ESP Teaching Research Articles

Language Management in MICE Industries

Listening cannot be overemphasized since it is a vital skill in terms of the four language arts, language learning, and language teaching. The strategies that MICE-major university students might like are explored for their listening comprehension. Moreover, the research revealed the type of listening comprehension test item that could be difficult for students and indicated the difficulty that students might have in comprehending the test item so as to find some good strategies to overcome the difficulties. Furthermore, the classification of listening comprehension test items will conform to that of educational objectives of cognitive domain based on Bloom's (1974) taxonomies of educational learning [5]. Based on the findings, MICE-major university students will review their learning process and ask for more listening practice and strategic guidance in the hope that such activities will improve their listening comprehension and solve their listening difficulties, so that language teachers will create a win-win opportunity to double-check instructional deficiencies and offer supplementary aids. The qualitative research was conducted through a semi-structure interview. Based on academic performance, subjects recruited in this study were included 24 MICE-major students, 12 of whom were chosen as HPL students while the other 12 as LPL ones at National Kaohsiung University of Hospitality and Tourism in Kaohsiung City, Taiwan. The instruments used in this study included the simulated listening comprehension test of the Intermediate Level of the GEPT, and listening comprehension strategy questionnaire designed by the researchers. The pedagogical implication of research results will help ESP teachers to enhance their MICE-major university students' listening comprehension in their oral communication as required at work.

The Impact of Educational Technologies on University Teachers’ Self-efficacy

The teaching profession is always evolving. Teachers have to upgrade their knowledge and skills to be in line with students’ and employers’ needs. The challenges teachers are facing are the continuously changing conditions of the teaching process and technological innovations. Unsuccessful and numerous attempts to overcome these challenges negatively affect teachers’ self-efficacy. The purpose of the study was to investigate the impact of educational technologies on university teachers’ self-efficacy level changes using quantitative (pre and post-self-efficacy test) and qualitative (peer-observation, interviews) research methods. The study involved 60 in-service ESP teachers with different length of teaching experience. Teachers were exposed to a short practical course on technologies integration into the teaching process, and after that, they had to demonstrate the practical application of the knowledge obtained. The findings showed that educational technologies integration had positive influence on four components of teachers’ self-efficacy: classroom management, instruction strategies design, students’ engagement and technologies integration. During the course delivery, we dealt with two problems: computer anxiety (senior teachers), as well as technology and pedagogical content knowledge framework (novice teachers).  https://doi.org/10.26803/ijlter.19.6.1 9

HOW RURAL INSTRUCTOR IMPLEMENTS ENGLISH FOR SPECIFIC PURPOSES (ESP): INSTRUCTOR’S PERCEPTION

Teaching ESP is necessary to be designed by the ESP instructors because one of the teaching ESP requirements is the instructors must prepare the suitable precision of English materials for the ESP students. Hyland (2008:113) states that “designing lesson plan is one of the performing abilities to describe the instructors’ beliefs, interest, and values of the students’ needs about teaching, language, and language”. From several chronological descriptions, the researcher conveys that he applies the qualitative study as his approach to the study. As follows; (1) semi-structured interview, (2) nonparticipant observation, and (3) documentation. Indeed, the three techniques mostly are usually used by the researcher in order to cover the completely problematical statements in this study. The data were gathered by employing semi structured interview which were like the ESP instructors’ perception, opinion, and assumption. The result of data indicated that there were several the fact assumptions that the ESP instructors were mostly always implementing the suitable lesson for teaching which were; (1) doing the needs analysis, (2) setting the instructional goals, (3) selecting the materials, (4) selecting the teaching techniques, (5) preparing the teaching media, (6) doing the teaching activities, and (7) adapting the learning sources. Furthermore, the semi structured interview showed that the ESP instructors have described the chronological problems and solutions when they have designed and implemented lesson plan such as; The problems in selecting the properly real ESP material, in order to solve that the ESP instructors proposed the phenomenal perception that they mostly used the communicative language teaching to encounter the fact problems. Finally, the purpose of this study is to develop the way ESP instructors can evaluate their teaching application and learning process so that they can change their perception in implementing a teaching plan.

Power Struggles in Aeschylus’ Oresteia: ESP, Law and Literature and Greek Tragedy

After a brief overview of the Law and Literature movement, this article suggests possible convergences with ESP teaching and the use of classical Greek tragedy. It takes as a “case study” the Oresteia (458 BC), a trilogy by Aeschylus which features the first courtroom drama in Western literature. The first part of the article illustrates how tensions between a private and a civic form of justice lead to a series of power struggles, particularly between men and women. The following part shows how true power is predicated on mastery of language and signs. The conclusion suggests ways in which classical drama can be used by ESP instructors, given that the issues raised are as relevant today as they were in the 5th century BC.

Nursing students’ information-seeking behavior in ESP courses: Do quality of education and reflective practice matter?

Background: Quality of education plays a key role in the development of education. Having this perspective in mind the researchers explored the quality of ESP courses from ESP instructors point of views and investigated the role of quality of education of ESP courses in information-seeking behavior of the students. They also probed the possible relationship between EFL instructors reflective practice and the quality of ESP courses. Methods: 79 ESP instructors, were given the researcher- made quality of education in ESP and the English language teaching reflection inventories. At the end of the term, 317 nursing students received an information-seeking behavior questionnaire. To consolidate the findings, 15 volunteer students were interviewed. Results: Based on the findings, the quality of ESP courses as reported by ESP instructors was poor. As the responses to the questionnaire of quality of education in ESP revealed, the instructors reported that they do not have sufficient information on subject matters, the content of the lessons is not updated and is not motivating. It was also reported that not all language skills are included in the course and at the same time the teacher-centered courses are not communicative. Conclusions: It was disappointing to find that students are not encouraged to use resources other than their coursebook and their needs are not taken care of. The instructors reflective practice was also under the expected mean. It was also found that there was a significant correlation between EFL instructors reflective practice and the quality of ESP courses.

WEBQUEST AS TECHNOLOGY OF DIFFERENTIATED ESP INSTRUCTION AT UNIVERSITY LEVEL

The current study aims to find out teachers’ attitudes to the WebQuest learning and analyze the specifics of WebQuests and possibilities of their use in differentiated ESP instruction of information technology (IT) students. A qualitative type of research was used. The participants of the study were 31 ESP teachers (28 females and 3 males) of the Department of English for Engineering of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. The ESP teachers participated in the study voluntarily in 2019-2020. An anonymous questionnaire was used to collect the data. The questioning of the ESP teachers has shown that most of them appreciate the idea of using the WebQuest learning. The analysis of the WebQuest specifics allowed suggesting a classification of WebQuests based on ten criteria. The structure of a WebQuest is described with a focus on IT students’ language learning styles and foreign language proficiency levels. Approaches to the WebQuest learning used by ESP teachers in the differentiated instruction were analyzed. It was concluded that the use of different types of WebQuests with a focus on learners’ differentiation helps to diversify ESP learning at technical university and facilitates the development of professional communicative skills.

THE USE OF DIGITAL TECHNOLOGY IN ESP: CURRENT PRACTICES AND SUGGESTIONS FOR ESP TEACHER EDUCATION

Developments in Information and Communication Technology (ICT) have transformed the way people communicate, interact and also the way they learn. ICT tools are widely used in language teaching and learning, and the benefits have been repeatedly expressed in literature. ESP is yet another area of language education that has been affected by these developments. Despite the fact that there are ESP practitioners who utilise technologies in their teaching, more research is needed in order to identify how widely technology tools are used in ESP, so that action is taken to empower practitioners and provide them with the help they need in order to integrate technology in their practices. This paper reports on the findings of a study conducted among 67 ESP practitioners from Tertiary Education in Greece and the Republic of Cyprus, the data of which were obtained through the use of an electronic questionnaire. The paper aims at examining the profiles of ESP practitioners in Greece and the Republic of Cyprus describing their use of technology (hardware and software) for the preparation and delivery of their courses. Furthermore, it outlines ESP practitioners’ views on the inclusion of a component on the use of technology in ESP teacher education. The paper concludes with suggestions regarding opportunities for professional development on issues related to the integration of ICT tools in ESP teaching and learning.

Diagnosing the Problems in Teaching Courses of English for Specific Purposes at the University of Prishtina and Private Colleges in Kosovo

A number of academic units at the University of Prishtina (UP) offer English for specific purposes in order to address the needs of students to communicate effectively in their chosen field of study. Recent developments and the changing landscape of teaching and learning English for Specific Purposes around the world lead to the decision of analyzing a complex of factors that affect or hinder the effectiveness of the process of teaching and learning ESP courses at the University of Prishtina as well as at the private colleges in Kosovo. The research questions include: What are the problems faced by students learning ESP at the University of Prishtina and at the private colleges in Kosovo? What are the ways of solving these problems? etc. The data has been collected by conducting a survey in six academic units of the University of Prishtina including both teaching staff and student population. The selection of academic units is done on the bases of their specificity of the study field. That means the faculties that need a more specific vocabulary of English Language. There has also been conducted a survey in three private colleges considered as more successful colleges; “Dukagjini“ College, AAB College and the College “Biznesi”. Theoretical part is based on outstanding scholars and researchers of the English for Specific Purposes .Research findings have confirmed our research hypothesis displaying expected pattern of obstacles faced by the teaching staff and students in the process of teaching and learning ESP courses. Status of the course, large number of students in groups, lack of equipped laboratories and lack of qualified staff, present a hindrance in achieving the objectives of ESP courses at the University of Prishtina. While in private colleges it is students’ low knowledge of English language that prevents the teaching of English for Specific Purposes thus concentrating more on General English (GE).

Integrated approach in language ESP teaching technology of future pharmacists

English «Integrated-skills approach» learning realization of students-pharmacists as the basis for foreign written and oral communication forms in the innovative paradigm system of educational integration technology is considered; taking into account the scientific research discourse practical study of the obtained generalized results of contemporary domestic and foreign investigators, the development and implementation rationality of target functional program incorporated the lexical contextual and procedural components in terms of integrated teaching process organization is substantiated.

Development of College Common English Teachers in Higher Vocational Colleges from the Perspective of ESP

The reforms of vocational education in China are making steady progresses. college common English teaching in higher vocational colleges is constantly reforming and innovating in order to meet the needs of social development. ESP teaching theory provides a direction for the reform of college common English teaching in higher vocational colleges. This article discusses the development of higher vocational college common English teachers and the realization of their own professional development under the ESP horizon and put forward the path for the development of the team construction and teaching material writing in order to improve the quality of college common English teaching and train more complex technical talents to meet the requirements of social development.

THE PROBLEMS OF DEVELOPING AN ESP COURSE AND THE IMPORTANCE OF ESP TEACHER TRAINING ON THE EXAMPLE OF UZBEKISTAN

This article will focus on the importance of training teachers of English in non-philological Universities. The authors discuss the problems of training teachers of English for non-specialists, history and current situation in this process. The problems of developing ESP programs and textbooks are also rendered as the ones that can be regarded as obstacles for the development of this sphere in Uzbekistan. Some issues concerning the system of preparing ESP teachers in Uzbekistan and the role of teacher training courses are also discussed in the present article. The article also provides useful information about some strategies for training English teachers for non-specialists in the world and in Uzbekistan.

Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Abstract— The onslaught of technology in language learning necessitates ESP teachers to enhance their teaching quality by integrating technology, pedagogy, and subject matters. To this end, the present research was an effort to discern Technological Pedagogical and Content Knowledge (TPACK) of ESP teachers in a blended learning format. A modified online survey comprising 28 closed-ended questions were administered to 70 ESP instructors of nursing purposes from 35 Universities in Indonesia. The data were analyzed statistically to be depicted in descriptive statistics (percentages of frequencies, means, and standard deviations). As a result, three out of four TPACK subdomains, including technological content knowledge (TCK), and Technological Pedagogical Knowledge (TPK), Technological Pedagogical and Content Knowledge (TPACK) have been mastered by most ESP teachers. However, they have to improve their pedagogical content knowledge (PCK). The current research also contributes some empirical insights into how ESP teachers can construct the overarching ESP instruction in English for nursing purposes integrating TPACK.

ESP Courses and Identity Formation: The Case of Introvert Students

Identity formation is one of the main concerns of today’s education and can have a vital role in ESP learners’ future professional success. This study investigated whether the employment of interactive practices in ESP courses had any impact on the identity formation of introvert students. Initially, 200 undergraduate students majoring in Computer Sciences, Accounting, and Physical Education answered the introversion/extraversion section of the Myers-Briggs Type Indicator (MBTI) and Cheek and Briggs’ Aspects of Identity Questionnaire (AIQ-IV). Based on their performance on MBTI, 90 learners with the extravert, introvert, and non-discriminating personality traits were selected from six classes and formed the three Extravert, Introvert, and Control (n1=n2=n3=30) groups. The students had taken a Specialized English course in the second semester of their BA program. The classes lasted 14 sessions. During the treatment, the researchers employed different activities for teaching ESP. After the instruction, the participants took the AIQ-IV. The results of ANCOVA indicated that the Introvert group gained significantly higher scores on the identity questionnaire than the Extravert and Control groups. The results of paired samples t-tests showed that while introverts had improved considerably in all components of the identity questionnaire, the Extravert and Control groups did not show any changes. The findings indicated that in interactive classroom environments, introvert learners had more inclination than the extravert and mixed introvert and extravert learners toward a shift in identity. The study has implications for ESP teachers, practitioners, and educators.

Insights into Terminological Anglicisms in ESP Teaching

Having in mind the fact that, due to the powerful and uncontrollable influx of Anglicisms in recent years, terminological Anglicisms in Serbian are predominant in the fields such as economics, IT, sports, as well as in many other specialized fields, the paper investigates the ways how these Anglicisms should be treated and whether their dominance in different fields may facilitate process of vocabulary acquisition in ESP classrooms. The analysis showed that these terms deserve specific attention in the process of vocabulary acquisition in ESP due to various reasons, which are elaborated on in the paper.

TEACHING BUSINESS ENGLISH AND ESP: BANKING ENGLISH

Teaching Business English (ESP): Banking English course in higher education is required to teach the language with a focus on the specific communicative needs and practices of the students who will be able to function in academic, professional or workplace settings. Banking English covers the specialized vocabulary pertaining to the higher education disciplines first and to the profession later, together with their respective reading, writing, speaking and listening conventions. A future banker is the one who deals with most of the customers sometimes foreigners also inside a bank. So he must have good knowledge of English-as English is a global language-in order to communicate efficiently. In this article, we will discuss and share some effective ways of teaching and learning Banking English at intermediate and upper-intermediate levels to make rapid progress in the specialized area of Banking English and combine authentic teaching materials of banking including into a variety of activities and role plays to practice, to engage and to motivate the students.

Teaching persuasiveness in legal English

Foreword This report describes an ESP teaching course in Legal English (LE) taught at the Faculty of Law at the University of Nis, Serbia, as a two-term obligatory course in a Bachelor’s programme or as an elective course at Master’s level. Its main objective is to empower law students with the professional linguistic skills to achieve persuasiveness and critical thinking required in a cross-cultural legal context. Although the report details the different steps of the course as well as asses...

DESIGNING TECHNOLOGY-ASSISTED LESSON MATERIALS FOR ESP NURSING STUDENTS BY USING TPACK

Abstract. The main purposes of this research is to design technology-assisted lesson materials for nursing students by using TPACK. English for Specific Purposes (henceforth, ESP) for nursing students focuses on preparing students to use English in their academic field and support their professions in their future career as a nurse. Conducted in one of private health science schools in Yogyakarta, this research employed Research and Development (henceforth, R&D) as the method. Needs analysis by using interviews and observations were done to gather the data. The research participants were one English teacher and 45 nursing students of the third semester of the respective institution. In addition to the research method, Analysis, Design, Development, Implementation, and Evaluation (henceforth, ADDIE) framework was adopted to design the lesson materials. The results of the research indicated that the students showed their needs and interests in using technological tools during their learning process; this was revealed through the results of the needs analysis conducted at the beginning of the research. Secondly, the technological tools implemented by using TPACK framework seem to empower the students during the learning process; they got more confident in engaging the classroom activities and participated more actively in class. The results of this research will provide insight for ESP teachers in designing technology assisted lesson materials and instructional activities by using TPACK framework. Moreover, ESP teachers might consider to implement TPACK framework to build blended learning environment in facilitating student learning.

Digital storytelling of English advertisement in ESP teaching in Indonesia

This paper discusses the benefits of by using digital storytelling in order to improve the polytechnic learners in learning activity of English for Specific Purposes. In this case, digital storytelling is used as advertising media for promoting agricultural products in English registered in Technology of Agricultural Product study program at PDD UNS, Indonesia. The subjects of this research were fourth semester learners of Technology of Agricultural Product in PDD UNS who followed English 2 class. The data were collected from the learners’ surveys and the video projects. The method of this research was descriptive qualitative research to evaluate the learners English public speaking in product advertisement by using digital storytelling. The result shows that digital storytelling is a useful learning approach to improve both non-linguistic skills and productive linguistic skills in English advertisement. There were some weaknesses of by using digital storytelling in English learning. The learners would have some difficulties if there was no internet access. Besides, electronic tools such as handycam or camera recorder is needed to record the video. Then, a video-editing skill also can be determining whether the video plot is good or not. According to the result which has shown above, it can be stated that the activeness of the learners depend on how the lecturer bring the material during teaching learning process. Through the attractive teaching method or technique, it can help the learners to build their self-confidence.

Research on ESP Teaching in Post MOOC Applied Universities Based on SPOC Model

Following the development of globalization, various industries not only in their own country, but also in the whole world, the relationship between peers is closer, the scale of technology exchange, experience exchange, research results exchange is gradually expanding, the gap of applied English talents is increasing, and more demands are put forward for the training and teaching of specialized English skilled personnel. Under the vigorous expansion situation of MOOC and SPOC, this paper introduces the concepts and processes of MOOC and SPOC, and discusses the relationship between them and their respective characteristics and advantages. The author finds that it is this post-MOOC era that provides a rich approach and a new platform for ESP teaching experiments in colleges and universities.

Esp teaching in contemporary medical education in Brazil

The early 2000s have witnessed significant changes in medical education in Brazil, especially because of the creation of the More Doctors (Mais Médicos) program in 2013 and the publication of the resolution that establishes the National Curricular Guidelines for Medicine undergraduate courses in 2014. The latter focuses on a human, critical and socially responsible education, which comprehends the development of the proficiency in a foreign language, preferably a lingua franca. The objective of this paper is to map the inclusion of foreign languages, particularly English, in Political Pedagogical Projects (PPPs) from public medical schools between the years 2013-2019. Online bibliographical research was carried out and data were collected from the e-MEC system and the PPPs. Descriptive statistics have shown that 65.1% of Medicine undergraduate courses (n=28) include the proficiency of a foreign language in their PPPs, being that language English in 35.7% and any other language in 64.3%; 34.9% of the institutions do not incorporate any foreign language at all. Although the majority of medical schools seem to be conforming with the National Curricular Guidelines, there might be still a gap between targeted English language practices and their association to health education and the promotion of healthcare actions.