Learning English For Specific Purposes Research Articles

The ESP teaching and learning at the military academies in Ukraine: Psychological and sociocultural aspects

The article deals with the psychological and sociocultural aspects of English for Specific Purposes (ESP) teaching and learning at the military academies in Ukraine. Considering the high-risk environment, the cadets will serve in after commission, it offers ways of using emotional means to facilitate the ESP learning as well as to keep up their motivation and will in order to develop appropriate abilities to perform professional functions in such hard conditions. The article proposes a range of exercises and activities at each ESP lesson stage (Introduction, Presentation, Practice, Application, Verification, and Conclusion) and develops the strategies contributing to cadets' learning motivation. The article also provides activities and actions for the teachers, which will help them to properly organize and conduct ESP courses for the military developing cadets as 'secondary communicative personalities' based on the military culture of the English-speaking countries. Both the psychological and sociocultural aspects of ESP teaching and learning are analyzed with the aim of improving cadets' professional training.

Enhancing Intermediate Learners’ Proficiency Through Authentic Materials

English for Specific Purposes (ESP) courses aim to equip learners with language skills relevant to their specific field or discipline. One effective approach to teaching ESP is through the use of authentic materials, which are resources created for native speakers in real-life contexts. This article explores the benefits of incorporating authentic materials in teaching intermediate ESP learners. It examines how authentic materials can enhance language proficiency, promote learner engagement, and foster cultural understanding. Furthermore, it provides practical strategies for effectively integrating authentic materials into ESP instruction.

Investigating Engineering Students’ Needs for ICT Integration in ESP Classes

The innovations in science and technology and the continuous development of educational theories and methods have urged the need for creative uses of Information and Communication Technology (ICT) in English language teaching in Moroccan Higher Education and especially in the teaching and learning of English for Specific Purposes (ESP). For this reason and others, the present study aims to investigate the integration of ICT in ESP classes by identifying engineering students’ needs for ICT integration in ESP classes at the Engineering school (ENSAM), Meknes. To meet this aim, the study adopted a quantitative method approach, which utilized a close-ended questionnaire administered to 64 civil engineering students. The data gathered was analyzed through Statistical Package of Social Sciences (SPSS). The results revealed the significance of ICT integration in ESP classes for Engineering students. Furthermore, the students expressed a number of lacks and necessities to improve their English proficiency level in general. The current research contributes to expanding literature on ESP in Morocco. Additionally, the implications and recommendations proposed will guide future practices and reforms in ESP teaching and learning.

Website Builder as an Assistive Technology Tool for Reflection, Collaboration and Skills Development in Learning ESP

This study investigates students' evaluations of the effects of using a website builder-based project (WBP) on learning English for Specific Purposes (Legal English), specifically in relation to reflection, collaboration and skills development. The study also examines how WBP affects student learning motivation and academic achievement, as well as students' beliefs about the feasibility and potential of using WBP in learning. The study employs mixed-method design that includes qualitative and quantitative approaches. Three hundred and three second-year students, who enrolled in the Legal English course at a university in Vietnam participated in the study, basing on the stratified sampling. The main instruments include questionnaires followed by the open-ended questions, and interviews. The findings demonstrate that WBP had a positive impact on students' collaboration, reflection and skills development. Additionally, the use of WBP significantly influenced students' academic achievement, and there was a slight difference in academic achievement between the group using WBP and the group without WBP use. Students acknowledged that using WBP in learning is a feasible, innovative and potential approach for both present and lifelong learning. The changes in teaching and learning approaches by teachers should be made to be compatible with this innovation in a smart educational environment.

Description of Five Essential Elements towards Online Cooperative Learning in English for Nursing Students

Cooperative Learning (CL) develops many essential elements, including positive interdependence, individual accountability, social skills, group processing and face-to-face interaction among students in their respective groups. In connection with this question, this study aims to describe the appearance of five essential elements in Online-Cooperative-Learning (OCL). This research is a quantitative descriptive study, where a Likert scale questionnaire investigates the occurrence of the five basic elements of OCL among 109 samples of nursing students who have participated in OCL in English for Specific Purposes (ESP). This study employs univariate analysis, describing the percentage occurrence of these five OCL elements. The univariate analysis results show that these five essential elements of CL significantly appeared in online learning. Positive interdependence in OCL groups appeared at 83%, interpersonal competence successfully emerged in OCL at 85%, individual accountability emerged at 83%, and OCL group processing appeared at 84%, shaping students to adapt to "critical" conditions. Meanwhile, face-to-face promotive interaction at 76% formed positive strong bonds within the group to overcome challenges that arose during online learning. These findings indicate that OCL can provide access to building the five basic elements of CL, making OCL highly relevant for use in ESP learning for nursing students.

Learning English for specific purposes (ESPs) through social media platforms (SMPs): a systematic review

PurposeThe search for new techniques to teach English nowadays has been more than ever. These techniques have to be interesting and enjoyable in order to lower the anxiety levels of students when learning English (Bakhsh, 2016). That is why many scholars and teachers look forward to integrating technology into language teaching. Social media platforms (SMPs) are among these techniques since millions of people around the world utilize them for daily interaction. Yet, teaching English for specific purposes (ESPs) relies on learners’ needs and employs an eclectic approach in delivering its course content. For this reason, the current study reviewed articles that tackled the topic of teaching or learning ESP from SMPs so as to uncover their effect and the attitude or motivation of learners.Design/methodology/approachThe researchers used the PRISMA flowchart model in order to identify, screen and include articles in the study.FindingsThe results revealed that SMPs are effective in teaching and learning ESP writing, speaking and vocabulary. Yet, the included studies showed that learners’ attitude toward SMPs is positive as they believe that they are motivating and interesting.Research limitations/implicationsSome aspects of social media have turned out to be beneficial in the learning process and they need further investigation from ESP practitioners and scholars.Originality/valueAccording to the study, it is crystal clear that the various social networks and platforms are beneficial and helpful for improving ESP productive skills.

Investigating the Relevance of ESP Materials in Indonesian Vocational Schools: The Voice of Pharmacy Students

Investigating the Relevance of ESP Materials in Indonesian Vocational Schools: The Voice of Pharmacy Students

Unlocking ESP Learners’ Leadership and Higher-Order Thinking Skills through Whatsapp Community of Practice

This study investigates the relationship between the WhatsApp group, an instant messenger application as a community of practice platform (knowledge management, regular interactions, ease of using technology, and sense of belonging) and English for Specific Purposes (ESP) learners’ leadership and higher-order thinking (HOT) skills. The current study also examines how participation in the community of practice through the WhatsApp group can enhance leadership and HOT skills for male and female learners. 197 ESP learners participated in the five-point Likert scale questionnaire. The SPSS-AMOS analysis showed that knowledge management, regular interaction, and a sense of belonging significantly enhance learners’ leadership and HOT skills. The results also showed that male learners increased their leadership skills while female learners excelled in the HOT skills by the WhatsApp community of practice. This study has significant educational implications, particularly in emphasizing essential measures when developing an ESP curriculum to prepare learners for their future careers

DEMYSTIFYING STUDENT NEEDS IN NON-ENGLISH PROGRAMS FOR ENGLISH-SPECIFIC PURPOSES

It cannot be hindered that needs analysis is a crucial element of English for Specific Purposes theory. Without it, effective communication in targeted domains cannot be achieved. Since ESP is linked to their field of study it presupposes that student chose to be extra curious in comprehending issues related to their domain of study or work, which should have a connection between components and English skills. This study examines students' requirements for learning English for specific purposes, encompassing their needs, preferences, and areas of deficiency, with a focus on multidimensional learning needs. The research employs a descriptive qualitative approach. This study employed several techniques to collect data, including conducting interviews with students enrolled in English for Business Management (ESP) courses during their second semester. The results of this research were analyzed using Hutchinson and Waters (1987) theory of needs analysis. Researchers found that students have a high need to learn English; they desire to improve their speaking skills for work, but there is a gap between their current proficiency level and what they need. It is highly recommended for students who are planning to pursue a degree in management studies to possess an intermediate level of proficiency in the English language before starting their academic journey. Therefore, it is advisable for students in the management study program to have at least an intermediate level of English proficiency before commencing their studies. This strategy ensures their ability to address their English learning requirements effectively.

Evaluating the blackboard technology's influence on English for specific purpose education: Using technology to teach English

This study examines the impact of Blackboard technology on the learning of English for Specific Purposes (ESP) among students and teachers in public universities in Saudi Arabia. Blackboard is a popular online platform for teaching ESP because it is easy to use and accessible and provides affordable e-learning with interactive activities and a variety of educational materials. The research uses both qualitative and quantitative methods to examine how students and teachers view Blackboard. A 5-point scale survey was administered to 114 students (60 males and 54 females) to determine how often they use Blackboard for ESP instruction. In addition, interviews were conducted with six male and five female teachers to evaluate Blackboard's effectiveness in academics and its influence on students' learning and memory. The study focused on four main areas: how often Blackboard is used by different age groups and genders, students' opinions about Blackboard, and teachers' opinions about using Blackboard for discussion. The results show that ESP students enjoy using Blackboard discussions and find them somewhat engaging and motivating. Blackboard helps with learning and communication both in and out of the classroom. The study also found that students prefer to learn in both English and their native language, while teachers believe that using the native language could slow down English learning. This research highlights the positive effects of Blackboard on ESP learning, overcoming age differences, and shows its value in education, suggesting it as a useful tool for educational institutions and policymakers to improve education and student-teacher interactions. It also points to the need for the right technological tools to meet students' needs.

The Effectiveness of Developing the Mobile Application for Learning English for Academic Purposes in a Thai Regional University

The objectives of this research were to develop and test the efficiency of a mobile application for promoting out-of-class English practice for Thai university students enrolling in an English for academic purposes course. This mobile application featured interactive flashcards, multiple-choice quizzes, matching quizzes, spelling quizzes, and a news-update page. The participants in this study were 79 undergraduate students divided into two groups based on their voluntary use of the application. In the experimental group, after the pre-test, sixty-three students downloaded and used the application for one month, while the control group consisted of the 16 students who did not download or use the app after the pre-test. Both the pre-test and post-test consisted of listening, vocabulary, grammar, and reading. Their pre-test and post-test scores were compared by using the pair-sample t-test in the experimental group, and the Wilcoxon signed-rank test was used in the control group. Additional data regarding the usability and perceived effectiveness of the app were collected using an online questionnaire and analyzed using the mean and standard deviation. It was found that students who used the app performed significantly better in their post-test than in their pre-test, but that was not the case for students in the control group who did not use the app. The data from the questionnaire show that users were satisfied with the app features and frequently used the matching quizzes, usage quizzes, and meaning quizzes. They also agreed that the app was usable and effective, and they supported further development in terms of contents. This shows that the application should be implemented in order to increase achievement in learning English for specific purposes.

Gamification on Netboard: The Students’ Perceptions of its Practice in ESP Classroom

Gamification is a learning approach that uses element from games to motivate students in the learning process and enhance feelings of enjoyment and engagement with the learning process This research aimed to investigate the students’ perception toward gamification as applied in English Language Education. This research was conducted at a private university in Riau, and the sample was 47 students of the sixth semester. This research used descriptive-quantitative approach, and the instrument is questionnaire. The questionnaire consists of 35 questions, divided into 7 indicators. The results of this study were processed quantitatively using the Likert scale formula. The result of this research indicates that students were dominant agreed with the 35 statements of 7 indicators about gamification. The research found that the 1st indicator agreed with index 68.65%, the 2nd indicator agreed with index 71.47%, the 3rd indicator agreed with index 68.65%, the 4th indicator agreed with index 67.16%, the 5th indicator agreed with index 71.1%, the 6th indicator agreed with index 71.7%, and 7th indicator agreed with index 70.8%. Therefore, gamification is a platform that suitable for teachers and students in the learning process, especially in learning English for specific purposes.

Optimizing Academic Skills in International Relations Students through ESP: A Focus on Information Sharing with Active and Passive Voice

This research uses a qualitative approach to explore academic information-sharing skills among International Relations study program students. Through interviews with lecturers and students and classroom observations, this research observes interactions in learning English for Specific Purposes (ESP) with a focus on teaching active and passive sentences. By applying the Miles and Huberman model analysis, this research found that teaching active and passive sentences in the ESP approach had a positive and significant impact on the development of various skills, including information sharing, communication, writing, conceptual understanding, critical thinking, as well as student participation and interaction skills, in the context of studying International Relations. This approach also creates a collaborative learning environment where students actively participate in discussions, interact with lecturers and fellow students, and share experiences and knowledge related to learning material. The results of this research consistently support the effectiveness of teaching active and passive sentences in the ESP approach in improving communication, writing, critical thinking skills, and student participation and interaction in the context of learning International Relations. The implications of this research can be the basis for developing curriculum and teaching methods that are more effective in enriching ESP learning for International Relations students.

Need Analysis Course Design: ESP Textbook Evaluation in The Psychology Faculty

This study aims to describe the 'need analysis' of English for Psychology courses and evaluate the ESP textbook from the point of view of the textbook users at the Faculty of Psychology. A need analysis survey in learning ESP and ESP textbook evaluation was conducted and then analyzed quantitively. The data sources of this research were students of the Faculty of Psychology who were taken by purposive sampling, which amounted to 20 people already in the 4th, 6th, and 8th semesters, the head of the Psychology department, and three lecturers in the Psychology Faculty. The data collection used was a questionnaire and documentation. The data is in the form of questionnaire results and interviews. Documentation technique is used in collecting data, while analysis technique is used in analyzing data, namely reduction, data display, and drawing conclusions and verification. The study results show that language skill materials are crucial for future Psychology students.
 Regarding speaking skills, students primarily require resources for conversing with current issues that are up-to-date. Regarding the students' need to access psychology journals and textbooks, writing and skills in composing scientific articles, reports, and lab documents are essential. However, the study reveals dissatisfaction among Psychology students with the current ESP textbook, particularly in appearance, visuals, design, layout, and writing materials. Despite some elements meeting their needs, such as layout, content, exercises, and speaking resources, improvements are needed in certain areas. Consequently, it is recommended that the ESP textbook be enhanced to better cater to these requirements, and future researchers undertaking similar studies should consider this focus on English for Specific Purposes (ESP).

Paradigma Mendidik dan Mengajarkan English For Specific Purpose dalam Meningkatkan Kompetensi Mahasiswa Akuntansi Ditinjau dari Perspektif Psikologi Pendidikan

In the field of education, the teaching paradigm means providing lessons about various sciences to individuals, which then will benefit the individual's thinking abilities. Educational Psychology is a branch of psychology that specializes in the understanding of learning and teaching processes in educational environments. Through the perspective of Educational Psychology, education can be viewed as a practical science that seeks to explain learning in accordance with scientifically established principles and facts surrounding human behavior. The research method used was descriptive qualitative with triangulation techniques, data collection through observation, interviews and questionnaires, as well as documentation studies. The results of this research are first, the presence of psychology in the world of education provides practical benefits in the teaching and learning process, especially in learning English For Specific Purposes (ESP) in Accounting courses, which helps students know English terms in making financial reports and journals. Second, it was found that the paradigm skills of teaching and educating ESP when viewed from educational psychology had a positive impact on college graduates and teaching staff. One of them is helping graduates have ESP competence in their field. It is hoped that the results of this research can contribute to the development of the ESP curriculum in Indonesia.

AN EXPLORATORY STUDY ON STUDENTS’ READINESS FOR AUTONOMY WITHIN THE ESP CONTEXT: THE CASE OF TWO COUNTRIES

The paper investigates students’ readiness for autonomy within the context of learning ESP (English for Specific Purposes) at the tertiary level. Developing learner autonomy within the context of higher education is particularly relevant for students in view of pursuing their career goals in the future. The main objective of the study was to find out whether and to what extent students were ready to adopt autonomy within the learning process at the university level. The sample for this study consisted of a total of 79 respondents from Poland (University of Applied Sciences in Tarnow) and Serbia (University of Belgrade, Faculty of Agriculture). A purpose built questionnaire evaluating an aspect of readiness for autonomy was used to probe the participants. In general, students from both subsamples were inclined to place responsibility for their learning on the teacher. Suggestions on how to tackle different autonomy issues and how to broaden the current study are provided in the conclusions.

LANGUAGE LEARNING STRATEGIES OF ESP LEARNERS: A COMPARISON BETWEEN DURING AND POST-PANDEMIC SITUATION

Several studies have highlighted the importance of language learning strategies (LLS) for second and foreign-language learners. These strategies have played a significant role in distinguishing between more successful and less successful language learners. However, the outbreak of the COVID-19 pandemic in 2020 brought about unprecedented changes in the teaching-learning process, with a shift towards online platforms. This study aimed to determine what language learning strategies were applied by the 85 learners of the Mathematics and Biology Departments, ESP (English for Specific Purposes) learners taking English courses during and after the pandemic. In addition, this study also investigated whether there are any similarities or differences in the language learning strategies employed by using comparative design. To collect data, the researcher utilized the Strategy Inventory of Language Learning from Oxford (1990), translated into Indonesian, to ensure clear comprehension among the learners. Descriptive statistics for means and standard deviations were then used to analyze the data. The analysis revealed that, regardless of the circumstances, the students applied all strategies in their learning. Then, they consistently applied the metacognitive and memory strategies more frequently than others.Additionally, the findings indicated that the students utilized the social strategy during the COVID-19 pandemic, while the affective strategy was employed somewhat in the post-pandemic period. The outcomes of this study have significant implications as they raise awareness among learners and ESP instructors about the benefits of employing language learning strategies. Recognizing and utilizing these strategies can significantly enhance language learning outcomes. By understanding the preferred strategies employed by students during different periods, instructors can tailor their teaching approaches accordingly to maximize the effectiveness of language instruction.

‘’Once I enter the class, I just feel like in the middle of nowhere’’: a narration of ESP teacher's emotional geographies

While studies on the teaching of English for specific purposes (ESP) in higher institutions have been widely explored, there is a paucity of research addressing how ESP teachers in higher education deal with their emotional geography when teaching ESP. The data of this present study were garnered through in-depth interviews and analyzed following Braun and Clarke’s (2014) thematic analysis. Anchored by Hargreaves' (2001) emotional geography, the study revealed that the participant had undergone negotiated emotional changes in his experiences as an ESP teacher, which were anchored by physical, social, moral, professional, and political aspects. The findings of this study informed that the participant experienced sustainable adaptation through negotiated emotional changes in his role as an ESP teacher in tertiary education. Furthermore, the present study revealed that ESP lecturer shows five aspects of emotional geographies. Understanding the results of the current study may encourage ESP teachers to handle their feelings when instructing with caution. The participant's stories in this study provide pedagogical insights for redesigning curriculum that focus on ESP learning. Policymakers could also use the results of this study to implement training programs for ESP teachers on how to successfully teach English for specific purposes for non-English department students.

Enhancing Students’ Acquisition in Learning English for Specific Purposes by the Flipped Classroom Model

The aims of the study was to investigate if the Flipped classroom model enhances students’ acquisition when learning English for specific purposes (ESP). By applying the design of pre-test and post-test on equivalent groups, the study was conducted among third year students who were studying ESP. Two classes were chosen to be the population of the study. One class was engaged as an experimental group receiving the Flipped classroom model while the other class as control group in which traditional teaching method was being used. Data were collected through questionnaires and tests. Some interesting findings of the study were revealed and obviously, there was a significant difference of students’ motivation between experimental and control groups. Some recommendations were given in the light of the results of the study as well.

Move Analysis of Sri Lankan Legal Letters of Demand for Teaching English for Specific Purposes (ESP)

Though lawyers often expect their apprentices to have a sufficient command of legal letter writing, structuring a legal letter seems to be a challenging task for the apprentices. Many genre analyses in English for Specific Purposes (ESP) have proposed move-step models or sequences of communicative functions (moves) and strategies used to predict those moves (steps) to help ESP learners to write professional letters. However, there is a paucity of move analysis of legal letters of demand though it is a frequently used genre by lawyers. Therefore, this study analyzed 30 authentic legal letters of demand, collected from 15 Sri Lankan lawyers to identify patterns in the genre organization. The Constructivist Grounded Theory methods were intersected with the move analysis to analyze emergent moves and steps. The results include a sequence of four obligatory moves (i.e., Opening, Stating Background Details, Stating the Cause of Action, Demanding), and an optional move (Closing), which were realized in 14 steps, and classified into obligatory, conventional and optional. The accuracy of the moves and steps generated were checked for consistency with two lawyers who were interviewed at two stages of coding the letters. The move-step model could be incorporated into teaching materials of legal letters of demand writing, to help novices learn the rhetorical structure and discursive practices associated with writing legal letters of demand. The model contributes to the body of knowledge of ESP genre analysis, move analysis and to the field of teaching English for Legal Purposes.