ESP Syllabus Research Articles

Re-designing ESP Syllabus Design for Pre-Service Teachers in the Physical Education of Elementary Teacher Programs

Technology-cultivated learning opens opportunities to acquire knowledge from various resources. However, languages become a barrier for non-English major students. ESP allows students to familiarise their English with their specific subject. Nevertheless, less research develops PE lessons that integrate specific sports vocabulary and communication skills relevant to the activity. Thus, this study aims to explore the needs of the Physical Education of Elementary Teacher Program (PE-ETP) pre-service teachers. One hundred eighty-eight students participated in this study. The survey, focus group discussion, and interview formulated the findings. The result shows that 42% (80 participants) considered ESP very important as part of the curriculum. 56% (105 participants) consider it essential. Only 2% (3 participants) stated that ESP is not important and cannot be part of the curriculum. Further, eight possible topics were offered in developing ESP courses for the PE-ETP. The topics are teaching PE using English (92.02%), academic English for sports (87.77%), athlete communications (86.70%), referee communications (87.77%), coach communications (90.96%), sports category (91.49%), sports terms (92.55%) and Physiology terms (88.83%). The topics can be developed into specific course units in syllabus design.

An ESP syllabus design in Air Traffic Controller Study Program: a describing students’ needs at Vietnam Aviation Academy

An ESP syllabus design in Air Traffic Controller Study Program: a describing students’ needs at Vietnam Aviation Academy

Exploring Cultural Competence in Business English:

In today’s globalised business world, effective communication and collaboration across cultures are crucial for success. Cultural competence, the ability to understand and navigate cultural differences, plays a vital role in achieving this. However, traditional language learning approaches often fail to adequately prepare learners for the cultural challenges they will face in professional contexts. English for Specific Purposes ‘ESP’ teaching, on the other hand, is well-suited to address this gap by integrating cultural content and skills into language teaching. This paper will explore the importance of cultural competence in Business English and discuss how ESP teaching can bridge the gap between traditional language learning and the needs of the business world. Precisely, the paper will aim to define cultural competence and its importance for Business English learners. It will also outline the challenges and opportunities for integrating cultural content and skills into ESP teaching. Additionally, it will answer the following question: How can ESP practitioners design and implement practical learning tasks to promote cultural competence in their students? The paper will conclude with a summary of the key findings and recommendations for ESP practitioners and syllabus designers.

Macro inquiries on needs-based language learning and its implications on ESP syllabus design

Macro inquiries on needs-based language learning and its implications on ESP syllabus design

English for nurse anesthetists in Indonesia: The needs analysis

ESP is a language teaching approach that targets the current and future academic or work needs of students, focusing on language, skills, discourse, and genres needed to meet the needs through specific teaching and learning methodologies (Anthony, 2015). Thus, the most prominent feature in the design of ESP course is the syllabus based on the students' needs analysis (Basturkmen, 2010). This study aimed to find out the needs of students and lecturers in the Diploma IV of Nursing Anesthesiology also nurse anesthetists in hospitals to design the ESP syllabus for students of Nursing Anesthesiology course in Indonesia. The needs analysis was conducted by distributing a set of questionnaires to all participants. The collected data were analyzed with descriptive statistics and further analyzed based on the comprehensive concept of needs analysis by (Dudley-Evans, T., & St John, 1998). The results revealed that the skills most needed in the target career are speaking and listening. In addition, all the twenty-four topics listed in the questionnaire were regarded as important, including some materials on cultural topics. Based on these findings, it is necessary to develop the ESP course for Indonesian nurse anesthetists with the integration of some cultural materials to help the students developing their communication skills to achieve effective cross-cultural communication in their current academic and future career as nurse anesthetists. English educators teaching this ESP course are recommended to have a fair knowledge about nurse anesthetist and anesthesia-related topics and implement a suitable teaching method emphasizing on teaching effective cross-cultural communication.

Active Learning through a Task-Based ESP Syllabus for Algerian Archaeology Students

Learning the English language is essential for archaeologists as they need to be good at communicating with an extensive range of audiences. This paper aims to design an English for Specific Purposes syllabus since there is no appropriate English syllabus that fits students’ needs in the field, the researcher looked for the English language needs and the ESP syllabus that would respond to the students’ requirements. This study employed a case study of seven Archaeology Master One students at Tlemcen University (Algeria) to investigate this research . First, these students’ needs were identified and analyzed quantitatively and qualitatively through a questionnaire and three structured interviews. The findings in this research permit the researcher to suggest an English course with appropriate syllabus and adequate tasks. The results revealed that in terms of learning needs, archaeology students were highly motivated to learn English, yet they lacked self-confidence. Regarding the target needs, archaeology students needed to develop the four language skills and required to complete appropriate English language tasks to achieve communicative purposes. Therefore, the researcher suggested task-based ESP syllabus to answer students’ English language needs in the field.

A needs-based English for specific purposes syllabus design for archaeology students

Learning the English language is important for archaeologists as they need to be good at communicating with a large range of audiences. This paper aims to suggest an ESP syllabus that is suitable for archaeologists. To reach this end a case study of Archaeology Master One students at the University of Tlemcen (Algeria) was undertaken. First, these students’ needs were identified and analyzed. Then, according to the findings, an appropriate syllabus with adequate tasks was suggested. To fulfill the first step of this research and analyze students’ needs, a student questionnaire and three structured interviews were used. The results revealed that in terms of learning needs, archaeology students were highly motivated towards learning English, yet they lacked self-confidence. Regarding the target needs, they needed the development of the four language skills. Thus, archaeology students required appropriate English language tasks to achieve communicative purposes. Accordingly, the English for Archaeology syllabus with appropriate tasks was suggested to answer students’ English language needs. Keywords: Archaeology; ESP; English; language skills; Syllabus design; teaching task.

THE ESP SYLLABUS COMPLIANCE OF THE DEPARTMENT OF FOREIGN LANGUAGES OF NTU “KHPI” WITH THE DEVELOPMENT OF GENERAL PROFESSIONAL COMPETENCES OF FUTURE IT SPECIALISTS

Abstract: the article is devoted to a critical analysis of the ESP syllabus of the Foreign Languages Department of the National Technical University “Kharkiv Polytechnic Institute” regarding their compliance with the balanced development of the general professional competencies of future specialists in the field of IT. The research question is revealed, with the help of which meaningful accents and methodical techniques used at the department, the maximum degree of mastery of the mentioned competencies by undergraduate students of IT specialties is achieved.

Designing A Syllabus of Collaborative English Teaching for Physics Study Program

The recommended model of teaching English for students of non-English department is collaborative teaching which provides subject lecturer‘s involvement in the curriculum design. This paper reported the process of designing a syllabus of collaborative teaching for ESP teaching in Indonesian context. As a part of curriculum design, this ESP syllabus focuses on content area reading in the area of physics. Several text types commonly used in physics department and vocabulary building of academic word lists and the ones related to physics area study were elaborated as well. The paper concludes that the implementation of this program needs high commitment from the stakeholders in order to make the program successfully implemented.

Aspects Influencing ESP Syllabus Design in Lifelong Military Education

This paper aims to identify and compare aspects affecting English language syllabus design at military language centres in six NATO countries. Close attention is devoted to course syllabi for Level 1 (Survival; approximately corresponding to the Common European Framework of Reference for Languages (CEFR) Level A2) and Level 2 (Functional; approximately corresponding to CEFR Level B1). The descriptive quantitative research, conducted in 2019, concentrated on determining which stakeholders participated in creating the English language syllabi presently in use and which critical aspects of syllabus design the creators considered in the process of their compilation. The findings reveal that active teacher participation is one of the most prominent characteristics of the entire syllabus design process in all of the institutions examined, which results from the specific nature of the courses focused on preparing learners for final English examinations in a military context. Integrated syllabi, which are product-oriented and teacher-led, are another defining characteristic typical for both levels in all institutions. The syllabi in the countries studied are designed similarly, considering such crucial aspects as the learners’ entrance level, previous syllabus, exit requirements, and the type and length of courses. The study offers new insight into the organisational structure of courses at the elementary level, and an increase in the number of lessons in courses for Level 1 organised within the Czech army is strongly proposed.

Need Analysis on English Language Use by Hotel Staffs in Bandung

Need analysis is one of the important factors in developing ESP curriculum. There are three aspects in analyzing the target needs: Necessities, Lacks, and Wants. Need analysis in this study was conducted in order to develop ESP syllabus in English for Hotel students. This research aimed to discover the needs of english language skill in the specific field, focused on analyzing the english language needs of hotel staffs in Bandung. As a quantitative study, a questionnaire was addressed to 27 hotel staffs in Bandung to find the difficulties they encounter when using English language and the specific needs to develop their english language skill. The findings of this study showed that speaking is the most important skill that Hotel Staffs need to learn based on the findings of this study. Moreover, the speaking skill for giving information about facilities and services around hotel is highly needed followed by handling complaint.

The Implementation of Professional Competence in Teaching ESP at Four Private Vocational Schools in Grobogan

A Professional teacher should master some competencies; one of them is professional competence. Accordingly, the preliminary research showed that some teachers had problems in the teaching-learning process. This research aimed to analyze the teachers’ competence in designing the syllabus, creating the lesson plan, developing the learning material, applying the learning media, the teaching-learning process, and constructing the students' assessment. This study was a qualitative case study. Subjects of the study were four private vocational school teachers in Grobogan. The data were collected by implementing observation, document analysis, and interviews. There were three steps in analyzing data, such as identifying, analyzing, and interpreting. The result showed that all teachers were good at designing ESP syllabus according to the instructional material, learning activity, assessment, time allocation, and learning resources. Then, they had created an ESP lesson plan well even though a teacher missed writing the learning method and the learning media. The media used were such as whiteboard, board markers, LCD, laptop, and other supporting materials. Additionally, all teachers did the teaching- learning process well despite some teachers found difficulties in applying lesson plan, they could not associate the lesson plan with the real condition in the class. The last finding showed that all teachers made an individual assignment for their students. But there was only a teacher who made group assignments. This research is expected to contribute to the teachers or lecturers in implementing professional competence to teach ESP.

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.

Exploring the English Needs of Mechanical Engineering Students in ESP Class: Indonesian University Context

English for Specific Purposes in tertiary level puts its importance to Need Analysis (NA) process for syllabus design. This present research is concerned with designing ESP syllabus for Mechanical Engineering students in tertiary level through need analysis. The research aims to identify the immediate needs of the Mechanical Engineering students and design appropriated syllabus based on students’ needs using Target Situation Analysis (TSA) and Present Situation Analysis (PSA). In order to achieve the research’s objectives, a questionnaire was administered to a total 50 respondents. The finding of the research shows that among 4 basic English skills, listening skill emerged as the most important skill that students’ really need, followed by speaking, reading, and writing. Thus, this research suggests that ESP teachers should design more varied activities on listening course that students will have the competence to apply the skills later in future life context.

Correlation between ESP syllabus design and material adaptation based on needs analysis: A review of literature

This paper aims to review the development of ESP Syllabus design theory and material adaptation based on the need’s analysis of the students. Besides, it explores and presents the references on the relationship between ESP syllabus design and material adaptation. ESP syllabus design deals with the kinds and importance of a syllabus. The materials in it discuss authenticity, material evaluation, and material writing. Need analysis covers the meaning, type, practice, and register of an analysis.

A Proposal for an ESP Syllabus for Tribal Sub Plan Learners

In the pre-independence era generally the attitude of Indians towards English was negative because of the contemporary political reasons. The post independence era has gradually witnessed a paradigm shift in the same attitude of the people. Presently a vast majority of people, both urban and rural, generally approve of English as a global language. This research paper throws some light on the problems that a teacher faces while teaching English to the rural learners. Also, it attempts to analyze existing socio-cultural, economic and linguistic milieu of such regions and their overall effect on English language learning and teaching. It further focuses the psychological attitude of the learners and teachers belonging to such regions and explores the possibility of improving the existing scenario. The teaching of English has been kept in mind while discussing the issues.

A study on students' needs in learning English for pharmacy (A starting point to design innovative syllabus)

This study aims to discover the needs of pharmacy students as an input to design an ESP syllabus. The needs analyses were conducted by distributing questionnaires to and interviewing the respondents. The responses were analyzed based on a comprehensive concept of need analysis proposed by Dudley-Evans and St. John. The findings showed that most students consider themselves poor in vocabulary and weak in speaking, listening, writing, and pronunciation. Hence, it is crucial to improve their skills to enable them from communicating effectively with foreign patients and avoiding misunderstanding which may happen when interacting with foreign patients. Therefore, developing an appropriate ESP syllabus for pharmacy course could be possibly developed based on these findings and the theory of material development.

A NEED ANALYSIS APPROACH TO ESP SYLLABUS DESIGN IN HOSPITALITY VOCATIONAL SECONDARY EDUCATION: A SURVEY ON STUDENTS’ NEEDS

This study aims to describe the initial phase syllabus design in the context of hospitality vocational secondary school. It focuses on identifying the hospitality students’ specific needs about English and introducing ESP based instruction in the context of hospitality program. The subject of research were students and teachers taken from two vocational secondary schools. A mix method study was used as research design. In obtaining quantifiable data, interview, surveys and syllabus review were carried out in two different secondary schools. As well as semi structured interview, open ended questionnaires and syllabus review were done to provide meaningful result to this study. The theory from Gravatt, Richards and Lewis (1997) is used as a guidance to set theories and models in the tested questions and survey. Then, the data was analyzed by using SPSS for descriptive and inferential statistics. The results claimed that necessarily developing an ESP learning in hospitality program, adjusted to the students’ focus in ELT; English for hospitality. There also be concluded that ESP syllabus design was important as addressing students’ immediate needs as a language learner and their long term as professionals in the hospitality services.

Teaching mediation skills at technology-enhanced ESP classes at technical universities

Mediation is a new trend in the language teaching methodology that has been disregarded at English language classes at technical universities. While teaching ESP students is crucial to develop and improve their complex communicative competence, it should not be limited to reading, writing, listening, and speaking skills because reallife communication involves more sophisticated language skills such as mediation. Linguistic mediation is a dual-nature phenomenon with cognitive and linguistics domains. The present study demonstrates some practical recommendations on how to implement mediation teaching into ESP courses with the integration of online educational technologies. Our study was carried out among ESP teachers at a technical university and outlines the findings of an empirical study on teachers’ perception of language mediation. Our evidence-based findings and personal experience confirm that mediation can enrich the ESP syllabus and bridge the gap between the university and real professional life.

Exploring the English Needs of Mechanical Engineering Students in ESP Class: Indonesian University Context

English for Specific Purposes in tertiary level puts its importance to Need Analysis (NA) process for syllabus design. This present research is concerned with designing ESP syllabus for Mechanical Engineering students in tertiary level through need analysis. The research aims to identify the immediate needs of the Mechanical Engineering students and design appropriated syllabus based on students’ needs using Target Situation Analysis (TSA) and Present Situation Analysis (PSA). In order to achieve the research’s objectives, a questionnaire was administered to a total 50 respondents. The finding of the research shows that among 4 basic English skills, listening skill emerged as the most important skill that students’ really need, followed by speaking, reading, and writing. Thus, this research suggests that ESP teachers should design more varied activities on listening course that students will have the competence to apply the skills later in future life context.