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Journal articles on the topic 'ELT: English for Specific Purposes'
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Laborda, J. G. "Developing Courses in English for Specific Purposes." ELT Journal 66, no. 1 (December 15, 2011): 143–44. http://dx.doi.org/10.1093/elt/ccr072.
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Rajguru, Santosh Pundalik. "ESTABLISHING ENGLISH FOR SPECIFIC PURPOSES POSITION IN ELT CONTEXT." Journal of Teaching English for Specific and Academic Purposes 5, no. 3 (October 12, 2017): 515. http://dx.doi.org/10.22190/jtesap1703515r.
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The present paper tries to explain how English language can be useful in establishing dominant positions in various situations. Globalization has become a reality, a fact that cannot be avoided by any nation in the world. As an Eastern country and nation, India now has to prepare a strategy – how to face the Post-Globalization Era. English for Specific Purposes (ESP) is a sphere of teaching English Language including technical English, Scientific English, English for medical professionals, English for waiters, English for tourism. Aviation English as ESP is taught to pilots, air traffic controllers and civil aviation cadets who are going to use it in radio communications. A great deal can be written about the origins of ESP. But there are three notable reasons common to the emergence of all ESP: the demands of a brave new world, a revolution in linguistics, and focus on the learner. This paper would focus on the rise and origin of ESP and how it has acquired its place in the broader categories of language. It is also categorized in different types with its special and unique characteristic features. In the latter part of the paper the learning methodology and future are discussed.
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McDonough, J. "English for specific purposes: a survey review of current materials." ELT Journal 64, no. 4 (September 15, 2010): 462–77. http://dx.doi.org/10.1093/elt/ccq060.
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Fitria, Tira Nur. "Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT)." JET ADI BUANA 5, no. 01 (April 30, 2020): 55–66. http://dx.doi.org/10.36456/jet.v5.n01.2020.2276.
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This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.
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Bošković, Dražena, and Ivona Šetka Čilić. "English for Specific Purposes - Yesterday, Today, Tomorrow." Društvene i humanističke studije (Online) 7, no. 4(21) (December 30, 2022): 283–306. http://dx.doi.org/10.51558/2490-3647.2022.7.4.283.
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The phenomenon of English for specific purposes (ESP) occurred in 1960 as a result of a fast revolution in theoretical linguistics, followed by worldwide demands for a faster and better learning of the English language in both professional and academic environments, as well as a result of an increased pressure on educators and educational institutions to focus more on needs of students. English for specific purposes occurred within English Language Teaching (ELT); however, later, it became an autonomous subfield of applied linguistics. This article deals with major definitions of the concept, its origin, basic characteristics, followed by a discussion about the most prominent evolution phases of English for specific purposes. Furthermore, it tries to predict the future of this extremely important field. The article begins with an introduction where we present basic definitions and characteristics of the term. After that, we discuss the early years of English for specific purposes, key concepts with an emphasis on the notion of needs analysis and the modern era in which the genre becomes the central topic of study, but we also overview recent research in the field of corpus linguistics and ethnography. The conclusion discusses possible future directions and development of English for specific purposes.
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Salmani-Nodoushan, Mohammad Ali. "English for specific purposes: Traditions, trends, directions." Studies in English Language and Education 7, no. 1 (March 2, 2020): 247–68. http://dx.doi.org/10.24815/siele.v7i1.16342.
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English for Specific Purposes (ESP) began around fifty years ago as a result of pressing worldwide demands for fast-paced language training in occupational and professional settings, rapid revolutions in theoretical linguistics, and burgeoning pressures on schools and educators to focus on, and to be responsive to, learners’ needs. It started within the field of English Language Teaching (ELT) but has gradually established itself as an autonomous subfield of Applied Linguistics (AL). This paper will review the origins, evolution, and status quo of ESP, and then predict the future directions of this important field. The theoretical, analytical, and methodological evolutions of ESP are reviewed, the positions of genre analysis, target language use situation analysis, and context in ESP are described, the ‘just-in-case’ EAP and ‘just-in-time’ EOP approaches are compared, and the text-first and context-first approaches to discourse structure analysis are compared. The paper predicts that ESP will adopt a wide-angled epistemological stance to survey the (a) discursive, (b) generic, (c) social, and (d) organizational structures of specialized texts and discourses, as well as those of texts and discourses simplified for the popularization of science, in a systematic and contextualized manner. ESP practitioners are also warned about the potential threats of teaching genres of power within ESP.
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Flowerdew, J. "Survey review: English for Specific Purposes-a selective review of the literature." ELT Journal 44, no. 4 (October 1, 1990): 326–37. http://dx.doi.org/10.1093/elt/44.4.326.
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McKinley, Jim, and Heath Rose. "English language teaching and English-medium instruction." Journal of English-Medium Instruction 1, no. 1 (January 21, 2022): 85–104. http://dx.doi.org/10.1075/jemi.21026.mck.
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Abstract The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail.
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Umera-Okeke, N., and Ada Okeke. "An Evaluation of English for Specific Purposes (ESP) As a Modern Trend in English Language Teaching (ELT)." African Research Review 8, no. 3 (September 10, 2014): 179. http://dx.doi.org/10.4314/afrrev.v8i3.15.
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Wulandari, Ria, Muhammad Khusnun Muhsin, and Tambunan Tambunan. "A NEED ANALYSIS OF ENGLISH FOR SPECIFIC PURPOSES (ESP) FOR NURSING STUDENTS AT SMKS KESEHATAN KENDARI." Journal of Teaching English 4, no. 3 (September 14, 2019): 355. http://dx.doi.org/10.36709/jte.v4i3.13964.
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English for Specific Purposes (ESP) has been discussed for a long time around the world in the field of English Language Teaching (ELT). Teaching English based on students’ needs is important, particularly for those learners who learn English beyond the academic purposes such as vocational high school students. The objective of this study is to analyse nursing students’ needs for ESP materials at SMKS Kesehatan Kendari based on Target Situation Analysis. Therefore, this study is conducted to identify the Target Situation Analysis (TSA) of one of vocational high school in Kendari. This study employed research and development design with 22 samples. The data obtained from questionnaire were analysed statistically by using SPSS version 16.0. The result shows that students need in learning English process for the tasks of speaking skill; how to ask question English well, how to answer question English well, do communication with schoolmates, do communication with teachers, and do communication with patients. Listening skill; listening and understanding when do face to face conversations, listening and understanding through conversation on the phone, listening and understanding the content of forum discussions, and listening and understanding the content of announcements. Reading skill; how to read health magazine, how to read announcement, and how to read patient list, and Writing skill; how to fill the patients form and how to write medical report. Based on the findings, it concludes that speaking and listening skills are the most needed by nursing students in order to communicate in English. Keywords: English for Specific Purposes (ESP), Need Analysis, Target Situation Analysis (TSA), Nursing Students
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Wulandari, Ria Z., Muhammad Khusnun Muchsin, and Tambunan Tambunan. "A Need Analysis of English For Specific Purposes (ESP) For Nursing Students At SMKS Kesehatan Kendari." Journal of English Education and Teaching 3, no. 4 (December 6, 2019): 429–37. http://dx.doi.org/10.33369/jeet.3.4.429-437.
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English for Specific Purposes (ESP) has been discussed for a long time around the world in the field of English Language Teaching (ELT). Teaching English based on students’ needs is important, particularly for those learners who learn English beyond the academic purposes such as vocational high school students. The objective of this study is to analyse nursing students’ needs for ESP materials at SMKS Kesehatan Kendari based on Target Situation Analysis. Therefore, this study is conducted to identify the Target Situation Analysis (TSA) of one of vocational high school in Kendari. This study employed research and development design with 22 samples. The data obtained from questionnaire were analysed statistically by using SPSS version 16.0. The result shows that students need in learning English process for the tasks of speaking skill; how to ask question English well, how to answer question English well, do communication with schoolmates, do communication with teachers, and do communication with patients. Listening skill; listening and understanding when do face to face conversations, listening and understanding through conversation on the phone, listening and understanding the content of forum discussions, and listening and understanding the content of announcements. Reading skill; how to read health magazine, how to read announcement, and how to read patient list, and Writing skill; how to fill the patients form and how to write medical report. Based on the findings, it concludes that speaking and listening skills are the most needed by nursing students in order to communicate in English.Keywords: English for Specific Purposes (ESP), Need Analysis, Target Situation Analysis (TSA), Nursing Students
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Porto, Melina, Mario López-Barrios, and Darío Luis Banegas. "Research on English language teaching and learning in Argentina (2014–2018)." Language Teaching 54, no. 3 (May 6, 2021): 355–87. http://dx.doi.org/10.1017/s0261444821000082.
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AbstractThe aim of this article is to review five years (2014–2018) of research in English language teaching (ELT) in Argentina. In this overview, 115 publications (conference proceedings, journal articles, and edited collections) were analysed in terms of topic and research methodologies to map out the major areas of interest and developments in ELT in Argentina. The publications are reviewed according to nine topics: (1) interculturality and citizenship, (2) language teacher education and professional development, (3) technology-enhanced language learning, (4) learner differences, (5) language skills development, (6) language systems, (7) English for academic and specific purposes, (8) assessment, and (9) language curriculum development. The review discusses trends in research practices identified in the 2014–2018 period and suggests implications and further areas of inquiry to advance research skills as well as knowledge of ELT.
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Sufiyandi, Muhammad Fadhli. "SOME BASIC PRINCIPLES IN DESIGNING MATERIALS FOR STUDENTS OF ENGLISH FOR SPECIFIC PURPOSE." International Journal of Islamic Education, Research and Multiculturalism (IJIERM) 2, no. 1 (July 4, 2020): 1–18. http://dx.doi.org/10.47006/ijierm.v2i1.19.
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Abstract English for Specific Purpose (ESP) has grown up quickly in the area of English Language Teaching (ELT). It is separated from English language teaching in general since the needs for English in a defined context becomes essentially significant. Thus, the central focus of ESP is subjective to the students’ needs. The course is preliminary intended to address what students expect to have and to do in learning activities. One of the important elements in ESP course is material design. In this paper, the discussion is related to some basic principles in designing ESP materials; they are stimulating, sequenced, authentic, and supplemented.
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Rafiq, Karmila Rafiqah M., Harwati Hashim, and Melor Md Yunus. "Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)." Sustainability 13, no. 17 (August 31, 2021): 9768. http://dx.doi.org/10.3390/su13179768.
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Mobile learning for English Language Teaching (ELT) has become an emerging trend to sustain education, providing the option to learn English for Specific Purposes (ESP). However, the review of mobile learning in ESP is scarce, despite its importance in sustaining education. Thus, this review systematically identifies the trends of mobile learning concerning ESP. Using three databases, namely Web of Science (WoS), Scopus, and Educational Resources Information Centre (ERIC), 28 articles were extracted out of 139, from 2012 to 2021, with exclusion and inclusion criteria taken into consideration. First, the significant findings portrayed that mobile apps are the most commonly used means of mobile learning. Second, vocabulary and language competency is more emphasised in mobile learning for ESP. Third, mobile learning in ESP mostly dominated the business field of studies. These three findings implied that there are still gaps in research on mobile learning and ESP. Generally, this review is valuable for practitioners to know which mobile learning tool is ready to be used and in identifying gaps for research in mobile learning and ESP, to sustain education for the future.
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V. Chavez, Jason. "Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum." Arab World English Journal 13, no. 3 (September 24, 2022): 325–38. http://dx.doi.org/10.24093/awej/vol13no3.21.
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This study aimed to absorb the narratives from the parents on the using of the English Language in terms of utilizing their stories in the different levels of curriculum development, such as teaching activities and strategies. The study analyzed the narratives on their diverse experiences with the English Language and how these stories can contribute to the development of the English Language Teaching (ELT) curriculum. This study was exploratory research that used narratives of bilingual parents from Zamboanga City, Philippines, as the foundation for real-life application of the English language. Forty (40) bilingual parents, who have children as learners of the English Language, were interviewed extensively to navigate their experiences in their real professional lives to extract important stories where the use of the English Language was important for many purposes. Results revealed that the narratives of the bilingual parents, which included real-life examples of using the English Language, can contribute to a better curriculum design for ELT, relevant and timely production of learning materials, and better training programs for teachers on activities and teaching strategies. These narratives are collaborative materials for the schools to consider in designing the English Language Teaching Curriculum. The real-life applications of the English language increase the authenticity and practical value of specific ELT strategies and other teaching-learning styles
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Flowerdew, John. "English for Specific Purposes—a selective review of the literature." ELT Journal 44, no. 4 (October 1990): 326–37. http://dx.doi.org/10.1093/eltj/44.4.326.
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Anrasiyana, Anrasiyana, Sulistyaningsih Sulistyaningsih, and Abdul Syakur. "Creating Vlog as Media in English Language Teaching (ELT):Teaching Speaking." Jurnal Basicedu 6, no. 2 (March 5, 2022): 3055–64. http://dx.doi.org/10.31004/basicedu.v6i2.2575.
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In modern era, everything can be accessed by technology. One of the famous ones for young generation is YouTube or video blog (vlog) where someone can take a video for specific purposes. Google noted that there are 60% of people all over the world uploaded their activity in vlog and publish it in YouTube. Teaching speaking for students is not easy it needs huge extra to improve their speaking moreover in this global era where everything is measured by the achievement of the studentsThis research used to know the implementation of creating vlog in English Language Teaching (ELT). This research used qualitative descriptive in ilustrating the result. The subject of this research is the students of VI SDN Batang-Batang Daya 1. The instrument of this research are observation sheet, field note, in depth interview with the teacher and questionnaire for students. To analyze the data the researcher used descriptive qualitative. The result of this research described abot the implementation of creating video blogging (vlog) in English langage teaching (ELT) in teaching speaking.
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Wijaya, Ginanjar Arif. "HOLISTIC APPROACH IN ELT: LIFE EDUCATION THROUGH ENGLISH LANGUAGE LEARNING." UAD TEFL International Conference 1 (November 20, 2017): 270. http://dx.doi.org/10.12928/utic.v1.177.2017.
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As the integral part of education, English language teaching has taken too little part of it and brought it to the level where English learning seems to talk only about English. In another extent, English for specific purpose declares its specialty to satisfy the demand of workforce. Researches in ELT are also commonly propelled by the urges to counter the work challenges and to answer the questions of how English can effectively be acquired. Reductionism roots as the problem. This tendency is then strengthened by the education system that leaves the teachers with not many options, systematically forcing the language learners to merely surpass the minimum standard score of English language subject. Within ecological and humanity crises, ELT needs to contribute more than just enabling the learners to communicate well or preparing them for works. ELT needs to take broader scope in order to induce life enlightenment, educate life skills, nurture humanity, and maintain the planet. Such enormous scope cannot be maintained by the current reductionistic approach. Therefore, holistic approach in ELT that integrates it with the whole network of life appears as the solution for this problem.
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Hudson, Jolanta. "Using Wikis for Collaborative Writing in the ELT Classroom." International Journal of Pedagogy and Teacher Education 2, no. 2 (September 26, 2018): 413. http://dx.doi.org/10.20961/ijpte.v2i2.22906.
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<p>This study examines the use of an educational wiki to develop the second language (L2) writing skills of English language students who are placed on a two-week online course to develop skills in English for work-related purposes. It discusses the use of wikis for learning L2, focusing on learning writing through collaborative tasks. The discussion analyses views and theories on the use of wikis for developing writing skills and the issues associated with the use of wikis for collaborative tasks. The research engages L2 students and a teacher in a task using Wikispaces, an educational type of wikis. The data is collected via a questionnaire, interviews and the teacher’s diary. The study suggests wikis might usefully assist students with their L2 writing and that students are likely to value the opportunity to work collaboratively on a writing task or certain type of task. However, not all students would be expected to feel comfortable with the wiki technology and its features. As wikis are still increasingly popular in language classrooms, a more in-depth study that would take a closer look at the usefulness of wikis for such classroom tasks might bring new insights and interesting results to the discussion on wikis in the English language classroom (ELT). It is suggested, therefore, that future research with a larger and more diverse audience and with a more specific focus might provide better information in this regard.</p>
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Irawan, Lalu Ari, Tina Oral Frank, and Sadaf Dehghani. "Developing an ELT Instructional Model for Vocational High Schools Students at Tourism Zones." Journal of Language and Literature Studies 2, no. 1 (May 25, 2022): 1–11. http://dx.doi.org/10.36312/jolls.v2i1.669.
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Indonesian Economic Development has become a gate to Bali and Lombok for international visitors. Recently, the Lombok tourism development has established a refinement after facing serial earthquakes. In the statistic for the tourism year 2016, there were 3.1 million tourists coming to Lombok. In addition, 3.8 million people were targeted to come to Lombok in the year 2020. In other words, Lombok promotes the highest contribution to the national government economy. Because of these issues, the vocational high schools which have tourism study programs should lead their students in foreign language communication, English. Teaching English for a specific purpose needs a precise instructional model because ELT teachers apply the ELT model for different objectives. Therefore, learners study English for different purposes. For vocational high school students, they learn English to help them to communicate in the workplace. Because of this, they are directed to have communicative competence. In senior or junior high schools, scientific-based instruction has been applied to help students learn English and even other subjects. This instruction is considered as a solution for them to have not only linguistic competencies but also communicative skills. Therefore, this study will be aimed at developing an instructional model for vocational high school students in tourism zones. This study applied the procedural research and development (R&D) design. The R&D design follows the Borg & Gall and David design, which consists of pre-development and development stages. The product of this study was an instructional model, namely the tourism-based instructional (TBI) model for vocational high school students in the tourism zones.
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Fadilah, Rahmi, Honesty Yonanda Ayudhia, Vici Syahril Chairani, and Fauza Afni. "Assessment of English Language Teaching for 21st Century: Teachers’ Perspectives on Traditional and Alternative Assessment." JADEs Journal of Academia in English Education 4, no. 1 (July 3, 2023): 108–30. http://dx.doi.org/10.32505/jades.v4i1.6023.
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There is a debatable issue about the use of traditional and alternative assessment in ELT in the 21st century. The issue comes from the effectiveness of using traditional and alternative assessment to help teacher to assess the students in classroom situations in ELT. The problem is the teachers do not have better perspective in the challenges of assessment of ELT in the 21st century through alternative assessment or using both traditional and alternative assessment in classroom situation. That problem makes the use of assessment is not really effective to assess specific skill (listening, reading, writing, and speaking) of the students. This study aims, therefore, to investigate teachers’ perspective on the use of traditional and alternative assessment in ELT. The methodology of the research is using survey research with fifty English teachers as samples of this research. The data was collected by using questionnaire combine with open-ended questions relate with teachers’ perspective on traditional and alternative assessment. The results show that many teachers are really comfort with traditional assessment rather than alternative assessment since they claimed that traditional assessment is easier and more familiar to conduct in classroom situation. However, those perspectives have to be changed, the teacher should use both traditional and alternative assessment based on appropriate purposes and skills because there are challenges in assessment of ELT in 21st century to make the assessment process become more effective to improve students’ performance in English. It will be helpful by knowing the advantages and disadvantages of using traditional and alternative assessment in classroom situation to help the teacher to use them balance in the teaching and learning process.
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Khalid, Adeel. "Nursing English in Pakistan: Instructors’ Perceptions of Language Curriculum." Journal of NELTA 21, no. 1-2 (December 1, 2016): 1–10. http://dx.doi.org/10.3126/nelta.v21i1-2.20195.
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Nursing English in Pakistan is an important domain that comes under the ambit of ESP ‘English for Specific Purposes’. English cogitates as a lingua franca and a cornerstone for success in any field. However, in ESL/ELT it is imperative to design a course that caters to the needs of the learners. Thereby this study attempts to evaluate the existing English for Nursing Purposes curriculum of BScN Programme prescribed by HEC/PNC to corroborate its relevancy and adequacy in preparing the musing professionals for their professional English language requirements using Stufflebeam’s curriculum evaluation framework. This investigative study measures the level of existing linguistic (in)adequacy of the professional nurses pertaining to the specific roles they are required to perform so that their problematical areas could be identified systematically and subsequently reported with recommendations. A qualitative research approach has been used to measure the needs of the nurses. Tools like open-ended questionnaires and semi-structured interviews have been used to collect data from the sample sizes nursing heads and language instructors consecutively. The findings of the study divulge that the course is inadequate and yet relevant. It is recommended to review the English language curriculum considering the needs of the nurses for their work place that may improve the standards of nursing English in Pakistan.Journal of NELTA, Vol 21 No. 1-2, December 2016, page: 1-10
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Yılmaz Fındık, Leyla, İlknur Bayram, and Özlem Canaran. "Pre-service English language teachers’ conceptions of sustainable development: a case from Turkish higher education context." International Journal of Sustainability in Higher Education 22, no. 2 (January 7, 2021): 423–56. http://dx.doi.org/10.1108/ijshe-06-2020-0202.
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Purpose The purpose of this paper is to explore how sustainable development (SD) is conceptualized by pre-service English language teachers in Turkey and design a specialized course syllabus on SD in English language teaching (ELT) in the light of the research findings. Design/methodology/approach The study used a mixed-methods sequential explanatory study design and investigated the case of a state university in Turkey with the involvement of 133 pre-service English language teachers. Findings The findings indicated that most pre-service English language teachers received no training or a course on SD in their whole education life and tended to associate SD mostly with the economic growth of a country, followed by education, social and ecological concepts. It was also found that the majority of the participants had a unidimensional view of SD. No direct links with ELT have been detected from participants’ responses. The findings also pointed to the eagerness of the participants to receive an ELT-specific course on SD providing that the course involves interactive teaching and learning activities with reference to contemporary sources focusing on global and local issues, as well as studying the methods facilitating the incorporation of such issues into teaching practice. Research limitations/implications This research is based on the experience of one Turkish university with limited quantitative and qualitative data. Practical implications Based on the participants’ knowledge, views and suggestions, this paper contributes to the existing literature by providing empirical evidence obtained from a local context and suggests a practical framework for a field-specific course syllabus aiming to enhance teacher candidates’ knowledge, skills and values related to SD and its incorporation into ELT. Originality/value To the best of the authors’ knowledge, this is the first study seeking to explore pre-service ELT teachers’ conceptualization of SD in Turkish higher education, and drawing on the research findings, the authors attempted to design a course syllabus targeted at pre-service teachers in ELT departments.
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Hamid, Sitti Maryam, and Slamet Setiawan. "DEMOCRATIC AND AUTOCRATIC STRATEGIES: TEACHING ENGLISH AT NURSING CLASS." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 8, no. 2 (November 28, 2019): 215–27. http://dx.doi.org/10.26618/exposure.v8i2.2778.
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Teaching English for Specific Purposes (ESP) is familiar one in the field of English Language Teaching (ELT). Unfortunately, in practice, many teachers still teach English using the same methods for different departments. Hence, this study aims to look into teachers’ strategies in teaching English at Nursing Class and students’ responds through those teaching strategies. Data were collected from two teachers and 30 students of SMK Yapika Makassar (private vocational school in Makassar, South Sulawesi). To analyse, teachers’ strategies and student’s responds were classified into observation, questionnaire, and interviews. There were two strategies that applied in this study namely democratic (group discussion, student presentation) and autocratic strategies (lecture method and multimedia method). Finding presents frequency of group discussion dominant used by teachers than other strategies. Besides, it related to student’s responds through teaching strategies. Therefore, students prefer democratic strategies than autocratic strategies.
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Prasetyo, Ilham Agung, Didi Suherdi, and Ahmad Bukhori Muslim. "Character Education in English Language Teaching (ELT): A Literature Review Article." Cakrawala Repositori IMWI 6, no. 2 (March 29, 2023): 1020–27. http://dx.doi.org/10.52851/cakrawala.v6i2.287.
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Character education is important since students should not only be smart but also have good character. Character education is the deliberate effort by all stakeholders to instil good character values in students therefore it should be integrated into all subjects taught. This research purpose is to evaluate and summarize current research on the incorporation of character education in English Language Teaching (ELT) in a systematic manner. This research is a literature review research. The method used is a literature review of articles from previous studies, which are related to the integration of character education in English Language Teaching (ELT). An electronic search was conducted to identify 25 relevant studies from several databases. The results of 25 studies show that English Language Teaching (ELT) is an excellent medium for cultivating character education in students, especially through literary texts. This research also provides insight for future research and gives specific recommendations for further study related to the integration of character education in online learning.
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Bosnar-Valković, Brigita. "ORAL AND WRITTEN COMMUNICATIVE PATTERNS IN ENGLISH LANGUAGE TEACHING (ELT) FOR THE HOTEL AND TOURISM INDUSTRY." Tourism and hospitality management 9, no. 1 (2003): 191–206. http://dx.doi.org/10.20867/thm.9.1.18.
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Regarding language as more than simply a system of rules, we need to distinguish between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. This view has underpinned communicative language teaching which is a very important component of the English teaching material used with our students. It should be emphasized that communicative language teaching in the field of the hotel and tourism industry covers spoken as well written language for specific purposes. Written language being characterised by well-formed sentences integrated into structured paragraphs differs sharply from spoken language consisting of short utterances with the loosely organised syntax, the use of non-specific words and phrases and the use of fillers such as "well", "oh" etc. The English teaching material we are working with at our associate degree faculty tries to cover the needs of oral and written communication in the field of the hotel and tourism industry and because of that some of its parts and exercises are presented in this paper.
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Siegel, Joseph. "Notetaking in ELT: A Focus on Simplification." Language Teacher 43, no. 3 (May 1, 2019): 20. http://dx.doi.org/10.37546/jalttlt43.3-4.
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In order to take efficient notes during English for academic purposes (EAP) lectures, students might need to be challenged to move beyond verbatim recording of information. This article describes an innovative approach to notetaking in EAP courses, the Teaching Cycle for Simplification, with a specific focus on simplification strategies used in Swedish high school second language EAP courses. The specific strategies introduced and practiced included word substitution, abbreviation, and the use of symbols and pictures. The article describes the pedagogic steps used in the classroom and shares samples of student work as well as student reactions to the approach. アカデミック英語(EAP)講義中に効率的なノートをとるために生徒は情報の逐語的な記録以外のことをしなければならなくなる。そこで本稿は EAPコースにおけるノートテーキングに関する革新的指導、特にスウェーデンの高等学校の第二言語EAPコースにおいて使用された簡略化ストラテジーについて論じる。教室内で指導、練習を行なった具体的なストラテジーとして、単語の置換、略語、記号、および絵の使用があげられる。本稿では教室で行われた指導の手順、生徒のノート例、および生徒の反応について述べる。
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Kazemian, Mohammad, and Fatemeh Khonamri. "Past, Present, and Future of Language Assessment: An Interview with Dr. Hossein Farhady." Mextesol Journal 46, no. 4 (January 1, 2023): 1–8. http://dx.doi.org/10.61871/mj.v46n4-19.
Full textAbstract:
Professor Hossein Farhady is an outstanding English Language Teaching (ELT) scholar in the field of applied linguistics, in general, and aspects of language testing and assessment, in particular with the English as a Foreign Language (EFL) and English as a Second Language (ESL). He has been teaching various courses on language testing and assessment, research methods, and English for Specific Purposes (ESP) at MA and Ph.D. programs for the last four decades in Iran, the USA, Canada, Armenia, and Turkey. He has also been a prolific writer, publishing papers and books in prestigious international journals and publishing houses and presented numerous speeches and papers at national and international seminars and conferences. Moreover, he has supervised more than 80 MA theses and Ph.D. dissertations. His widely used book about research methodology for applied linguistics commonly known as “Hatch and Farhady” (1982) has served as the basic textbook at both undergraduate and graduate levels since the early 1980s. He has, additionally, been a curriculum developer and test developer in Iran and other parts of the world. He worked as a senior scholar and project manager for several organizations such as Ordinate and Lidget Green Corporations in California, Avant Assessment, and Second Language Testing, INC., in Rockville, Maryland. He has also received research grants and awards from organizations such as Pearson, Educational Testing Service (ETS), and International Language Testing Association (ILTA) in scoring and validating language tests. Currently, he is a faculty member at the English Language Teaching (ELT) Department at Yeditepe University in Istanbul, Turkey.
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Isler, Cemre. "The Use of First Person Pronouns in Master’s Theses Written in English by Turkish Authors." JELE (Journal of English Language and Education) 4, no. 1 (July 2, 2018): 12. http://dx.doi.org/10.26486/jele.v4i1.382.
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The purpose of this study is to investigate and compare the use of first person pronouns (I, my, me, we, our, us) and their functions in creating authorial self in 20 master’s theses written in English by Turkish authors and 20 research articles written in English by non-Turkish authors. Master’s theses used in the study were written in the field of English Language Teaching in twelve different Turkish universities and they were selected from the database of Turkish Council of Higher Education. Research articles used in the study were also written in the field of English Language Teaching and they were selected from five different journals: Applied Linguistics, System, TESOL Quarterly, English for Specific Purposes, and ELT Journal. For analyzing the data, each occurrence of first person pronouns in the theses and articles were coded and examined in order to find out the functions they serve. Results revealed a large difference in the use of first person pronouns and the functions they have. Turkish authors used these pronouns quite rarely and generally the use of these pronouns signaled low degree of authorial self; on the other hand, non-Turkish authors used these pronouns more frequently and they mostly preferred to use them for expressing greater degree of authorial self.
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Alazemi, Abdullah M., Abdullah A. Alenezi, and Ahmad F. Alnwaiem. "Implementing Group Work in General and ESP Classrooms in Kuwait’s Public Institutions." English Language Teaching 13, no. 11 (October 22, 2020): 49. http://dx.doi.org/10.5539/elt.v13n11p49.
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Group work (GW) has been at the center of research for many years, and several positive attributes have been linked to its implementation in English language teaching (ELT) classrooms. This study explores Kuwaiti students’ views on the benefits and difficulties of GW in their general English and English for specific purposes (ESP) courses. A mixed-method approach, involving both qualitative and quantitative data, was implemented, and 290 individuals responded to the questionnaire of which 22 were interviewed. All participants were students in one of the only two public higher education institutions in Kuwait: Kuwait University (KU) or the Public Authority for Applied Education and Training (PAAET). The findings revealed that the majority of students agreed that GW presented ample benefits for their learning journey, and some of those positive attributes surpassed the education realm into their social and professional realms. However, the findings also showed a few negative issues raised about GW implementation.
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Vasileiadou, Ioanna, and Zafiri Makrina. "Using Online Computer Games in the ELT Classroom: A Case Study." English Language Teaching 10, no. 12 (November 7, 2017): 134. http://dx.doi.org/10.5539/elt.v10n12p134.
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The purpose of this research was to investigate the effectiveness of computer games in learning English as a foreign language and the extent to which they increase motivation in young students. More particularly, this research investigated the validity of the hypothesis that computer games are a particularly motivating means for young students to learn English vocabulary effectively in comparison to other approaches suggested by the Greek National Curriculum. The grade, in which this research was conducted, was the 4th grade of Primary school as it is a borderline grade in which greater demands are imposed on the students of this age group and language level regarding, mainly, their reading and writing skills as in this class, for the first time, it is explicitly stated by the national curriculum that literacy is one of the three basic axons upon which English language learning should be developed. All in all, the results of this research shed light on the effects which new technologies have on language learning as well as their ability to motivate students to learn English. The results of this research will also be used as a basis upon which specific suggestions for the practical implementation of computer games in the everyday classroom can be made.
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Saucedo Ibarra, Cyntia, and Elsa Fernanda González Quintero. "The usefulness of the “Teaching Knowledge Test” and its preparation course: A case study of test candidates in Tamaulipas." Revista Lengua y Cultura 3, no. 6 (May 5, 2022): 10–22. http://dx.doi.org/10.29057/lc.v3i6.8588.
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ELT in Mexico has gained crucial importance in recent years. Since 2009, the Mexican Ministry of Education has implemented English as a Foreign Language in the basic education curriculum. Universities around the country require their students´ a specific language proficiency to obtain their under and postgraduate degrees (UAT, 2006). Therefore, English teaching certifications become a matter of importance not just at a national level but at state levels. According to Coe & Delaney (2008), a certification helps an individual stand out in the crowded marketplace. It also signals to employers that a job candidate has the required skills to perform a specific job. Therefore, understanding EFL teachers´ experiences during the process of certification completion becomes vital. This multiple case study had the purpose of exploring the perspectives of three Mexican test candidates of the usefulness of the “Teaching Knowledge Test” (TKT) certification and its preparation course. Three interviews conducted at different stages of the study suggested that time was their main constraint and the practice of their English language skills was the main gain while preparing to take the TKT. This article will provide more insights on the study conducted, results obtained and the implications for the Mexican ELT community.
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Aziz, Aamir, and Mamuna Ghani. "ESP Course Evaluation of Business Communication for Masters in Commerce of a Pakistani University." International Journal of English Linguistics 7, no. 5 (July 27, 2017): 65. http://dx.doi.org/10.5539/ijel.v7n5p65.
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English is the Language of globally expanding world of trade and commerce. English for Specific Purposes (ESP) is time-honored area of English Language Teaching (ELT), and it is by a long way at variance from General English (GE) because of its practical efficacy and learner centered approach. The need of ESP (Business Communication) at post-graduate colleges of commerce and departments of commerce of universities at master’s level classes is to outfit the students with most recent communicative trends so that they can become resourceful members of some reputed business house. In the present study the researchers have done ESP course evaluation of the current course of Business Communication for Masters in Commerce classes of Bahauddin Zakariya University, Multan. This course is taught at public and private sector post-graduate colleges of commerce affiliated with the university in the first year of two year master’s degree program. For this purpose the researchers have used questionnaire for the students and interview for the teachers. After analysis of results, the current study presents the conclusion that the current course of Business Communication is unable to fulfill all the professional needs of the students and is also unable to link theory with practice. It needs improvement having in view the modern tendency in the field of Business Communication, the needs of the future experts and the requirements of national and international business concerns.
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Ignjatović, Gordana. "Integrated communicative learning approach in ELP practice: Practical application in the context of intra/multi/inter/transdisciplinary integration." Zbornik radova Pravnog fakulteta Nis 59, no. 89 (2020): 369–88. http://dx.doi.org/10.5937/zrpfn0-29937.
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English for Legal Purposes (ELP) or Legal English (LE) is a prominent area of English for Specific Purposes (ESP), catering for the specific discourse community needs and purposes. This article presents the Integrated Communicative Learning (ICL) approach to instructional design within the curricular framework of ELP/LE courses for academic and professional purposes (LEAP/LEPP) in tertiary education. This holistic approach includes ample intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary dimensions. The first part of this article presents the conceptual, structural and theoretical framework of this approach, and its many pedagogical and methodological functions. The second part outlines the structural framework of the three ELP/LE courses, the teaching/learning context,, and the rationale for selecting this approach. The third part focus the practical application of the ICL in these courses, with reference to examples of intra/multi/inter/transdisciplinary integration. Finally, the author discusses the benefits, challenges and considerations in implementing this approach, particularly in view of promoting authentic learning and inter/transdisciplinary legal education.
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Lubis, Arif Husein. "Corpus-driven genre pedagogy of English for research publication purposes: Toward an ELF-referenced critical teaching framework." International Journal of Education 12, no. 2 (February 29, 2020): 109–21. http://dx.doi.org/10.17509/ije.v12i2.19429.
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Ever since the NNES and novice writers became actively engaged with international publications, the pedagogy of English for research publication purposes (ERPP) has received considerable attention from the EAP/ESP scholars using corpus-driven genre pedagogy. However, the quality of its implementation is still understudied. This study, therefore, critically reviews the qualitative milestone of corpus-driven genre pedagogy of ERPP. Nineteen (19) relevant research-based articles about corpus-driven genre pedagogy in the last 15 years from 2004 to 2019 were selected from Google Scholar and three top-tier journals in this realm: Journal of Second Language Writing, English for Specific Purposes, and Journal of English for Academic Purposes. Three stages were conducted, i.e. preparation, screening and validation, and content review. The findings encompassed: 1) the materials development process, 2) the learners’ engagement, and 3) the development of learners’ research writing competencies and clinical soft skills. The findings become the bases for proposing a framework of ELF-referenced critical corpus-driven genre pedagogy of ERPP.
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Masduki. "Challenging Neo-Colonialism in Language Testing: The Development and Impact of Indonesia's Test of Academic English Proficiency (TAEP)." Script Journal: Journal of Linguistics and English Teaching 6, no. 2 (October 31, 2021): 211–21. http://dx.doi.org/10.24903/sj.v6i2.1302.
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Background:
In today's globalized world, neo-colonialism exerts significant influence, particularly in political and economic spheres. This influence extends to English Language Teaching (ELT) in Indonesia, where the hegemony of a specific language test system has resulted in its overuse for multiple purposes.
Methodology:
This research employs a quantitative approach to design the Test of Academic English Proficiency (TAEP) for Indonesian non-native speakers, focusing on academic, business, and general settings. The four-step process includes participant selection, data collection, expert judgment, and test try-outs.
Findings:
The study results indicate that TAEP items are acceptable, with a high validity of .98 and reliability of .93. Four poor items require revision, while others effectively distinguish between good and poor test-takers. TAEP's content is balanced and relevant for assessing proficiency in academic, business, and general English.
Conclusion:
TAEP, meeting language test criteria and legally certified, has been utilized nationally and internationally, including by Bank of Indonesia, the Financial Service Authority of Indonesia (OJK), and Erasmus Mundus. This contributes to Indonesia's pursuit of independence from modern colonization.
Originality:
This study innovatively explores the underexamined relationship between neo-colonialism and language testing, addressing issues such as overdependence on specific tests, national spending burdens, and neglect of local linguistic and cultural contexts.
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Muhalim, Muhalim. "BASIC KNOWLEDGE AND ATTITUDES OF ESP STUDENTS TO WORLD ENGLISHES." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 5, no. 1 (May 15, 2016): 22. http://dx.doi.org/10.26618/ejpbi.v5i1.812.
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The English for Specific Purposes (ESP) enterprise is protean and comprises three realms of language, pedagogy and content studies. Since it not only focuses on content-based, the responsive nature of ESP should also spotlight the development of language as well as pedagogy. World Englishes (WEs) as consistent growth in ELT practice, has confirmed its position due to the shifting paradigm of teaching ‘only’ native standard Englishes. This paper starts with outlining why WEs should be introduced in ESP classrooms. Later, the paper reports research findings on the students’ knowledge of WEs based on the proposals of Kirkpatrick and Kachru. It also explores the ESP students’ attitudes toward WEs. The ESP students’ basic knowledge and some future constructs to instill WEs concept for ESP students will conclude this preliminary study.Keywords: basic knowledge, attitudes, ESP, World Englishes (WEs)
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Bekteshi, Edita, and Brikena Xhaferi. "Learning about Sustainable Development Goals through English Language Teaching." Research in Social Sciences and Technology 5, no. 3 (November 1, 2020): 78–94. http://dx.doi.org/10.46303/ressat.05.03.4.
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The purpose of this paper is to introduce the concept of Sustainable Development (SD) and its goals to the students of the Faculty of Education, future teachers, in order to become skilled and knowledgeable and then introduce these Sustainable Development Goals (SDGs) to their students. As such, this study tries to link the concept of English Language Learning (ELL), English Language Teaching (ELT), and the SDGs as a type of all-inclusiveness within the “3 Ps”: Planet, People, and Profit. The instrument used for the purpose of this study was an online questionnaire sent to the students of the Faculty of Education in Kosovo. The total number of participants was 89. The students’ responses revealed that 60 percent of the future teachers are aware of the SD concept; however, the results indicate that not all “3 Ps” are hit upon by the future teachers. Based on the results, the most common areas of interest and societal needs of learning about SDGs are related to education, gender equality, good health and well-being, alleviation of poverty, and decent work and economics. These same goals are also hit upon in ELT classes. The study concludes that Kosovo’s future teachers are more concerned about issues related to social issues—“P-People”—followed by goals related to “P-Profit,” while goals related to “P-Planet,” the environment, are left behind. Future teachers’ knowledge about SDGs is vital, for there is a significant direct impact of learning about specific SDGs in higher education institutions, and the application of SDG topics in English language classes can infuse the SD concepts.
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Terra Dewanto, Ardan Cahya, Endang Setyaningsih, and Kristian Adi Putra. "Investigating the Relevance of ESP Materials in Indonesian Vocational Schools: The Voice of Pharmacy Students." Voices of English Language Education Society 8, no. 1 (March 18, 2024): 14–23. http://dx.doi.org/10.29408/veles.v8i1.24800.
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Previous English for Specific Purposes (ESP) studies have focused on examining relevant ELT learning materials within universities, with less attention given to vocational senior high schools. This study examined the relevance of ESP materials in an Indonesian vocational high school of pharmacy, as perceived by students. This narrative research in Central Java involved 30 twelfth-grade participants who shared their perspectives on genres, learning activities, and assessment through narrative frames and follow-up interviews. Thematic analysis revealed that many students found the ESP learning materials irrelevant to their specific needs within the pharmacy field. Discussions highlighted the students' desire for enhanced communicative competence to serve patients better, explain medicine usage, and comprehend medical prescriptions. The study suggests implementing communicative language teaching techniques to improve students' communicative competence and use of specialized vocabulary. Despite challenges with pronunciation and grammar, students demonstrated overall comprehension of the materials. In sum, this study offers valuable insights for curriculum designers and teachers in vocational senior high schools seeking to create more effective ESP learning materials.
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Lakhan, Rafique Ahmed, Habibullah Kolachi, and Amina Bibi Bhatti. "Class Room Teaching, Education Research and Barriers for ELT in Teaching-Learning for New Entrants: An Analysis of Problems and Solutions." Research Journal for Societal Issues 6, no. 1 (March 31, 2024): 250–62. http://dx.doi.org/10.56976/rjsi.v6i1.196.
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The traditional techniques of English language teaching (ELT) have been replaced by more modern strategies that focus on a language's relevance and actuality. The English for Specific Purpose (ESP) is the result of this search and the need for cutting-edge trends. The goal of ESP is to provide topic understanding while also preparing students to function well in a certain scenario. The purpose of this study is to look into the difficulties and barriers that exist in University of Sindh, Jamshoro, when teaching English for Science. This research provides an analysis of ESP's history as well as effective teaching strategies for ESP courses. Data from 20 English language teachers who have been teaching English have been gathered using a quantitative research methodology. This study looks into the obstacles impacting teachers' performance in public institutions that use e-learning with the goal of making recommendations that are in line with sustainable development. Among the suggestions include making investments in technological infrastructure, working with developers and legislators, and giving technology integration varying degrees of priority based on global needs. These recommendations seek to advance high-quality, inclusive education by utilizing technology to achieve better results. Universities can help ensure that education is accessible to all and empower students in the digital era by removing these obstacles. Collaborative efforts and strategic investments are essential to promoting lifelong learning and educational justice.
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Benabed, Ammar. "Investigating ESP Present-Day Thorny Shortcomings at Ibn Khaldoun University of Tiaret in Algeria." Technium Social Sciences Journal 31 (May 9, 2022): 742–60. http://dx.doi.org/10.47577/tssj.v31i1.6405.
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The study investigates present-day situation of ESP teaching/ learning in four selected faculties at Ibn-Khaldun University namely science and technology, Electrical engineering, commercial sciences and Informatics and Mathematics. In these professional loci of pedagogical activity, most of the teachers who are in charge of ESP are EGP or ELT teachers. The ultimate objective of this investigation is to assess and/or measure the (in)effectiveness of the current system of teaching/learning English for specific purposes in the aforesaid faculties. To attain that, the four faculty deans and 8 teachers were interviewed, and 120 students were addressed a questionnaire. This would allow us to update and analyze a diversified set of data in terms of nurturing and structuring a rigorous educational engineering approach that results in a reasoned implementation. The results obtained revealed all stakeholders are fully aware of the importance of English language teaching, especially in the light of the current worldwide bets. The data also unveiled a set of thorny gaps characterizing the implementation of the subject such as less motivating syllabus content, teachers’ lack of theoretical insightful knowledge as regard ESP founding tenets supporting its teaching, the total absence of periodic training, lack of appropriate means and students’ indifference.
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Rani, Sushmita, and Afroza Akhter Tina. "THE IMPACT OF BANGLA REGIONAL DIALECT ON THE PRONUNCIATION OF ENGLISH AT TERTIARY LEVEL." Humanities & Social Sciences Reviews 8, no. 2 (April 10, 2020): 513–22. http://dx.doi.org/10.18510/hssr.2020.8259.
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Purpose of the study: The aim is to reveal the effects of Bangla regional dialects on English pronunciation at the tertiary level in Bangladesh.Methodology: This research paper is conducted by quantitative data analysis where the independent variable is Regional Dialect and the dependent variable is English Pronunciation. The instruments used here are flashcards with 5 problematic phonemes by using an audiovisual recording. Analysis has been done with the help of MS Excel 2013. 18 students from 6 major divisions of Bangladesh have been selected to have more concrete results to find the specific quandaries of regional dialects of Bangladesh. Their pronunciation has been video recorded and transcribed for further analysis by the researchers to achieve the results.Results: The results reveal that the tertiary level students of the Bangla medium of Bangladesh have various drawbacks in their pronunciation and this study aims to investigate the troubles followed by recommendations to improve. It is not studied before in more concrete form using statistical packages.Implication: The ELT practitioners of Bangladesh can find new solutions to the distinct problems identified in this research paper because of the influence of regional dialects of various divisions and they can incorporate the rectified idea in the field of ELT curriculum for the further development.Novelty/Originality: This work has been done by using audiovisual equipment for the collection of Data and the result has been interpreted by the researchers in a new dimensional way with the help of descriptive statistics. The problems identified here are distinct from previous work by incorporating comparative study among all the regional dialects of 6 divisions in Bangladesh. The results have been measured by MS Excel 2013 which answers more explicitly by inculcating accuracy and error count of their pronunciation where it has been revealed that specific regional dialects actually possess a powerful influence upon their English pronunciation of some learners from particular divisions.
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Mirzoyeva, Leila, and Oxana Syurmen. "Developing intercultural competence of trainee translators." Global Journal of Foreign Language Teaching 6, no. 3 (August 3, 2016): 168–75. http://dx.doi.org/10.18844/gjflt.v6i3.1663.
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Intercultural competence is one of the key aspects of a translator / interpreter competence as it contributes to better understanding of the source text and thus, its more ‘ideal’ conveying into the target language. The purpose of this research is to clarify the areas requiring improvement in the process of developing trainee translators’ intercultural competence in the context of Kazakhstani education. Questionnaires for instructors teaching Practical English course and translation courses were used to collect data about the most problematic aspects of to-be translators’ training and cultural awareness of students. The preliminary results of the research show the lack of cultural information at phonetic, intonation and grammar levels, which supposes developing of a special system of exercises and integrating two different pathways represented by theoretical courses such as lingua-cultural studies and practical courses like English for specific professional purposesKeywords: intercultural competence, ELT, translator / interpreter trainin, interpersonal skills, communication strategies
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Sarifa, Najmus, and Rakhshinda Jabeen. "Challenges and Predicaments in Teaching “English for Science” in an ESP Classroom: A Research Study to Pinpoint Problems and Solutions." International Journal of English Language Teaching 12, no. 1 (January 15, 2024): 80–89. http://dx.doi.org/10.37745/ijelt.13/vol12n18089.
Full textAbstract:
The age-old methods of English Language Teaching (ELT) have been taken over by new approaches of language teaching which quest for relevance and reality in a language. This quest and the demand for novel trends give rise to the English for Specific Purpose (ESP). ESP is an approach to delivering content knowledge and equipping the learners to perform effectively in a target situation. This study aims to investigate the challenges and the obstacles in the English for Science classroom at King Khalid University (KKU), Abha, Kingdom of Saudi Arabia (KSA). This paper explains the historical overview of ESP and suitable methods of teaching ESP courses. A quantitative research methodology has been applied to obtain data from 20 English language teachers who have been teaching English for Science for the past five years or more on different Science campuses at KKU. The detailed analysis of the data reveals that there are numerous crises and issues faced by the ESP teachers. The most common of them is motivation on the part of the students, constructive prerequisite courses, lack of learning skills, and an interactive classroom. The researchers have explored these challenges in detail and finally suggested some guidelines to overcome the crises.
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Losey León, Araceli. "GUIDELINES FOR THE DESIGN AND GENERATION OF CORPUS-BASED TERMINOLOGY-ORIENTED INSTRUCTIONAL MATERIAL." Encuentro Journal 27 (April 17, 2018): 173–88. http://dx.doi.org/10.37536/ej.2018.27.1903.
Full textAbstract:
A great deal of research has been conducted to exploit linguistic corpus data for language learning and teaching use. In the integrative corpora and language pedagogy stream of research diverse practical purposes coexist at the front and have presently become consolidated practice -learner corpora, ELT dictionary-making corpora, learner dictionary corpora, EAP corpora, specialised domain corpora, English-taught programmes corpora such as Content Language Integrated Learning (CLIL) or English-medium Instruction (EMI). This paper outlines a framework for corpus exploitation process towards the design of instructional material for the learning of terminology of a specialised domain which is applicable to ESP courses. Our proposal advocates for a protocolised use of written corpora to devise a resource for teaching terminology and, accordingly, suggests guidelines to ESP teachers/ practitioners who undertake the tasks of extracting corpus data and adopt the role of material designers and, occasionally, of computer programme developers. To accomplish this, in the first place, specialised corpus compilation and design criteria have been customised to guarantee consistency across the pedagogic ends, the functional language needs of the ESP user and the specific learning objects within the DDL approach framework. In the second place, search strings used for semi-automatic text mining actions are illustrated as well as samples of terminology-oriented activities that can be automatically generated using concordancers and annotating computational tools. Future research might apply our proposal to further language contexts.
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Suryadi, Hendra, and Muslim Muslim. "AN ANALYSIS OF CONVERSATIONAL IMPLICATURE STRATEGY IN A DRAMA “THE BEAR” BY ANTON CHEKHOVAND ITS APPLICATION IN ELT." Journal of Languages and Language Teaching 7, no. 2 (November 6, 2019): 82. http://dx.doi.org/10.33394/jollt.v7i2.1956.
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This study was aimed at finding analysis of conversational implicature in a drama “the bear” by Anton Chekhov and its application in English language teaching". This research was conducted in a descriptive qualitative method. The source of data is a script of drama, The sampling technique used was purposive for the sample is chosen based on a certain purpose to reach the objective of this research. The data analyzed based on the theory’s Grace (1975), Yule (2005), Levinson (1992), Jacob L. Mey (1998) and Paltridge (2000). And then each Extract was analyzed based on Types and functions of conversational implicature. After that, the real data are displayed using table and particular. Here, the researcher analyzed several applications of conversational implicature in drama. In analyzing the data the researcher finds the idea from the drama that can be used for improving speaking the students in English language teaching. Based on the analysis, the outcome of this study indicated that all Grice’s proposed conversational implicatures applied to the drama entitled “The Bear”. 28 utterances are consisting of 9 types of generalized conversational implicature, 5 types of particularized conversational implicature, 2 functions of self-protections, 6 functions of power and politeness, 3 functions of giving information, 1 function of entertain the audience and 2 functions of lack specific information. The study was enriching the knowledge of conversational implicature for the teachers and students who should be able to improve speaking skill in teaching-learning activity.
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Lestari R, Kenny Shania, Utami Widiati, and Francisca Maria Ivone. "Critical Digital Pedagogy’s Framework: Lecturer’s Voices to Analysis the Incorporation of Discord Tool in Higher Education." ETERNAL (English Teaching Journal) 15, no. 1 (February 15, 2024): 119–29. http://dx.doi.org/10.26877/eternal.v15i1.353.
Full textAbstract:
Critical pedagogy can be reflected in the situation when the learners become social transformers of their community and world, and when they critically construct knowledge. The prior researchers s only evaluated discrepancies in gender and age. Freire and Brown's framework also verified the feasibility and reliability of implementing CDP. However, general skills and unspecific digital tools drove the reader's bias and ambiguity. Consequently, the purposes of the study aim to connect previous topics in different contexts, addressing the gap and providing a critical analysis. Especially, English lectures in certain skills and specific digital tools would be needed to know critical pedagogy's intentional implementation or unintentional presence in the ELT realm. Three concerns were highlighted to guide the researchers to do the research; the essential aspect of pedagogy that has and has not been involved yet in online learning and the factors of age and gender that might influence the learning. Th researchers s used qualitative method, especially observation and questionnaire instruments to get the data of the incorporation of the Discord tool of critical pedagogy in the higher education domain. The findings reveals that the implementation a critical pedagogy of Discord tool and the discrepancies of age and gender that influence the online meeting.
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Tunaz, Mehmet, and Engin Evrim Önem. "ELT teachers working in underprivileged districts of Turkey and their perspective of continuous professional development opportunities." Journal of Human Sciences 14, no. 3 (August 7, 2017): 2483. http://dx.doi.org/10.14687/jhs.v14i3.4689.
Full textAbstract:
The purpose of this research is to enquire the ELT teachers’ perspective of continuous professional development under restricted conditions they are obliged to teach English. Therefore, 20 EFL teachers who have been working at different state schools in the remote villages of southeast region of Turkey were selected as the participants of the inquiry. The data were collected in two different processes. First, all the teachers in the study were interviewed to answer the questions in the first part of the survey individually. Then, randomly selected 12 teachers were separated into two groups for online focus-group discussions, which were held in a semi-structured context by leading questions adapted from Brown (2013). Data collection processes were audio-recorded, and the qualitative data obtained from interviews and focus group discussions were coded and clustered to form specific themes. The results of the research revealed that teachers working in underprivileged districts of Turkey: (a) believe the crucial contribution of professional development activities for teacher quality and/or student achievement (b) have very limited opportunities and options for sustained professional development, and (c) think that the times allocated for professional development activities should be increased. Moreover, teachers these teachers (d) hope to take place in the planning phase of professional development activities, and (e) are dissatisfied with unfair financial situation. Upon the analysis of these items stated in the results, male teachers were found to focus on more general ideas compared to female teachers (item a and item b). On the other hand, the results indicated that female teachers focused on specific ideas statistically more often compared to male teachers (item c and item d). The teachers did not show statistical gender difference in terms of financial limitations (item e). The results of the research might be generalized to the similar contexts in other underprivileged districts, and similar researches might be conducted with teachers of other fields in order to reach results that are more generalizable.
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Kwok, Michelle. "Tensions between disciplinarity and generality within a professional development on writing instruction." English Teaching: Practice & Critique 21, no. 1 (January 27, 2022): 71–83. http://dx.doi.org/10.1108/etpc-06-2021-0059.
Full textAbstract:
Purpose Although English Language Arts (ELA) teachers have historically been expected to take the lead in literacy training, the domain of ELA has yet come to terms with what holds it together as a discipline. Within this conundrum, the author studied one group of ELA teacher leaders who led a professional development (PD) aimed at training teachers in disciplinary writing instruction. This study aims to explore the differences in perspectives between what constitutes disciplinarity for ELA teachers and teachers in other content areas. Design/methodology/approach Over the course of two years, the author observed the PD, taking extensive field notes, collecting artifacts and conducting interviews. The author engaged in constant comparative analysis of the data throughout this time, open coding within each data source and then triangulating the data to support the author’s finding. Findings Whereas the ELA teacher leaders seemed to focus on general aspects of writing, teachers from the other content areas shared discipline-specific understandings about writing. The teachers and teacher leaders, however, did not explicitly discuss these differences in how they conceptualized writing instruction; rather, this tension was revealed through the author’s analysis of the data. Originality/value The findings of this study illustrate how a vague definition of writing in English and of disciplinary literacy has come to bear on one PD of writing. This study recommends future research to continue to develop clear epistemologies, purposes and literate practices of the disciplines related to ELA.
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Nwanneka, Onuoha Juliana, Esther Uchenna Nwobi, and Agwu Sunday N. "Teachers’ Motivation as a Correlate to Secondary School Students’ Achievement in English Language in Nsukka Education Zone of Enugu State, Nigeria." Research and Advances in Education 2, no. 5 (May 2023): 1–14. http://dx.doi.org/10.56397/rae.2023.05.01.
Full textAbstract:
The study was on Teachers’ motivation as a correlate to secondary school students’ achievement in English language in Nsukka education zone Enugu State, Nigeria. The study sought to find out how teacher’s motivation correlates with student’s academic achievement in English Language in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. Four specific purposes were formulated to guide the study. Four research questions and four null hypotheses were formulated to guide the conduct of the study. The design of the study was correlational research design and the population of the study was one hundred and twenty-twoo (122) English language teachers and one hundred and twenty-four (124) SS II students in Nsukka Education Zone of Enugu State, Nigeria. The instrument used for data collection was Teachers’ Motivation Rating Scale (TMRS) for English language teachers and English Language Achievement Test (ELAT) for the students. Data were analyzed using correlation coefficient and coefficient of determination (r2) for all the research questions and t-cal and t-cri (sig t) were used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that: teachers’ condition of service, provision of incentives to teachers, provision of adequate instructional materials for teaching and school leadership all had a very high relationship/correlation with students’ academic achievement in English language, and there were no significant relationship between teachers’ condition of service, provision of incentives for teachers, provision of adequate instructional materials for teaching and school leadership and students’ academic achievement in English language. Based on these findings, the researcher made some recommendations.