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Journal articles on the topic 'English for specific academic purposes'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.

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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in lea

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Flowerdew, John. "English for Specific Academic Purposes (ESAP) Writing." Writing & Pedagogy 8, no. 1 (2016): 1–4. http://dx.doi.org/10.1558/wap.v8i1.30077.

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Shelenkova, Irina, and Laula Zherebayeva. "Academic mobility development in Turkey via English for specific purposes." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (2019): 75–81. http://dx.doi.org/10.18844/prosoc.v6i5.4376.

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Special skills, abilities and knowledge, necessary for professional growth and/or education in a foreign academic environment can be developed by means of foreign language learning. English language training in the context of academic mobility development should be based on high educational quality; advanced level of English demonstrated by students and academics; their informational, social and cultural preadaptation. The aim of the research is to apply this concept in practice and make Turkey more attractive for academics and students from other countries. The main result of the research wil

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Alimjanova, Laylo Khamadullaevna. "ENGLISH FOR SPECIFIC PURPOSES CONTENTS." MODELS AND METHODS IN MODERN SCIENCE 1, no. 17 (2022): 68–70. https://doi.org/10.5281/zenodo.7439998.

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My current research is an attempt to understand English for Specific Purposes (ESP). A very important area of ELT by embracing the efforts of various linguists to define it. We trace its historical growth, discuss its characteristics, and try to understand its scope. It is intended to address the specific needs of EFL/ESL learners. Many conflicting opinions have been reported on the definition of ESP, but there seems to be some consensus. Finally, it is limited to teaching English to learners with specific goals and purpose: These goals may be professional, academic, or scientific in nature.

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Maierová, Eva. "INSTAGRAM IN TEACHING ENGLISH FOR SPECIFIC ACADEMIC PURPOSES." Advanced Education 12, no. 24 (2024): 75–91. http://dx.doi.org/10.20535/2410-8286.285461.

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The purpose of the study is to explore the potential of integrating Instagram in university-level English for Specific Academic Purposes (ESAP) courses, focusing on Business English for Advanced Students. Using a mixed-methods approach, it combines qualitative data from observing the completion of Instagram-based assignments and subsequent semi-structured group interviews with quantitative data from a five-point Likert scale questionnaire distributed to the students who participated in the study. The research sample consisted of twenty-six undergraduate students from the Faculty of Commerce at

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Yunusova, Zilola. "TEACHING ENGLISH FOR SPECIFIC PURPOSES AND ITS TYPES." Oriental Renaissance: Innovative, educational, natural and social sciences 2, no. 27 (2022): 106–9. https://doi.org/10.5281/zenodo.7353249.

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<em>English for Specific Purposes (ESP) has been a current trend in language teaching for years. The ESP principles take part in the process of designing a syllabus or developing a teaching material for a particular course or study. Traditionally ESP courses were typically designed for intermediate or advanced adult learners. Nowadays many students can start to learn academic or vocational English at an earlier age and at a lower level of proficiency. A needs analysis, which is a part of ESP’s principles, is applied in order to find the needs of the course’s participants. This pape

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Umarova, Munira Baxodirovna. "OVERVIEW OF ENGLISH FOR SPECIFIC PURPOSES: FOCUS ON OCCUPATIONAL AND ACADEMIC PURPOSES." American Journal of Advanced Scientific Research (AJASR) 2, no. 9 (2025): 14–17. https://doi.org/10.5281/zenodo.15033513.

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English for Specific Purposes (ESP) is a branch of English language teachingthat addresses the specific linguistic needs of learners in various professional andacademic contexts. This article provides an overview of ESP, particularly focusingon its applications in occupational and academic settings. It examines the principlesunderpinning ESP, the methodologies employed, and the significance of tailoredlanguage instruction, supported by relevant literature. English for Specific Purposes(ESP) refers to instruction aimed at helping learners with their study or research inthe specific form of Engl

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Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6 (January 10, 2018): 6. http://dx.doi.org/10.17161/ili.v6i0.7026.

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors wil

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Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6, no. 1 (2018): 6–12. http://dx.doi.org/10.17161/ili.v6i1.7026.

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors wil

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10

Pandey, Gopal Prasad. "English for Academic Purposes: Theory, Trends and Practices." Education and Development 29 (December 1, 2019): 1–14. http://dx.doi.org/10.3126/ed.v29i0.32562.

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English for academic purpose (EAP) emerged as a branch of English for specific purposes in the early 1980s. EAP grounds English language teaching in the linguistic demands of academic context, tailoring instruction to specific rather than general purposes. There is a growth of interest in EAP in the recent years. The interest in EAP developed in response to the growing need for intercultural awareness and of English as a lingua franca (ELF). EAP has become a major area of research in applied linguistics and focus of the courses studied worldwide by a large number of students preparing for stud

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Atamirzayeva, Ezoza. "Teaching French for Specific Purposes." Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia 1, no. 4 (2024): 10. http://dx.doi.org/10.47134/ptk.v1i4.817.

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Since 2009 a new didactic concept of teaching foreign language named “French for university purposes” is being developed. This article describes the stages of its development and methods of teaching French to foreign students using approaches based on the analysis of their academic goals and professional needs. To develop this new concept efficiently, teachers should be actively involved in theoretical and practical research in this field by taking advantage of the expertise contained in the “English for Academic Purposes” that has been in development for the last 20 years

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McGrath, Lisa, and Kathrin Kaufhold. "English for Specific Purposes and Academic Literacies: eclecticism in academic writing pedagogy." Teaching in Higher Education 21, no. 8 (2016): 933–47. http://dx.doi.org/10.1080/13562517.2016.1198762.

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Sánchez Hernández, Purificación, and Pascual Francisco Pérez Paredes. "Integrating English for Specific Academic Purposes (ESAP) skills into mainstream English courses." Revista Alicantina de Estudios Ingleses, no. 15 (2002): 229–40. http://dx.doi.org/10.14198/raei.2002.15.19.

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Abdullayeva, Saida. "Effective approaches in teaching English for specific purposes." Общество и инновации 4, no. 4/S (2023): 296–99. http://dx.doi.org/10.47689/2181-1415-vol4-iss4/s-pp296-299.

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Nowadays the English language is the language of international communication. It is used by representatives of various professional spheres. Consequently, there is high demand for ESP (English for Specific Purposes) courses. ESP focuses on the specific needs of learners who require English for their professional or academic pursuits. This study aims to explore the most effective teaching methods for English for Specific Purposes (ESP) as well as present an overview of various teaching approaches and highlights their effectiveness in ESP courses.

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Kaldarova, A. K. "Foundations for English for specific purposes: improving student’s vocabulary." Bulletin of the Karaganda university Pedagogy series 110, no. 2 (2023): 51–57. http://dx.doi.org/10.31489/2023ped2/51-57.

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The article deals with the problem of development of lexical skills at the lessons of English language and it gives an overview of the experience of teaching General English course as a foundation English course for specific purposes to the first-year Elementary level students of International Information Technology University (IITU). This academic year, there were about 778 students who were enrolled to the General English Elementary course. Students of IITU have to study General English and Academic English courses before studying “English for Specific Purposes” courses in order to improve t

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Flowerdew, John. "English for Specific Academic Purposes (ESAP) Writing: Making the case." Writing & Pedagogy 8, no. 1 (2016): 5–32. http://dx.doi.org/10.1558/wap.v8i1.30051.

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Zhao, Lina, and Yongyan Li. "English Language Teachers Transitioning from English for General Purposes to English for Specific/Academic Purposes: Challenges and Professional Development." ESP Today 13, no. 2 (2025): 268–95. https://doi.org/10.18485/esptoday.2025.13.2.2.

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18

Yundayani, Audi. "ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION." Journal of English Language and Literature (JELL) 2, no. 01 (2018): 1–8. http://dx.doi.org/10.37110/jell.v2i01.11.

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The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance

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McKinley, Jim, and Heath Rose. "English language teaching and English-medium instruction." Journal of English-Medium Instruction 1, no. 1 (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 revi

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JARVIS, HUW. "Internet usage of English for Academic Purposes courses." ReCALL 13, no. 2 (2001): 206–12. http://dx.doi.org/10.1017/s0958344001000623a.

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This paper begins by documenting general usage of the Internet as a tool for delivery of English for Academic Purposes (EAP) courses. It then goes on to illustrate how a number of specific internet-based classroom activities might be integrated onto EAP courses in order to equip non-native speakers with the main skills that they are likely to need when following an academic course at a British university.

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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) (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,

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Kondakova, Natalia N., Elena I. Zimina, and Mayya Y. Prokhorova. "A differentiated approach to teaching English for specific purposes." Tambov University Review. Series: Humanities, no. 186 (2020): 25–33. http://dx.doi.org/10.20310/1810-0201-2020-25-186-25-33.

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We discuss the use of differentiated methods in teaching English for specific purposes to students of non-linguistic specialities. Admittedly, within the framework of the Bologna process, foreign language proficiency is regarded as one of the main cross-cultural competences to ensure competitiveness on the global labor market. At the same time, the Bologna system has brought with it a number of challenges with shortage of academic hours being amongst them. On the other hand, university professors have to deal with numerous long-standing school problems, such as lack of academic motivation in l

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Lasekan, Olusiji Adebola. "Roles of Gender and Academic Discipline in English for Specific Purposes." IAFOR Journal of Education 12, no. 1 (2024): 149–68. http://dx.doi.org/10.22492/ije.12.1.06.

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Acknowledging the critical role of English for Specific Purposes (ESP) in shaping professional and academic success across various fields, the research delves into the nuanced interplay between gender and academic discipline in shaping the ESP needs of higher education students. The investigation investigates the impact of gender and academic discipline on Chilean dentistry and business administration students’ perceived lack, want, and need for English for Specific Purposes (ESP). Drawing on sociocultural theory and self-determination theory, a mixed-methods model that involved data collected

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Djokic, Stasa, Nina Brkic-Jovanovic, Zoran Marosan, and Vuk Markovic. "Analysis of academic self-efficacy of medical students learning English for specific purposes." Medical review 74, no. 3-4 (2021): 74–82. http://dx.doi.org/10.2298/mpns2104074d.

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Introduction. English for Specific Purposes focuses on teaching and learning subject specific knowledge which includes specific language skills that particular learners need for a specific purpose. Self-efficacy is determined by subjective beliefs about one?s own abilities, which also applies to the academic setting of studying English for Specific Purposes. Academic self-efficacy represents the conviction of students about their own abilities to successfully fulfil academic tasks at designated levels. The goal of this research is to examine the degree of academic self-efficacy of medical stud

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Zavarykina, Lubov V. "Teaching English for Specific Purposes in Russian Universities: A Case of Moscow School of Social and Economic Sciences." Higher Education in Russia 27, no. 11 (2018): 62–70. http://dx.doi.org/10.31992/0869-3617-2018-27-11-62-70.

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The paper discusses the impact of English for Specific Academic Purposes teaching methodology on developing in-house materials for the course of English for Social Sciences taught at the Moscow School of Social and Economic Sciences. The paper gives examples of the materials and provides results of their evaluation. The case study demonstrates efficiency of the approach to in-house materials development based on collaboration with faculty, teachers of English for Specific Academic Purposes in other disciplines, and students. The approach involves analysis of the materials designed at different

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Rahmadani, Fitri Majid, Manda Ibrahim, Sadapotto Andi, Kasman Nuraeni, and Hermansyah Sam. "DESIGNING ENGLISH MATERIALS FOR FISHERIES STUDENTS AT SMK NEGERI 3 ENREKANG." Global Journal of Arts Humanity and Social Sciences 4, no. 12 (2024): 1020–24. https://doi.org/10.5281/zenodo.14280868.

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The purpose of this study was to develop specific English learning materials for eleventh- grade students in the fisheries program at SMKN 3 Enrekang. The study adopted a research and development (R&D) approach based on English for Specific Purposes (ESP) and followed a systematic process to ensure the materials' relevance and quality. The study began with a needs analysis conducted on June 14, 2024, to identify the students' target and specific learning needs, focusing on their academic and professional contexts. The analysis revealed requirements for fishery-related terminology, practica

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Dudina, Oksana. "Enhancing Academic Competence in Future Dentists: Leveraging English for Specific Purposes in Dental Education." Revista Romaneasca pentru Educatie Multidimensionala 16, no. 3 (2024): 88–100. http://dx.doi.org/10.18662/rrem/16.3/884.

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The purpose of the article is to evaluate the impact of a specialized English for Specific Purposes (ESP) curriculum on the academic and linguistic development of second-year dental students. The article examines the effectiveness of an ESP curriculum tailored for second-year dental students at Donetsk National Medical University. Aimed at addressing the linguistic and professional needs unique to the dental field, the study juxtaposes the academic progression of students engaged in a specialized ESP curriculum against those following a standard English course. The research incorporates a cont

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Hermawati, Dyah Aju. "Meeting the needs of agribusiness students in an ESP-reading context." Journal of Research on English and Language Learning (J-REaLL) 3, no. 1 (2022): 55. http://dx.doi.org/10.33474/j-reall.v3i1.14298.

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This study explored the needs for English for Specific Purposes (ESP) among the Agribusiness students in Jember State Polytechnic. It investigated the students' attitudes towards English for Specific Purposes (ESP) and their readiness for it. The study focuses on the issue of designing a suitable core course of English for Specific Purposes that introduces ESP through academic reading. The study is based on the investigation of the learners' needs. The aim of the study is to propose a suitable course in which ESP can be integrated or injected within the regular English for General Purpose clas

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Dkhissi, Yahya. "English for Specific Academic Purposes: The Need for ICT and Reconstruction." International Journal of Literature and Arts 2, no. 6 (2014): 1. http://dx.doi.org/10.11648/j.ijla.s.2014020601.11.

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Gusmuliana, Paidi, Safnil Safnil, Syafryadin Syafryadin, and Kodarni Kodarni. "English for Religious Purposes: The Specific Purposes of Islamic University Students in Indonesia in Learning English." Journal of Innovation in Educational and Cultural Research 4, no. 1 (2023): 167–78. http://dx.doi.org/10.46843/jiecr.v4i1.503.

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In the past, English was considered the language of non-Islamic religions but now English is believed to be the language for international communication for academic and 'dakwah' purposes. However, students of Islamic universities and institutes may have various purposes for learning English. This is because young scholars may have not seen the real need to study English outside the campus and this is not introduced by their teachers when they study at high schools. This study is aimed at describing the main purposes of learning English as a foreign language perceived by the students of Islami

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Kurnenkova, T. V., and A. V. Volkotrubova. "“MEANING-ORIENTED INTERACTIONS” METHOD FOR GENERATION Z STUDENTS: BASED ON ENGLISH FOR SPECIFIC PURPOSES (LAW)." Vestnik of the Kyrgyz-Russian Slavic University 24, no. 10 (2024): 111–16. https://doi.org/10.36979/1694-500x-2024-24-10-111-116.

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The article is devoted to the analysis of the interactive method “Meaning-oriented interactions” when teaching law students with an average level of knowledge of the English language, taking into account the characteristics of the modern generation – the “digital generation”. The legal profession also involves research activities, which are characterized by analytical thinking. A series of interrelated interactive tasks is considered, which allows the student to develop an academic level of communication in English, developing critical thinking. Thus, this method stimulates the student to over

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Haque, Syaiful, Dwi Rukmini, and Januarius Mujyanto. "The Nursing Students’ Needs of English for Specific Purposes to Minimize Difficulty in Learning English." English Education Journal 12, no. 4 (2022): 665–72. http://dx.doi.org/10.15294/eej.v12i4.65391.

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The English nursing curriculum used in university is considered to have problems regarding its relevance and appropriateness to meet students’ professional and academic needs. This study addressed this issue by investigating the English language skills needed in academic and occupational contexts. The objective of this study were: (1) to explain English language skills that students have difficulties with in English Program, (2) to explain the Nursing students’ needs in an academic and professional context, and (3) to explain the relationship between students’ needs and the achievement. This s

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Husain, Nurlaila, and Sri Widyarti Ali. "ENGLISH SPECIFIC PURPOSES PERSPECTIVE: IDENTIFYING ENGLISH LANGUAGE NEEDS OF GUIDANCE AND COUNSELLING STUDENTS." International Journal of Research on English Teaching and Applied Linguistics 5, no. 1 (2024): 59–71. http://dx.doi.org/10.30863/ijretal.v5i1.6794.

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The development of effective English language proficiency among Guidance and Counselling students is crucial for their academic success and future professional endeavours. However, there is a gap in the literature concerning the specific language needs and preferences of this student population within the field of English for Specific Purposes (ESP). This study aims to identify the essential English sub-skills required by Guidance and Counselling students currently enrolled in the second semester of the 2022–2023 academic year, encompassing listening, speaking, reading, and writing. Employing

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Rinawati, Rinawati, Setyo Trisnadi, and Didik Murwantono. "Needs Analysis of English for Medical Purposes: A Student Perspective." Language Circle: Journal of Language and Literature 16, no. 2 (2022): 348–56. http://dx.doi.org/10.15294/lc.v16i2.35445.

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English has been integrated into medical curriculum in higher education in countries where English is not the official language of instruction. For medical students—non-English department students—English has been taught to meet specified academic and professional needs of learners in so-called English for specific purposes (ESP). To ensure that English program is relevant to the learner’s needs, a need analysis is required. This study aimed to investigate the English needs of the first-year medical students taking a compulsory program of English for academic purposes at Faculty of Medicine, S

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Wulandari, Dwi. "Teaching Project Based Learning in English for Specific Purposes." Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 6, no. 2 (2022): 1–10. http://dx.doi.org/10.14710/culturalistics.v6i2.14071.

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English course in Diponegoro University as the basic required course is offered mostly by the department without giving any prior consideration of its purpose, and mostly arranged by the teachers without any guidance from the departments. This study is conducted with the purpose to see the possibility of teaching English by focusing the materials on students’ main competence and emphasized on student centered learning. The action research is targeted on having students use their English in demonstrating their main competence both in speaking and writing, through the method of Project Based Lea

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Thein, Ohnmar, Thandar Thein, and Jasmine Kong-Yan Tang. "Teaching English for Medical Purposes: Myanmar Context." Journal of English Language and Linguistics 2, no. 1 (2023): 81–103. http://dx.doi.org/10.62819/jel.2021.89.

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English has been taught in different higher education institutions over thelast decades to meet professionals and students' academic needs. The aimsof this research were to investigate and assess the English language needsof Myanmar medical students in order to account for their academicdissatisfaction, and to provide a basis for the development of medicalEnglish courses and teaching approaches in the Myanmar context. Thefaculty of medicine in Myanmar has a long tradition of learning and teachingEnglish for medical academic purposes. English was considered extremelyimportant for medical studen

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Ilchenko, Olga, and Natalia Kramar. "ENGLISH FOR ACADEMIC PURPOSES: KEEPING UP WITH THE TIMES." Studia Linguistica, no. 16 (2020): 40–57. http://dx.doi.org/10.17721/studling2020.16.40-57.

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English language education, especially in light of the status of English as present-day lingua franca, has become a prolific field of research, and no less prolific area of practical application internationally. Through a critical literature review, the current study addresses one of its most prominent subfields – English for Academic Purposes – with special emphasis on academic writing. We briefly touch upon its evolution and identify the terminological ambiguities involved in EAP conceptualization within the broader framework of ESP (English for Specific Purposes). By examining the changes t

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Abdat, Yassamina. "Widening the Circle: Teaching English for Specific Purposes in the Light of Content-Based Instruction." Contemporary Educational Researches Journal 14, no. 1 (2024): 28–37. http://dx.doi.org/10.18844/cerj.v14i1.9338.

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Language instruction based on content is not a new idea; it originated in English-speaking countries such as the USA, Canada, and many European countries that study content subjects in English. Accordingly, it has become a widely adopted pedagogical approach to English for Academic Purposes. The teaching of English to speakers of other languages, including Algeria, however, abounds with multiple acronyms, causing teachers to become confused, and even disoriented when considering English for Specific Purposes, English for Academic Purposes, and Content-Based Instruction. The rationale of this p

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Abdat-Hadjadj, Yassamina. "Widening the Circle: Teaching English for Specific Purposes in the Light of Content-Based Instruction." International Journal of Learning and Teaching 16, no. 1 (2024): 15–24. http://dx.doi.org/10.18844/ijlt.v16i1.9348.

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Language instruction based on content is not a new idea; it originated in English-speaking countries such as the USA, Canada, and many European countries that study content subjects in English. Accordingly, it has become a widely adopted pedagogical approach to English for Academic Purposes. The teaching of English to speakers of other languages, including Algeria, however, abounds with multiple acronyms, causing teachers to become confused, and even disoriented when considering English for Specific Purposes, English for Academic Purposes, and Content-Based Instruction. The rationale of this p

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Ezeifeka, Chinwe. "Genre-Based Approach to the Analysis of Introductions in Doctoral Seminars of the Department of English, Unizik, Awka." UJAH: Unizik Journal of Arts and Humanities 21, no. 2 (2021): 1–24. http://dx.doi.org/10.4314/ujah.v21i2.1.

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This paper analyses selected research article introductions of doctoral seminars in the Department of English Language and Literature, Nnamdi Azikiwe University, Awka, to determine how these academic writings follow specific formats characteristic of such genres. Specifically the work looks at the staged cognitive organisation of the selected samples in line with the requisite schematic or generic structure postulated in Bhatia (1993) and adopted by the University of Southern California (USC). Every genre is characterized by culture-bound unique structuring and communicative purposes that give

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Li, Yuehua, and Marion Heron. "English for General Academic Purposes or English for Specific Purposes? Language Learning Needs of Medical Students at a Chinese University." Theory and Practice in Language Studies 11, no. 6 (2021): 621–31. http://dx.doi.org/10.17507/tpls.1106.05.

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The debate over the appropriacy of EGAP and ESP has been an ongoing concern in many higher education contexts. In this paper we discuss how teachers’ and students’ perceptions of English curriculum needs are reflected in the conflict between short-term goals, such as passing exams, and long-term goals, such as career development. Students, doctors and teachers at a medical university in the central part of China were asked about their needs through questionnaires and structured interviews. The findings suggest that whilst many felt the need for medical English to be taught in the early years,

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Krasilnikova, D. "OVERCOMING CULTURALLY-SPECIFIC CHALLENGES IN WRITTEN COMMUNICATION IN EAP." POLISH JOURNAL OF SCIENCE, no. 63 (June 16, 2023): 38–42. https://doi.org/10.5281/zenodo.8046059.

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Written communication is one of the main ways of interaction today. Academic writing is one of the types of written communication. This article will describe the culturally specific barriers that students of non-linguistic faculties face during the learning process. During the analysis, a quantitative methodology was applied, which helped to collect the necessary data and calculate the actual difficulties in the field of academic writing. Based on the results obtained, a special set of exercises was developed that will help future students of the English for Special Purposes course to improve

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Irshad, Isra, and Behzad Anwar. "English for Specific Purposes: Designing an EAP Course for Computer Science Students." Journal of Education and Educational Development 5, no. 1 (2018): 156. http://dx.doi.org/10.22555/joeed.v5i1.1533.

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<p><em>The aim of this study was to design English for Academic Purposes (EAP) course for University students enrolled in the Computer Science Department. For this purpose, academic English language needs of the students were analyzed by using a 5 point Likert scale questionnaire. Additionally, interviews were also conducted with four faculty members of the department and the data were analyzed qualitatively. Thus, mixed methods were used for collection and analyses of data. The results of the analysis of questionnaire and interviews indicate that the four language skills, namely l

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Liza, Sharmin. "Ensuring Equity in Language Teaching: Implementing English for Specific Purposes for Domain Specific Learners of Tertiary Level." DIU Journal of Humanities and Social Science 7, no. 1 (2020): 123–34. http://dx.doi.org/10.36481/diujhss.v07i.0xh01786.

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Teaching English language to the learners of different academic areas (multi-disciplinary or domain specific) of tertiary level with same general language planning and materials is an approach to ensure equality. On the other hand, teaching every particular group with specific goal-oriented and subject-related tailor made course is congruent with the concept of equity. English language teaching ought to be needs-based. Needs vary from one profession to another. Communicative skill of a lawyer is different from that of a scientist or an engineer. To ensure equity, teachers need to implement ESP

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Karimov, Feruzjon Alisher o'g'li. "TEACHING CRITICAL THINKING IN BUSINESS ENGLISH FOR ACADEMIC PURPOSES." GOLDEN BRAIN 2, no. 12 (2024): 218–29. https://doi.org/10.5281/zenodo.11608054.

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<em>Critical thinking is a fundamental skill for students pursuing Business English for Academic Purposes (BEAP). This study examines the role of critical thinking in BEAP, exploring methods to enhance this skill and its impact on students' academic and professional success. Through a mixed-methods approach, we investigate the effectiveness of specific pedagogical strategies in fostering critical thinking among BEAP learners. The quantitative survey conducted with 150 students revealed that while a majority recognize the importance of critical thinking, there is a significant gap in their conf

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Raikhanova, D. K., and G. M. Kassymova. "FORMATION OF PROFESSIONALLY-ORIENTED COMPETENCE IN TEACHING ENGLISH FOR ACADEMIC PURPOSES FOR CHEMISTRY - BIOLOGY STUDENTS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (2020): 125–31. http://dx.doi.org/10.51889/2020-1.1728-5496.22.

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English for Specific Purposes (ESP) is categorized into two main classification areas English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). In this article authors briefly describe the differences between these two sub-branches of ESP. At the same time this article deals with the implementing English for Academic Purposes (EAP) in teaching Combined Major Program 6B015002 ‘Chemistry and Biology’ at Suleyman Demirel University (SDU). Some of higher-leveled students like to enhance their comprehension of Academic English. Thus, EAP course was introduced to meet higher-l

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Regmi, Diwakar. "Challenges of Teaching English at Nepali Sanskrit University." शोधसुधा Shodh Sudha 1, no. 1 (2023): 130–42. http://dx.doi.org/10.3126/ss.v1i1.59739.

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The author of this paper discusses the challenges of teaching English language and literature at Nepal Sanskrit University in general and in Pindeshwar Vidyapeeth in particular. Based mainly on the experiences and observations of the author, the paper discusses the challenges of both teaching English for general purposes and teaching English for academic purposes. Moreover, it includes the experiences of fellow teachers of English and the opinions of select students of Pindeshwar Vidyapeeth as well, and has used theories on second language acquisition, foreign language learning and teaching En

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Lei, Guo. "Study on the Collaborative Modes of Teaching English for Special Purposes." International Journal of Social Science and Humanities Research 12, no. 4 (2024): 367–70. https://doi.org/10.5281/zenodo.14501528.

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<strong>Abstract:</strong> The teaching of English for Specific Purposes (ESP) has generally been seen as a distinct activity within English Language Teaching. The teaching of ESP has developed its own methodology based on research in various disciplines. ESP teaching involves both specific disciplinary knowledge and English Language knowledge. A specific discipline has its own nature and linguistic features. In an age of disciplines diversified and knowledge updated unprecedentedly, it is almost impossible for ESP teachers to have specialized knowledge in different academic fields. The paper

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Galora Moya, Nelly, Elsa Hernández Chérrez, Ximena Cumanda Miranda Lòpez, N. Paola Ramos Medina, and Elizabeth Tayo Haro. "Exploring the Necessity and Impact of English for Specific Purposes (ESP) Courses for B1+ Level English Learners." ASCE 4, no. 2 (2025): 267–84. https://doi.org/10.70577/asce/267.284/2025.

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This academic study investigates the need for and influence of English for Specific Purposes courses for university-level students with a B1+ English proficiency, considering the increased industry demand for language skills. The study recognizes that proficiency in technical English is one of the most important elements for professional growth, especially in fields that offer opportunities for academic and career advancement in which accurate communication is essential. The main objective of the study was to assess the opinions of both students and faculty regarding the importance of English

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Daiu, Sonila, Krisalda Mihali, and Mishel Spaho. "Integration of English for Specific Purposes: A Comprehensive Study of Language Needs in Computer and Software Engineering Students." Interdisciplinary Journal of Research and Development 12, no. 1 (2025): 92. https://doi.org/10.56345/ijrdv12n111.

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Programming along with research and global collaboration depend on English as their main language in computer and software engineering fields. The ongoing advancement of technology demands English proficiency from students because they require international resources and professional connections and industry updates to succeed. Academics and careers of engineering students become shaped by their proficiency in the English language according to this study while it also demonstrates how English proficiency influences both learning efficiency together with problem-solving abilities and career-rea

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