the lecturer, as well as questionnaires given to the students via Google form. In collecting and analyzing the data, the researcher followed Miles, Huberman, & Saldana's concepts are data collecting, data reduction, data display, and conclusion. The researcher also used some tables and charts to describe and calculate the data accurately. The result of this research showed that Business administration students struggle with English learning due to lack of vocabulary, mispronunciation, and incorrect sentence structure. These issues cause anxiety and hinder effective communication. To improve, students should learn to comprehend reports in curves or tables. On the other hand, Business Administration students need to master four English language skills: speaking, listening, reading, and writing. 96% prefer an English for Business class to understand its value in their professional field. Lessons should be weekly, small, and include oral presentations, group discussions, and writing.

ADAPTING CONTENT-BASED MATERIAL IN ESP COURSES: THE EXAMPLE OF DEBORAH POTTER’S HANDBOOK OF INDEPENDENT JOURNALISM

The search for suitable teaching materials in ESP classes requires a lot of effort as available materials rarely satisfy all the specific needs of language learners in a particular subject area or syllabus. This is why some ESP teachers resort to adapting existing learning materials. This paper describes the motivation to adapt authentic content-based material for the use in English for Journalism courses within the academic study program of Journalism at the University of Zagreb. It outlines concrete techniques employed in adapting the Handbook of Independent Journalism written by Deborah Potter. These adapting techniques, primarily deletion and omitting, supplementation and rewriting of the original text, help learners to better identify specific morpho-syntactic features of English for Journalism, which is required by the syllabus. The main effect of material adaptation is better identification and acquisition of morpho-syntactic structures pertaining to English for Journalism. Overall, the adapted material re-engages learners with the content of the Handbook and thus enhances learning.

Developing Intercultural Communication Skills Within the English for Specific Purposes Class

Abstract This paper examines the role of intercultural communication skills from the perspective of ESP classes. It highlights the need and benefits of incorporating this valuable skill in the language learning process. Acquiring the IC skill is a necessity for students as they have to perform adequately when interacting with individuals who are both linguistically and culturally different from them. Once equipped with this ’fifth’ skill, the students increase their chances of employability in today’s highly globalized world.

THE USE OF AUTHENTIC MATERIALS IN ESP CLASSES FOR VOCATIONAL PROGRAM OF MEDICAL LABORATORY TECHNOLOGY

In the digital era, English is essentially needed for communication. Therefore, English for Specific Purposes is required, especially in vocational program. The ESP class is designed to prepare the students to be able to use English related to their field of study. However, learning resources in medical laboratory technology are difficult to find. the purpose of this study is to improve the students’ vocabulary mastery in ESP classes through the use of authentic materials, Classroom Action Research was conducted in two cycles at Akademi Kesehatan John Paul II Pekanbaru. The samples of the study were the students taking ESP classes. The results of the study indicated the improvement of students’ vocabulary mastery. The students obtained the average score of 41.52, 54.39, and 72.98 in the pre-research, cycle 1, and cycle 2 respectively. The students also perceived that the use of authentic materials had been successfully brought the real language in medical laboratory into the classroom. In conclusion, the use of authentic materials could improve the students’ vocabulary in the ESP class and create learning experience

Lecturers’ Perception in Using YouTube for Teaching ESP

Information and communication technology (ICT) developments have completely changed how education is delivered. The lecturers especially English for Specific Purposes lecturers have been encouraged to use websites such as YouTube to promote better and best learning among the ‘Net Generation’ students. YouTube is an option media for teaching listening of ESP. The purposes of this study are to explain the benefits of YouTube in ESP classes especially in teaching listening based on the lecturers’ perception. This study used descriptive qualitative research design. YouTube is also one of websites that can support ESP teaching and Learning Process especially in listening. YouTube video is shared to the students by the lecturers when they teach listening of ESP in the class. Using YouTube in teaching listening of ESP classes was very benficial for the lecturers and the students. Besides, the lecturers’ perceptions on using YouTube were very interesting and useful teaching and learning in ESP classes.
 
 Keywords: YouTube, Teaching ESP, ESP classes.