ESP Vocabulary Research Articles

Boosting Students’ ESP Vocabulary by Utilizing AI Chatbot

Technology integration in foreign language learning is a must today. One of the issues is the utilization of artificial intelligence (AI) Chatbot in English language teaching. Some studies have mentioned the benefits and advantages of using AI Chatbot. Nonetheless, none of the studies examines deeply on hoe ESP vocabulary. To fill the gaps, this study examines the effect of AI Chatbot especially Dialogflow enhanced the ESP vocabulary acquisition. The experimental comparison of two groups—an experience group and a control group—is the backbone of this study in order to accomplish that purpose. Both groups underwent pre-tests and post-tests to assess the effectiveness of utilizing AI chatbot in learning ESP vocabulary. The chatbot content was meticulously constructed to incorporate vocabulary features such as synonyms and concise explanations of word meanings. The study's findings revealed that utilizing chatbots significantly improves the acquisition of ESP vocabulary. It was found that students in the experimental group that used Dialogflow, a chatbot, performed better than students in the control group. To add, the study suggests that chatbots could be utilized in many situations to enhance language learning in general or in specific ESP courses. A chatbot provides a stimulating setting to facilitate positive interactions where the negotiation of meaning occurs explicitly, which appears to greatly benefit learners in advancing their second language lexical development.

Applying Neurocognitive Research in the Language Classroom: Potential Benefits of Using Metaphors in ESP Vocabulary Instruction

Applying Neurocognitive Research in the Language Classroom: Potential Benefits of Using Metaphors in ESP Vocabulary Instruction

Using Technology to Assist in EFL Vocabulary Acquisition and Reading Comprehension

Technology has significantly assisted ESP vocabulary development and reading comprehension, an aspect confirmed and validated by several research projects. The majority of research has focused on assessment outcomes. However, student input must be addressed to enhance the use of technology and its influence on learning. This study intends to assess the usefulness of technology in this sector in terms of student views, attitudes, and preferences to boost technology acceptance and usage in English vocabulary learning and reading comprehension. 31 students were asked questions about using multimedia tools to learn English. The responses were then compared and examined. The results showed that ESP learners had a good attitude regarding the apps. Furthermore, they prefer to employ a variety of technology instruments.

Using ChatGPT in English Language Learning: A Study on I.T. Students’ Attitudes, Habits, and Perceptions

In the realm of AI-driven education, it is pivotal to evaluate the viability of ChatGPT as a substitute for human teachers in English classrooms. This study aims to explore learners' behaviors, perceptions, and attitudes to ChatGPT usage in English language learning. Participants were 120 I.T. students in Vietnam – the Korea University of Information and Communication Technology and the University of Da Nang- who were learning English as a non-specialized subject. Data collection was conducted with multiple choices, a 4-point Likert scale questionnaire, and in-depth interviews. The findings highlight students' need for teacher's instruction and physical classroom despite recognizing ChatGPT’s efficacy for ESP vocabulary acquisition, translation, grammar checking, and paraphrasing. Students predominantly exploited ChatGPT to find instant solutions to English learning difficulties. The research underscores the importance of guiding learners to appropriately utilize ChatGPT, emphasizing the need for further investigation into plagiarism-detecting tools to mitigate potential misuse of the technology.

An Investigation of Vocabulary Learning Strategies of ESP Students

English is an indispensable language, especially in the digital age. For students who are not specialized in English vocabulary, understanding effective vocabulary learning strategies becomes crucial, helps increase their chances of being hired, and improves coherence in written and spoken communication. This study investigates the vocabulary learning strategies most and least commonly employed by ESP students. The research involved 59 participants from three majors: business administration, accounting, and tourism. Data collection was carried out through questionnaires and interviews. The findings highlight students' preference for metacognitive strategies and their positive attitude toward technology as a supportive tool for vocabulary acquisition. Additionally, cognitive and memory strategies linked to learned vocabulary were occasionally utilized. The implications of this research extend to teachers, students, and curriculum designers, providing insights for developing appropriate methods to enhance ESP vocabulary learning.

The Impact of Watching Foreign Movies Using English Subtitles on ESP Vocabulary Comprehension and Composition of Words in English

The Impact of Watching Foreign Movies Using English Subtitles on ESP Vocabulary Comprehension and Composition of Words in English

The Potential of ICT Tools for Achieving Better Achievement in Learning English for Specific Purposes in the Context of Hybrid Learning

Educational technology as an interdisciplinary field whose subject of study is the effective use of modern technology in education is very significant when we talk about changes within the educational system. Bearing in mind that educational technology includes both means and procedures used in the teaching and learning process, the goal of its application is to increase the efficiency of the teaching process itself, as well as student achievement in learning. The paper is based on the assumption that the application of ICT tools in the teaching ESP has the potential to contribute to the success of students in mastering the desired material. The research subject of this paper is the examination of the impact of the application of information and communication technologies in teaching on the learning ESP vocabulary at the academic level in the context of hybrid learning. With the aim of examining the mentioned impact, a survey was conducted on a convenient sample of 50 first-year students of the Faculty of Business Studies and Law and the Faculty of Information Technology and Engineering, UNION University "Nikola Tesla" in Belgrade. The obtained results are contrary to our expectations that teaching organized with the help of ICT will lead to a significant progress of the experimental group compared to the control group on the knowledge retest and indicate that although teaching generally leads to progress in the achievement of students of both groups, the use of ICT in teaching, in the way it was performed in this research makes no difference in terms of that progress.

Fostering diversity of teaching practices and the role of language for specific purposes – report

5th International ESP/LSP Workshop and Conference “Actual ESP/LSP Classroom Practice – sharing the what and how and why of our teaching” was held at the University of Niš, Faculty of Electronic Engineering, Serbia on 22-23 September, 2022 in the offline/hybrid mode. It was the jubilee workshop and conference held offline at the premises of the faculty, enhancing virtual participation and also accepting personal attendance. The 5th hybrid conference encompassed 38 presentations from 17 countries thus hosting colleagues from USA, Slovenia, Romania, Georgia, Serbia, Slovakia, Montenegro, South Africa, North Macedonia, France, Russia, India, Cyprus, Germany, Ukraine, Bulgaria, Bosnia and Hercegovina. Many esteemed colleagues joined us in considerations of conceptualizing the teaching and learning content, methods, approaches, materials, and sharing demonstrations of their own exemplary classroom practices. The keynote speaker, Dr. Mary Risner with the University of Florida, USA, delivered a workshop each day of the event providing hands on knowledge directly usable in our own classrooms (Making Real-World Connections in the ESP/LSP Curriculum through Technology and Experiential Learning). The scope of the conference topics included to name just a few: Financial Issues in Fiction, Symmetric and Asymmetric Communication in Teaching English for Medical Purposes, Testing Corpus Linguistics Methods in ESP Vocabulary Teaching, CLIL as the Vehicle of Transition from Mono- to Bilingual Instruction, Facilitating Legal English Teaching and Learning through SIOP Model, Implementing Emotional Intelligence Activities in the ESP Classroom, Cleared for Take-off: from Authentic Aviation Tasks to Communicative Classroom Activities, ELP/LE for the Judiciary: Instructional Design for Authentic Learning, Educational Videos as an Invaluable Teaching Material in ESP for Sports, Cross Cultural Communicative Challenges in an East-Indian Class, etc.

From Vocabulary to Lexis: Modern Methods of Approaching Terminology in Esp Classes

"Vocabulary is a major component in any foreign language course, its acquisition enabling learners to develop both their linguistic and communicative competences. The overall aim of this paper is to bring to the fore the vital role of specialised terminology in the process of teaching/learning ESP. We shall start by scrutinising theoretical considerations related to what ESP vocabulary to teach, and how to teach it. We shall then propose a range of creative methods and activities that teachers can use in Business English classes, in order to build their students’ knowledge of ‘specific’ or field-related vocabulary. "

VOCABULARY ACQUISITION IN ENGLISH FOR MEDICINE - STUDENTS’ PERSPECTIVE

The acquisition of vocabulary is a rather complex and lengthy process, and as such, it has earned immense research priority in second or foreign language acquisition. An entire division of second language acquisition is dedicated to learning strategies and taxonomies in ESL/EFL to enable students to recognize and take advantage of a variety of options for vocabulary acquisition. Students are diverse, and their needs are diverse. In the field of medicine, many professionals are internationally trained, and to express ideas clearly in English, they need to be proficient in language. Thus, they need appropriate ESP jargon and vocabulary. To serve these diverse needs of students to the fullest, teachers need to be equipped with the latest methods of teaching vocabulary acquisition. The present study aims to present the already established learning strategies for vocabulary acquisition from specialized English books related to Medical English and explore what medical books offer in terms of vocabulary acquisition, and present students’ opinions regarding vocabulary acquisition and learning strategies. Finally, to propose and give some new insight and ideas to scholars for curriculum development of English for medicine. Based on data collection, i.e., students’ questionnaires, the results showed that the ESP textbooks for medicine should be interactive and precise and not overwhelm students with general notions and ideas. As a crucial tool of instruction and curriculum design, needs analysis should be performed to give instructors and administrators an exact idea of what students want and need to succeed in their future professions. Computer-assisted vocabulary acquisition is a very likeable element of ESP medical textbooks. Thus, it should be a dominant part of ESP materials for medicine and other ESP fields.

TESTING CORPUS LINGUISTICS METHODS IN ESP VOCABULARY TEACHING

Corpus-based methods have been progressively popular and required in teaching language, especially as regards English for Specific Purposes. When it comes to practical application and testing of the e.g. corpus-derived vocabulary lists, the scarcity of the resulting experiences has also been evident. Our idea, therefore, was to conduct experimental research with our target language learners and test the efficiency and effectiveness of corpus linguistics methods by incorporating them in the course design, as opposed to the group of students that continued the semester as per the earlier designed course. The study was conducted with the students of Marine Engineering study programme during one academic semester. Their knowledge of both general and technical vocabulary was tested at the beginning and end of the semester. The conducted and presented statistical analysis was upgraded by semi-structured interviews for providing the students’ perceptions and feedback. The results generally point to a positive correlation with innovative teaching methods. Moreover, positive reactions of the students noted during and after the research period bring about the additional and better motivation of both the students and the teachers when it comes to introducing innovative corpus methods in language teaching. In addition, some limitations of the study have been pointed to, as well as recommendations for further and similar research endeavours.

Effects of mind mapping on learning ESP vocabulary: a case study

The current study aimed at exploring the effect of using mind mapping strategy on learning ESP vocabulary. The research design is quasi-experimental. The sample of the study consisted of an experimental group (33 students) and a control group (41 students). The experimental group received mind mapping instruction whereas the control group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pre-test and the post-test results in the experimental group. There was no significant difference in the mean scores of the post-test between the experimental group and the control group which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.

Effects of mind mapping on learning ESP vocabulary: a case study

The current study aimed at exploring the effect of using mind mapping strategy on learning ESP vocabulary. The research design is quasi-experimental. The sample of the study consisted of an experimental group (33 students) and a control group (41 students). The experimental group received mind mapping instruction whereas the control group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pre-test and the post-test results in the experimental group. There was no significant difference in the mean scores of the post-test between the experimental group and the control group which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.

Insights into ESP Vocabulary Learning Strategies Used by Vietnamese Tertiary Students

Research background: ESP vocabulary is pivotal for learners to master the ESP subject matter, so there has been growing interest in how vocabulary learning strategies (VLS) for ESP are used. In addition, understanding the underlying reasons for using VLS for ESP is indispensable.Purpose of the study: To this end, this paper aims at exploring VLS for ESP in terms of metacognitive strategies, cognitive strategies, memory strategies, determination strategies, social (discovery) strategies, and social (consolidation) strategies employed by Vietnamese tertiary students and their reasons for such VLS deployment.Methods: It involved 270 technical students from a higher education institution in Ho Chi Minh City, Vietnam, who were conveniently selected. This mixed-methods research gathered data by means of a closed-ended questionnaire and semi-structured interviews.Findings and Value added: The findings unraveled that participants employed strategies for learning ESP lexical items moderately. Remarkably, the metacognitive strategies were the most frequently used among six groups of VLS for ESP, whereas social (consolidation) ones received the least attention. The results further uncovered that participants used VLS for ESP because of efficiency and regular practice, while lack of confidence and environment for practice hindered them from making use of VLS for ESP. Such findings are expected to enrich the knowledge of how students learn ESP lexical items in the Vietnamese context and other similar ones.

Effective strategies of learning ESP vocabulary for technical students

Effective strategies of learning ESP vocabulary for technical students

ESP (english for specific purposes) vocabulary to improve reading at an a1.2/ a2.1 english level

The aim of this research was to investigate the use of ESP vocabulary in general English classes to improve English, by using the student-centered learning approach, concentrating mainly on reading skills. For the study case, 123 students of different careers offered at Central University of Ecuador, English A1.2, A2.2 levels, constituted the population studied, during the period May-November 2018. A teacher- made pre-test of basic technical vocabulary knowledge was administered. ESP vocabulary was taught to complement General English structures and grammar. At the end of the semester, a post-test was given to the students to determine the influence of the technical vocabulary in their proficiency. Data analysis showed that the student-centered approach using basic technical vocabulary in general English learning was effective. Furthermore, the results showed that when focusing to student’s needs, degree program students are more motivated to learn and read more academic literature related to their careers.

INTENTIONAL VS INCIDENTAL ESP VOCABULARY ACQUISITION BY POLITICAL SCIENCE STUDENTS

The article discusses an experiment that researched the intentional vs incidental ESP vocabulary uptake in two university groups of third year political science students and addresses the implications of using an authentic audiovisual material as an input text for an ESP course. The procedure of intentional vocabulary learning involved pre-teaching of lexical items and explicitly informing the students they would have to use the vocabulary in a following productive activity (writing an essay), while the incidental uptake took place in the course of self-study where the students had to watch an authentic audiovisual recording and then write an essay on the subject discussed in the video. The case study employed a quantitative research method to calculate the amount of the target words and collocations used in the written output, and a qualitative method to assess the accuracy of their usage. Two months later a delayed posttest was done to check the students’ productive knowledge of the target lexis form. The experiment correlated with output- and involvement load hypotheses, and had to assess the effect of a text-based output on learning outcomes, as well as observe how applicable is the involvement load hypothesis to analysing the students’ self-study strategies. The study showed that the intentional mode of learning outperformed the incidental acquisition by over 20% and suggested what factors may have enhanced the scope of the ESP vocabulary retention. Further studies could concentrate on evaluating ESP learners’ both productive and receptive target vocabulary competence over a longer-term perspective.

Teaching English for specific purposes to computer science students with reading difficulties

This is a case study conducted to investigate difficulties that may hinder third year computer science students in their development of ESP reading skills, and to grasp the different factors that may influence students negatively. Data were obtained from a questionnaire which enabled the researcher to obtain valid information about the learning situation of the target population. Through the use of this tool, students’ preferences and difficulties in the area of reading were analyzed. The results revealed the need to increase students’ exposure to reading and provide support with vocabulary. Hence, some recommendations and strategies are provided to remedy the situation and boost the students’ learning process
 
 Keywords: Computer Science students; ESP vocabulary ; reading difficulties; reading strategies.

Strategies for Teaching ESP Vocabulary in Nigerian Universities

Strategies for Teaching ESP Vocabulary in Nigerian Universities

Lifelong Learning and ESP Vocabulary: Reflections in Telecommunications and ICT

This paper examines the building of a glossary of technical terms by a sample of master’s degree students in the professional field of Telecommunications Engineering. To achieve this aim, linguistic data was extracted from the European MACbioIDi INTERREG Project with the aim of creating a collaborative bilingual, English- Spanish glossary. The glossary is used to foster vocabulary learning strategies for ELF/ESP learners and teachers of English. The study, designed for lifelong learning education and set in an ESP context of ICT and Telecommunications, shows (i) how a glossary building task can take the form of collaborative and reflective vocabulary learning projects in ESP, (ii) the learners’ identification of anglicisms in their professional domains, and (iii) samples of writing products stemming from building the glossary.