ESP Course Research Articles

Exploring the socio-contextual nature of workplace writing: Towards preparing learners for the complexities of English L2 writing in the workplace

The effectiveness of preparing English language learners for workplace technical writing in various fields (e.g. engineering, business), has been widely contested by both social learning theories and research investigating university–workplace transition of novice employees. In this paper, we present a needs analysis conducted in the workplace that addressed socio-contextual elements with the understanding that the complexity of workplace writing needs for English L2 learners is always changing. In doing so, we provide new evidence for the argument that socio-contextual elements need to be embraced to improve preparedness. Taking a social perspective of writing, this qualitative study explores the situated nature of workplace writing experienced by vocational college graduates. Semi-structured interviews were conducted with 12 vocational college graduates and four line managers at five private sector companies in Oman over a period of eight months. Additionally, 29 of the graduates’ workplace texts were analysed. Data reveal that socio-contextual elements strongly influence writing practices surrounding the text. By highlighting this key contextual element, we suggest that to better equip learners for workplace writing, ESP course designers need to address the text-context relationship and contextualised nature of written genres.

ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine

This study aims to determine the level of ESP students’ satisfaction with online ESP learning courses at three faculties of Taras Shevchenko National University of Kyiv. The current study examines students’ answers to identify their satisfaction in ESP online courses. The study’s research questions were divided into four categories: the effectiveness of online ESP learning, the availability of learning material used by ESP instructors, the evaluation of ESP teachers’ results, the effectiveness of online testing, and students’ difficulties with ESP distance learning. A descriptive statistical method was used to validate the study. The statistics package JASP was used for data analysis. The authors chose observation, literature analysis, a questionnaire provision, and descriptive data analysis as the research tools. The study results show that students are primarily pleased with ESP courses taught online, students fulfil the expected progress in ESP learning performance. It is revealed that the main problems that influence and impact online ESP learning during COVID-19 are related to technical, academic, and communication challenges. Student satisfaction surveys may lead to changes in ESP online learning activities that may, in turn, boost students’ outcomes. The results provide valuable insight into students’ satisfaction with online learning and pose practical questions for its implementation. As a result, this study is just a preliminary attempt at offering considerate analysis to Ukraine’s policymakers.

Tapping into Bloom Taxonomy’s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom

This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of apply, analyze and evaluate? This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom’s taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country’s strategic direction reflected in Oman vision 2040.

Needs Analysis for Designing a Specific English Language Course for the Undergraduate Accounting Students in UPM

Today’s international business scholars treat language as an issue at the heart of their subject area (Mughan 2015), as English language’s irreplaceable position as means of communication is considered essential for international businesses. Nevertheless, one of the main concerns of educational specialists is the relevance of their programmes to the graduates’ success in today’s highly competitive labour market. With that, a needs analysis study was sought to explore the English language needs of undergraduate accounting students at Universiti Putra Malaysia. A survey method was employed to 20 undergraduate accounting students for the purpose of this study. The data collected from the survey were analysed quantitatively using SPSS 22 programme. As the findings of this study pointed out, the participants prefer to be taught more in listening, speaking and writing skills as the needs for their study and future career. Henceforth, a highly structured ESP course for accounting students with integration of language skills, subject or field-special skills, derived from their needs should be designed.

МЕТАКОГНІТИВНІ СТРАТЕГІЇ ТА ЇХ ЗАСТОСУВАННЯ ПРИ ВИВЧЕННІ АНГЛІЙСЬКОЇ МОВИ ФАХОВОГО СПРЯМУВАННЯ У КОНТЕКСТІ ДИСТАНЦІЙНОГО НАВЧАННЯ

The article deals with metacognition as the notion in general and its strategies in particular implemented into the ESP course since online education has revealed the importance of some distance learning aspects, metacognitive strategies being part of them. The latest research and publications analysis prove that in spite of the fact that metacognition has been much researched and implemented into teaching and learning in EFL/ESL classroom concerning a foreign language it has not been deeply considered with regard to ESP. The article is aimed at focusing on metacognition and the corresponding strategies in terms of ESP, metacognitive monitoring, self-regulated studies in the framework of online education. The notion of metacognition being defined as ‘thinking about one’s thinking’ and in a wider sense treated as ‘awareness or analysis of one's own learning or thinking processes’ is applied to plan, monitor, and assess one’s understanding and performance. It comprises a person’s awareness of oneself not only in terms of his/her thinking and learning but also of seeing himself/herself as a thinker and learner. Thus, there exists mutual correlation between students ’ success and their metacognitive knowledge: the higher level of metacognition, the better educational outcome and vice versa. Developed metacognitive skills enhance learners’ motivational perspective, increase their ability to clearly understand objectives and tasks set enabling them to study and master new material faster due to efficient approaches used and proper strategies applied which is especially important for online learners as it requires considerable control and time management in a limited time frame for the ESP course and mixed grouping. The above mentioned findings have proved to be worth further focusing on being crucial from the point of view of ESP metacognitive strategies for regulating students ’ educational process, conducting metacognitive monitoring as well as performing self-regulated learning which is ofparticular importance under current circumstances in the framework of online education.

On the experience of development of ESP course for special purposes of the students majoring in International Relations and Regional Studies

The article describes the experience of author's participation in the development of ESP course (English for Specific Purposes) for students majoring in International Relations and Regional Studies, as well as examines the theoretical prerequisites for creation of similar courses. Having compared the terminological and discursive approaches towards development of the course in the sphere of humanities, preference is given to the latter. The article analyzes the offered by foreign linguistics integrative (CLIL) approach towards learning English language for special purposes, which implies combining the study of language and specialty discipline within the framework of a single course. Although the idea raises obvious interest, the authors of the course choose a rather traditional approach. The texts underlying the course are subordinate to its key objectives. Since the course is centered upon productive competences – mainly speaking – it predetermined the choice of factographic type of texts over analytical. Another method for increasing motivation is the use of illustrations, video and audio materials. The article also considers the problem of authenticity and scientific objectivity of the selected texts, since the views established in the Russian and foreign humanities may differ. The number and types of activities are determined by the specific needs of the students. Special emphasis is placed on determination and interpretation of metaphors in the scientific discourse of humanities.

Caracteristicile absolute şi variabile în predarea limbii engleze medicale

English for Specific Purpose appeared due to an urgent demand for an international language worldwide in the fields of Business, Trading, Medicine, Law, Tourism and since the increasing awareness of General English Curriculum does not fit the learners’ specific needs, especially in higher education. Designing an ESP course is a never – ending process which requires permanent improvement and changing in the syllabus, design and ESP teaching materials used within classrooms. The aim of this study was to analyze the challenges that arise in teaching English for Medical Students by examining the ESP absolute and variable characteristics. Some practical suggestions are also given in order to overcome these problems.

Materials Development for an Archival Science Course in Iran: An ESP Mixed Methods Study

This study addressed the demand for an ESP course for Archival Science, a profession often overlooked in Iran. The existing literature offers little research on specific materials for Archival Science students; hence there is a paucity of relevant materials in this field. The present study explored the development of printed materials for an ESP course conducted in the National Library and Archives of Iran to compensate for the absence. It examined the effectiveness of using such materials on the language learning of a group of archivists taking part in a 16-sessions mid-career course in Archival Science. The needs analysis processes, course design, materials development, teaching and learning, and evaluation were followed to achieve the objectives. The results demonstrated that the newly developed materials compared to materials prepared for other ESP courses could considerably promote the participants’ proficiency. The developed materials were archival, work-related, and professional-based resources and had significant effects on participants’ language learning. The study revealed that focusing on the learners’ specific educational needs in their workplace and incorporating authentic, practical materials in ESP courses would improve language learning and skill development in archivists.

DESIGNING ENGLISH FOR PUBLIC ADMINISTRATION BASED ON NEEDS ANALYSIS : Perancangan Bahasa Inggris Untuk Administrasi Publik Berdasarkan Analisis Kebutuhan

The Studenst of the Public Administration Department need to have a comprehensible English skill to be able to understand a simple English passages especially those which are related to the Public Administration field. Due to this reason, a good instructional material is absolutely needed to teach English in the Public Administration Department. This research belongs to the Research and Development (RnD) and the model used in this research is ADDIE (Analyze, Design, Develop, Implement, Evaluate). The researcher presented four main problems. The first problem was what are the target needs of the students of Public Administration, the second problem is what are the learning needs of the students of Public Administration, the third is what type of syllabus that is most suitable to meet the ESP course at Public Administration Department, and the last is what kind of ESP instructional material that should be taught for students of Public Administration. The first and the second problems were solved by the use of questinnaire and the interview.The population of this research consists of 310 Public Administration students, 10 English lecturer and graduates of Public Administration. The sample of this research consists of 25 students, one lecrturer and one graduates. The data from the respondens then analyzed by the researcher to identify the needs analysis of the students to meet their fit instructional material. In order to design the instructional material, ADDIE model is used. The syllabus is designed first then developed into instructional material. The syllabus and instructional material has been validated by the expert lecturer. Finally, the findings of this research can be used by the other researchers to develop an instructional material, especially those who concern with implementing and evaluating instructional material.

A STUDY ON ALBANIAN STUDENTS' PERCEPTIONS OF THE ESP COURSES CONTRIBUTION TO THEIR ENGINEERING/ARCHITECTURE KNOWLEDGE ACQUISITION AND COMMUNICATION COMPETENCE

Currently, soft skills mainly communication skills of engineering/architecture graduates have been considered as essential as their hard skills for the 21st century competitive global market. Given the cramped curricula of engineering/architecture programs, the research examines the beneficial impact that ESP undergraduate courses have on the tailored communication of engineering/architecture students at a case study analysis - EPOKA University in Tirana, Albania. In order to obtain feedback and unbiased perceptions on the tangible improvement in advanced English communication skills and disciplinary content knowledge acquisition, a questionnaire survey was conducted with the undergraduate students of EPOKA University at the Faculty of Architecture and Engineering upon successful completion of the two mandatory ESP courses at undergraduate level. A mixed method was utilized to collect the statistical data from questionnaires and the semi-structured interviews with students of engineering majors and architecture at the Faculty of Architecture and Engineering of EPOKA University who took English for Academic Purposes and Engineering English during 2018-2020 academic years. Research findings revealed the growing appreciation and high interest that students are placing into ESP courses as significant contributors to knowledge acquisition and soft skill betterment alongside the classic disciplinary courses of their disciplines. Key words; engineering/architecture major, ESP courses, needs analysis survey, EPOKA University

DESIGNING AN ESP COURSE FOR THE 21ST CENTURY STUDENTS: THE CLASH OF THE DIGITAL IMMIGRANTS AND NATIVES

How do teachers design an ESP syllabus for the students born and raised with technology? Are we prepared for the students arriving at universities with new ways of thinking and consuming information? Is it time for us to rethink and re-examine the way we create our syllabi? The ESP course for Computer Science students taught at the South East European University (SEEU) in Macedonia is designed according to students’ needs and it includes a number of 21st century skills. 21st Century skills are 12 abilities that today’s students need to succeed in their careers during the Information Age. Upon successful completion of the course, students are expected to be able to use the language that they will acquire and practice throughout the course, integrating the four main language elements and skills towards fulfilling their academic needs as well as their occupational needs for their future careers. The idea of this paper is to show whether the author, being a digital immigrant herself, has succeed in creating an engaging and motivating syllabus for the digital natives. It will also cover some aspects of the online teaching during the COVID-19 pandemic. As it will be demonstrated in the paper, letting students have a say in the design of the syllabus proved to be beneficial for both parties.

DEVELOPING CRITICAL THINKING IN READING COMPREHENSION OF TEXTS FOR SPECIFIC PURPOSES AT ALL LEVELS OF BLOOM'S TAXONOMY

This study tackles the role of the ESP teacher, course design, teaching techniques, and evaluation procedures. It further focuses on evaluating teaching techniques which should improve student reading comprehension, which operates at multiple levels, by applying Bloom’s six levels to in-class reading tasks. To accomplish this, twelve B2 level students engaged in activities that revolve around their reading of a text for specific purposes. Through these activities, teaching techniques were assessed and student comprehension was evaluated on each of the six levels. The activities used for research at level 1 were done in person in the classroom. The research activities for levels 2-6 were arranged through an eLearning platform, and students worked independently to complete them and return them to the teacher via the Internet. The research method used was action research. Based on the findings, it is aimed to offer answers and suggestions that may be useful for EAP and ESP teachers. The research has shown that using reading comprehension strategies at all levels of Bloom’s taxonomy in achieving comprehension is beneficial not only in language education, but also for development of the higher order thinking skills of adolescents. It equips them with the ability to think critically and creatively, and provides them with vital tools that they will use during their whole life.

Exploration of Teacher Agency in the Implementation of the ESP Language Education Policy in a Chinese University

This case study investigates language teacher agency in the context of ESP curriculum reform in a Chinese university. Data collected from classroom observations and semi-structured interviews with both teachers and students from five ESP classes are analyzed by conducting a thorough thematic analysis. It is revealed that instead of following the national curriculum and institutional requirements, language teachers as policy arbiters make their own implicit policies which are creating spaces for their own discourses, and in this sense, they are “adjusting” the curriculum policy rather than “implementing” it. Teachers’ academic background, their views on the nature of language learning, their profound distrust of the efficacy of ESP courses, and students’ explicit performance are the main causes of teachers’ actual resistance to the policy. Unlike previous studies of teacher agency, an analysis of students’ needs and implicit discourses indicates that teachers’ agency excised through their hidden agenda may turn out to be a defense of their unwillingness to change, to the detriment of students’ academic performance. This study then suggests that policymakers should notice the negative side of teacher agency and stresses the necessity of a bottom-up survey on teachers’ ideologies in the implementation of a language education policy, and argues that creating spaces for negotiating and adjusting the policy at the instructional level, and offering effective teacher education programs are the key to the enactment of the national curriculum.

Collaborative Learning as A Strategy to Improve the English Reading Comprehension of Indonesian Learners in The Agribusiness Department at Muhammadiyah University of Parepare

This research sheds some light on collaborative learning to increase the agribusiness students' reading ability at the Muhammadiyah University of Parepare. It tries to find answers to two questions. First, to what extent does the collaborative learning strategy improve the students reading comprehension in the ESP course at UMPAR? Second, what are the students' perceptions of collaborative learning strategies in teaching reading comprehension at UMPAR? To answer these questions, the researcher adopted a Quasi-Experimental design by using the experimental and control group. The data were collected through a reading test and a questionnaire. The research findings indicated that using a collaborative learning strategy improved the students' reading comprehension at agribusiness students at UMPAR. The t-test result of the Pre-test was -1.25 and 2.50 in the Post-test. The Post-test result was more significant than the t-table (2.50>2.023). It indicated that H0 was rejected and H1 was accepted. The results of the study also revealed that a collaborative learning strategy improves the students' ability in teaching Reading Comprehension.

LISTENING AND SPEAKING SKILLS AS LEARNING AND TARGET NEEDS IN BUSINESS ENGLISH PROGRAM FOR TOUR GUIDE DIPLOMA STUDENTS IN KENYA.

Any ESP course design should be hinged on elaborate needs of learners so as to come up with a course that is inclusive. This can only be achieved after conducting a needs analysis that takes into consideration the views of all relevant stakeholders. Needs analysis is an important step in any syllabus design and particularly that which touches on ESP. That notwithstanding, ESP practitioners are ignoring this very paramount step when designing a course. Consequently, this paper looked at the target and language learning needs of tour guide learners pursuing an ESP course in Kenya from the students’ perspective, teachers’ perceptions and employers’ perceptions as far as the ESP course offered to learners is concerned. This paper focuses on listening and speaking skills. The paper based its theoretical framework on Munbian (1978) Approach and Learning Centered Approach by Hutchinson and Waters (1987). A descriptive research design is adopted in the study. The data analysed in this paper is got from Orang’i (2013). This paper is an attempt to show that learners can very ably articulate their needs and that teachers too can give their perceptions on learners’ needs thanks to their experience in the field. Equally, employers as has been seen in this paper also have a say on the ESP courses offered to learners. It is shown that needs analysis is an important stage in needs analysis that should not be overlooked and when it is conducted, it should involve all the stakeholders in order to come up with needs that are encompassing.

Promoting Learning-Purpose Communication Cases in Development of FL Specialism Communicative Competencies in EL Teacher Students

The purpose of the study was to identify how promoting learning-purpose communication cases impacts students’ communication competencies, and how this instructional model is perceived by the sampled students. 163 (119 students and 44 lecturers) from the Borys Grinchenko Kyiv University and Drahomanov National Pedagogical University were the participants used in this study. The study integrated quantitative and qualitative methods for data collection. The instruments for the study were: the ESP test, the originally designed baseline study questionnaire, teacher and student-peer observation checklists, the Mental Speed Test, the originally designed self-reflection scale, and focussed group interview. The latter was administered to identify the perception of this instructional model by both students and teachers. The study found that the instructional model positively influences students’ specialism purpose foreign language communicative competencies mainly in spoken production and spoken interaction, information processing speed, and self-reflection abilities. The results of the baseline study survey indicated that both teachers and students associated the concept of communicative competence and focused their efforts on teaching/learning grammar, vocabulary, and pronunciation in the ESP course. The results also revealed the feasibility of the instructional model used in the study. The interviewed students’ judgments of the course delivery model were also complimentary, wherein the majority of the respondents appreciated the ESP classes based on promoting learning-purpose communication cases.

ESP ONLINE COURSE AS A MEANS OF ENHANCING GRADUATE STUDENTS’ EMPLOYABILITY OPPORTUNITIES - CASE OF SUMY STATE UNIVERSITY

Along with providing plentiful job market opportunities, the ongoing growth of various technologies in a wide range of fields is currently creating a high level of graduates competitiveness. The issue of employability, which is the crucial concern of higher education institutions, is getting vital these days among employers, educators, researchers, and future professionals. This study aims to determine the mechanisms through which an ESP distance course can facilitate employability enhancement with graduate students. Although the idea of implementing distance learning in the professional training is not new, coherent research on how to make online tasks more enriching for future professional activity and thus resulting in enhanced employability has not been proposed so far. A survey conducted within the framework of the study reveals a correlation between critical thinking skills tasks as part of an ESP course and growing professional competence as an integrated component of employability. The data obtained have been verified by statistical analysis. Another investment in the employability field has been made through suggestions on how to design online tasks properly.

Needs Analysis on ESP Course for Business and Engineering Students in a Chinese Local University

The current study tends to discuss the issue of concocting a needs analysis for ESP course which may provide useful information for the curriculum design of ESP course for business and engineering students in a Chinese applied university. The author used close-ended questionnaires to investigate the special needs of ESP course for students major in business and engineering and tried to indicate whether there is a correlation between students major and their specific needs in ESP course as well as whether the proficiency of English correlates with their needs in ESP course. Questionnaires were also used to collect data from different perspectives like instructors, employees, and employers in relevant industries, trying to explore whether there are different beliefs about ESP needs among different participants.

USING THE JIGSAW METHOD IN THE ELT AND ESP CLASSROOM AS A WAY TO IMPROVE PROFESSIONALLY RELEVANT SKILLS OF STUDENTS SPECIALISING IN “VOCATIONAL EDUCATION (MANAGEMENT OF THE SERVICE INDUSTRY)”

The present article deals with the phenomenon of the jigsaw method and its benefits for learning aforeign language. Particular attention is placed on the importance of group activities in learning a foreignlanguage and the idea of gamification of the educational process. The paper sheds light on the definition,history and essence of the jigsaw method as a technique which originally helped transform a previouslyhostile and racially biased learning ambience into a supportive collaborative learning environment whereeach student was engaged and acted as an important constituent of the group.The experience of employing this method in the ELT and ESP courses with the 2ndand 3rd yearstudents specialising in management of the service industry within the 2019/2020 and 2020/2021 academicyears allows stating that the potential of the jigsaw method is so enormous that it can enrich the ELT andESP classroom helping students not only develop their language skills (listening, reading, speaking andwriting) and actively practise topical vocabulary but also acquire a range of crucial 21st century skills,namely soft skills.Special emphasis is put on the ways to use the jigsaw method in the process of teaching English atdifferent levels of education. The paper provides practical recommendations on how to incorporate thejigsaw method in the ELT and ESP courses to receive the maximum result, defines the basic principles ofimplementing the jigsaw method and dwells upon the challenges which might occur when applying themethod. The authors also highlight that the jigsaw method can be mixed with the case-study and businessgame methods. The conducted research proves that the jigsaw method is really effective within the ESP andBusiness English courses aimed at students majoring in “Vocational Education (Management of the ServiceIndustry)” since it equips them with the necessary language skills and soft skills which contribute to theoverall development of students as qualified specialists possessing a range of professionally relevantcompetences and competencies.The article finishes with a few suggestions concerning prospects for further scientific research in thefield of practical verification of the effectiveness of incorporating the jigsaw method in the ESP, ELT andBusiness English offline, online and blended learning environment at higher education institutions.

A Survey of the Speaking Components of an ESP Course: The Students’ Mindset

This investigation focused on the speaking-skills component of the syllabi of Technical English I and II (Regulation 2013) at Anna University in Chennai, India. It was meant to formulate strategies for effective schemes to develop the English-speaking skills of engineering students in the colleges affiliated to the University. The major research tools consisted of data collected from: (1) A questionnaire for the students' survey, and (2) Focus group interviews with students. The interpretation of the students' survey was sub-divided into: (1) The learners' background and their comprehension of spoken English, (2) The learners' participation in the speaking activities, (3) The learners' problems with the speaking activities, and (4) The learners' expectations of their teachers and teaching. The focus group interviews were conducted after analyzing the responses to the questions in the students' survey. The paper concludes with recommendations to enhance the speaking-skills component of the course.