ESP Learners Research Articles

Ethnographic lens: Understanding managerial and operational level perspectives on ESP teachers roles

This study investigates the managerial level (the deans of the faculties and the director of ESP) perspectives and ESP teachers’ perspectives (operational level) on how they assume their roles in teaching ESP. This study used an ethnographic approach. The phenomena of an ethnography are commonly examined from a collective perspective. This suggests analyzing the culture under investigation from an insider's viewpoint by emphasizing the significance that the members of that society attribute to it. The findings show that sociocultural factors are assumed to influence the deans’ expectations of what teachers must do in comparison to what teachers themselves should be doing. ESP teachers at the operational level assume their roles in teaching and learning ESP as motivation builders, classroom controllers, teaching strategy innovators and lifelong learners. Meanwhile, the deans of the faculty’s (managerial level) expectations of ESP teacher roles entail a material developer, a curriculum contributor, a language trainer, a student mental safeguarding, a collaborator and a program evaluator. While deans and teachers share a common goal of educating students, their roles, responsibilities and perspectives differ significantly leading to different expectations. Both cohorts namely managerial level and ESP teachers should intensively discuss to obtain a satisfactory agreement in executing roles and responsibilities. Besides, when designing professional development, it is suggested to focus on two areas: enhancing and sustaining instructors' English proficiency and expanding language teaching knowledge and skills.

Empowering Administrators: Exploring the Perceived Impact of ESP Learning on Private School Efficiency

Empowering Administrators: Exploring the Perceived Impact of ESP Learning on Private School Efficiency

Blended learning challenges of EFL undergraduate students: Student learning experience in an AI-integrated ESP course

Blended learning can facilitate ESP learning, yet challenges in AI-integrated ESP learning are largely unexplored. This study aims to investigate the blended learning challenges of EFL undergraduate students from the perspective of student learning experience in an AI-integrated ESP course. The participants were 57 Thai mixed-level undergraduate students studying English for economics at a public university in Thailand. Using a mixed-method approach, student data were collected and analysed using Microsoft Teams learning analytics and triangulated with a questionnaire and focus group interview data. Study results showed similarities and differences in students’ blended learning challenges in the diverse target participants. Participants generally viewed technological and online learning aspects as the least challenging, in contrast with social aspects as the most challenging, followed by motivation and willingness to participate in the blended learning ESP course. Despite students’ academic achievement, data revealed students’ negative emotions and negative blended learning experiences amongst higher-proficiency students, but lower level of blended learning challenges due to easy learning tasks and lack of teacher support for more advanced language skills. In contrast, lower-proficiency students recorded more positive emotions and blended learning experiences but a higher level of blended learning challenges. Despite lower-level English, lower-proficiency students experienced teacher support both in using AI and ESP. The study highlights the importance of teacher support, which fulfils the incomplete roles of AI in ESP blended learning, and calls for a reconceptualisation of blended learning challenges. Implications for pedagogy and research on AI-integrated blended learning in ESP contexts are provided.

Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learners

Academic vocabulary plays a critical role in L2 argumentative writing. Recent studies have specifically examined the importance of academic vocabulary and academic word lists for EAP and ESP learning and research. However, it is unclear how English as a Foreign Language (EFL) learners perceive academic vocabulary and the challenges they face using this vocabulary in university argumentative essays. The present study adopted a case study approach to investigate Chinese university EFL learners’ perceptions of, and problems with, academic vocabulary in an argumentative writing task. Five fourth-year advanced EFL learners were assigned to write an IELTS essay before participating in a one-on-one interview. The results indicated that while participants had a heightened awareness of the importance of academic vocabulary, they lacked a comprehensive understanding of this construct. More specifically, they knew little about the academic register, and their academic vocabulary size was small. Consequently, various problems arose in relation to the use of academic words in their argumentative writing, including word choice and the over-reliance on Chinese word meaning and word spelling knowledge. The EFL learners also reported that the biggest challenge to their academic writing was the lack of academic collocation knowledge. These findings have pedagogical implications for understanding the academic lexical problems facing Chinese EFL learners in their academic writing.

Correlation of ESP Learners’ Cognitive, Metacognitive Strategies and Academic Achievement

There have been many studies dealing with the interconnections between the utilization of language learning strategies and the overall academic achievement of EFL learners. Our research aims to investigate whether there is some correlation between the implementation of cognitive strategies, metacognitive strategies, and academic achievement in an ESP context. The study sample incorporated 170 undergraduates studying in business administration programs at the university where we are teaching. We used the Strategy Inventory of Language Learning Strategies (SILL) put together by R. Oxford to examine the implementation of CSs and MCSs by the learners. We generated the results with the help of descriptive and inferential statistics. We compared the data received with the students’ GPAs by using the Pearson correlation coefficient. The findings revealed that students make use of both CSs and MCSs fairly highly. MCSs are used more than CSs. There is a remarkably useful correlation between GPA and most of the CSs and MCSs examined. The findings and recommendations of this research will contribute to the ongoing literature and they will help in updating ESP syllabi and teaching techniques of vocational and practical programs that require ESP.

ESP Instruction Design Based on Digital Literacy for Tourism English Learners

The present study aims to investigate the ESP instruction based on digital literacy for tourism English learners. In this study, digital literacy is defined as the ability to understand, synthesize, and use multiple forms of information from digital sources to create new information for one’s own purposes. To address the deficits of digital literacy of ESP learners, the study is conducted through design-based research, which is considered to be a problem-solving approach in education. Firstly, a total of 92 tourism English learners were asked to complete the Knowledge and Information Processing Competency (KIPC) survey to diagnose their digital literacy levels. Secondly, the study proposed the digital literacy related activities to facilitate the learners collecting, processing and using digital knowledge and information. The instruction was based on a coursebook-driven approach which added digital literacy activities to the traditional ESP instruction. Lastly, the reflective journals of learners were examined through frequent word analysis. In the findings, ESP learners showed competency in collecting rather than utilizing digital knowledge and information, thus the ESP instruction based on digital literacy was designed to facilitate learners to utilize more digital knowledge and information which helped them to develop teamwork, problem- solving and selfassessment.

Motivation Types: A Key Factor in Self-regulated ESP Learning

The objective of this paper is to examine the impact of motivational orientations, or various forms of motivation, on the success of foreign language (L2) learning as a measure of self-regulation for ESP (English for Specific Purposes) students. It has been postulated that the nature of motivation has a substantial impact on second language (L2) learning, as evidenced by success as a measure of self-regulated learning. This association remains consistent even when moderator variables such as gender, age at which L2 learning begins, and years of L2 learning are integrated. This empirical research covered 460 respondents, of whom 245 (53%) were male. The students attended the Faculty of Technical Sciences (FTS) at the University of Novi Sad. The Foreign Language Learning Motivation Questionnaire (LLOS-IEA) was used as an instrument. Scale reliabilities were measured using Cronbach’s alpha indicating satisfactory reliability. An achievement test with 50 tasks and a general data questionnaire were applied. PROCESS macro for SPSS was used for statistical analyses. The initial results indicate that students are highly motivated, with Intrinsic regulation (Knowledge, Achievement, and Stimulation) and Identified regulation achieving the highest scores with good motivational orientation that are significant predictors of self-regulation, which was also seen as an indicator on the L2 achievement test. Additionally, their levels of amotivation are low, while their levels of various categories of motivation are moderate. A notable positive predictor is identified regulation, suggesting that motivation facilitated by identified regulation is linked to an improved grade in L2 and overall achievement. Furthermore, it was determined that ESP students exhibit distinct types of motivation compared to other students, which serves as an indicator of self-regulation in ESP learning. It was established that ESP accomplishments are determined by the types of motivation present in L2 learning. The age of starting L2 learning, years of L2 learning, and gender are insignificant factors in the relationship between the observed variables. Also, it is recommended that future studies should be based on a larger corpus and include not only students of the technical sciences but also students of the social sciences in order to overcome its limitations.

Maximizing ESP Learning with Chatbot Technology: An Evaluation of Effectiveness

This study investigated how students of vocational higher education could use chatbot technology as a digital learning resource. According to the research findings, the chatbot responded students' questions instantly and provided a helpful resource for discovering specific information. The chatbot also served as a handy learning tool that was accessible anywhere and at any time, allowing for individualized and independent learning experiences. Furthermore, the interactive features of the chatbot promoted interesting discovery and interactive education, which improved student involvement in many learning contexts. Improvements are also proposed, including the development of chatbot capability for instant messaging programs, the integration of student scoring capabilities, and the expansion of topic coverage through linkages to other particular courses. A more thorough understanding would result from these improvements.

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.

Exploring the Effectiveness of Web-Based Concept and Mind Mapping Tools for Enhancing Teaching and Learning ESP

Exploring the Effectiveness of Web-Based Concept and Mind Mapping Tools for Enhancing Teaching and Learning ESP

Enhancing Augmented Reality (AR) Technology to Improve Medical English Literacy

Since the paradigm for teaching reading has shifted from traditional literacy to multimodal literacy, prior research has demonstrated that augmented reality (AR) technology can successfully improve conventional literacy in general language learning. Only a few research, particularly in English for Nurse courses, have examined the potential of Augmented Reality (AR) technology to improve multimodal literacy in ESP learning. The purpose of this study was to determine how AR technology affects nursing students' multimodal literacy in ESP learning and how they communicate with others through a variety of multimodal modalities to improve their multimodal literacy in medical English. Fifty nursing students enrolled in English for Nursing courses participated in the study to share their experiences using this multimodal ESP learning survey to improve their medical English literacy. In the auditory mode, background music and sound effects were used to elicit strong emotions and improve immersive experiences. The results also showed a significant improvement in nursing students' multimodal English literacy skills when the material was created for a location-based augmented reality application. The findings revealed that nursing students used three modes in AR (visual, imaging, and animations). The three modes were used to help viewers comprehend complex material, give them specific ideas, and encourage participation.

USING PROJECT WORK IN TEACHING ENGLISH FOR SPECIFIC PURPOSES FOR ENERGY SECTOR

This paper aims to investigate the efficacy of project-based learning in teaching English for specific purposes, particularly in technical universities within the energy sector. A number of methods helped to achieve this task. They include establishing the practical value of ESP for the energy sector and designing special methodology and training forms according to the tasks of the discipline. Our approach focuses on developing language skills by applying speaking abilities in practice in real-life situations that can facilitate learning English in a professional context. In this article, we examine two crucial components of project work: role-play and case study. These activities facilitate collaboration, communication, and problem-solving skills. Such kinds of projects help students expand their vocabulary and reinforce its usage in spoken English. Furthermore, presenting their findings and conclusions before their peers and teachers enhances their public speaking and presentation abilities. This paper advocates the use of project-based learning as a powerful tool for creating an immersive and meaningful language-learning experience. It showcases practical scenarios that students can simulate to enhance their learning experience. It also delves into the essential guidelines to ensure the success of this immersive teaching approach. In this paper, we provide a specific case study tailored for students in the energy sector, namely wind power integration in Ukraine. We detail the key stages of the implementation, the aims, and the critical highlights of this methodology. In the initial phase, the instructor should familiarize the students with new vocabulary and terminologies that are relevant to the renewable energy domain. It is recommended that students use industry-specific language in their discussions to augment their comprehension of the domain. This approach will help them build a solid foundation of the terminologies and lingo that are commonly employed in the renewable energy sector. The assignment objective is to provide a detailed and comprehensive overview of wind power as a renewable energy source in Ukraine, its prospects, and its feasibility. To accomplish this task, students must explore the intricacies of the project’s technological challenges, as well as its economic impact and public perception. Furthermore, students must analyse communication strategies that have been utilized to influence public opinion, while considering the potential environmental impacts and anticipating sustainability project outcomes. For students to excel in this assignment, they must conduct thorough research and thoughtfully organize their findings. They must also evaluate all options, consider potential solutions, and justify their choices. Finally, students will be required to present their findings to the class in a polished and engaging manner. The presentation is expected to finish with group discussions. Following presentations and group discussions, students are encouraged to provide constructive feedback to their peers. This activity not only enhances their speaking skills but also promotes active listening and develops communication skills. In conclusion, to augment project work, elements such as role-play and case study methods can be integrated into ESP learning. Conclusions. This approach provides students in the energy sector with valuable insights into the challenges and dynamics of their industry while simultaneously enhancing their speaking skills. Teachers can supplement project work with multimedia resources such as videos, interviews, or documentaries related to the energy sector, which can add variety to the learning process and expose students to different accents and communication styles.

B-ACE Mobile Learning with Outcome-Based Education Approach: Developing ESP Learning Media for Airport Civil Engineering Students

B-ACE Mobile Learning with Outcome-Based Education Approach: Developing ESP Learning Media for Airport Civil Engineering Students

English Vocabulary Mastery In Vocational Higher Education: An Analysis Of Challenges And Feasible Strategies

Vocabulary mastery is one of the important keys that bridge the subject comprehension. Understanding new concepts, ideas, and principles requires knowledge and competence in using words in various settings. The success of English learning in ESP will then contribute to the success of understanding other subjects in the field. Therefore, this research aims to investigate the problems, needs, and feasible strategies in improving vocabulary mastery in vocational higher education settings. The total of 303 freshmen students participated in this study, along with 7 English lecturers who were teaching in their classes. A vocabulary test, open-ended questionnaire, and focus group discussion (FGDs) were used as instruments. The results present the current state of students’ vocabulary level. Moreover, a number of strategies were also recommended by the lecturer in terms of students’ English vocabulary learning dan development. Future research directions are also presented

Strategies for improving ESP learners’ language skills

Strategies for improving ESP learners’ language skills

English Language Teaching: Teaching College Students English for Particular Functions

This paper includes a current evaluation as well as a course layout. English for unique functions (ESP) within the subject of ELT (English Language Teaching), 2) the characteristics of teachers and students in ESP, and 3) the demanding situations associated with the trainer, pupil, surroundings, and other factors in ESP teaching. The ESP in ELT refers back to the particular English language necessities of the target learners or scholars. It describes the coaching of a certain English genre for college students with a defined set of targets that is geared in the direction of and concentrated on English teaching and studying. Based totally on an assessment of desires, targets, and the sports requiring English, ESP is created and advanced. Positive duties as a trainer, such as asking college students to develop study goals, creating a supportive environment, getting to know their surroundings, and assessing college students' progress, are all approaches to shaping publications. At the same time, getting to know techniques that are properly designed, difficult-to-remember know-how, and a specific ardor for learning are all associated with newcomers. Within the implementation of ELT, there are challenges and issues related to the instructor in coaching ESP, inclusive of the poor quality of the lectures and textbooks, the lecturers' inadequate qualifications and teaching strategies, and the absence of a theoretical framework for coaching ESP. difficulties relating to the students, such as their demographics, the demands of learning ESP, their English skill ability, the differences between their native tongue and other languages, their loss of vocabulary, their reliance on dictionaries, and their lack of know-how of how to use dictionaries, particularly ESP phrases. while the environment-associated challenges consist of a shortage of educational substances, courses with an excessive number of students, and a heavy emphasis on exams.

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.

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.

The effect of team teaching on Iranian ESP learners reading comprehension

This article defines team teaching as a teaching approach that utilizes the expertise and instructional capabilities of distinct educators to enrich the process of learning. Team teaching refers to an instructional strategy that involves the collaborative efforts of multiple teachers who jointly plan, deliver, and assess the learning experiences of a group of students. This approach integrates the diverse knowledge, skills, and perspectives of the participating educators to create a more comprehensive and engaging educational environment. This paper has examined the use of team teaching as a means of enhancing reading comprehension of English for specific purposes in Iranian context. A number of 100 intermediate-level ESP students in Iran participated in this study. They were divided to two groups, control group with 50 students and experimental group with 50 ones. Team teaching or collaborative teaching strategy was used for experimental group. For control group individual teaching or none collaborative teaching was employed. The data obtained from the study was given to SPSS software. Statistical procedure appropriate for this study was analysis of covariance (ANCOVA). The results of the study showed that in comparison with individual or none collaborative teaching, collaborative or team teaching has a better effect on Iranian ESP learners reading comprehension. It is also found that multilevel class has positive effect on learning language skills.

FACTORS AFFECTING NURSING STUDENTS’ HESITANCY TO SPEAK ENGLISH: A STUDY AT UNIVERSITAS PELITA HARAPAN

Proficiency in spoken English is commonly seen as avital aspect of language learning. Regrettably, a significant portion of ESP learners exhibit reluctance to engage in oral communication inside the language learning classroom, which can be attributed to various reasons. Therefore, the present study aims to investigate the relationship among linguistic factor, psychological factor, and sociocultural factor on nursing students’ hesitancy to engage in oral communication exercises. The data were collected using a questionnaire, while the association between variables was tested using the Gamma statistical test. The participants of this study consisted of second-year nursing students in a private university in Tangerang. The sample was determined using the convenience sampling technique, which yielded a total of 195 respondents. A noteworthy correlation had been observed between the linguistic factors (p-value 0.001), psychological factor (p-value 0.001), and sociocultural factor (p-value 0,004) in connection to nursing students’ hesitancy. The correlation between factors is moderately strong, with the variables of all factors indicating a positive association with reluctance. Consequently, the higher the factors, the greater the nursing students’ willingness to speak English, and vice versa. The lecturers should hence foster a safe and accepting environment in the classroom through fostering connections between themselves and the students.