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Journal articles on the topic 'ESP teacher'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Basturkmen, Helen. "ESP teacher education needs." Language Teaching 52, no. 3 (2017): 318–30. http://dx.doi.org/10.1017/s0261444817000398.

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Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on tea

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Murtafi'ah, Banatul. "Exploring the authentic needs of prospective ESP teachers in contributing to ESP teacher education: Indonesian ESP teachers’ perspectives." Journal on English as a Foreign Language 15, no. 1 (2025): 190–212. https://doi.org/10.23971/jefl.v15i1.9206.

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English for specific purposes (ESP) teacher training for pre-service English teachers is needed due to the growing need for English in many professions. Though ESP teacher training is needed, this area is underexplored. This study attempts to investigate the actual needs of prospective ESP teachers. This is a qualitative case study involving six participants from three groups of Indonesian ESP teachers: two pre-service teachers, three in-service teachers, and one teacher educator. The data were collected from interviews with those participants and analyzed using thematic analysis. The finding

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Silvani, Umar Ali Samsudin Hi Adam. "Reviewing ESP Teacher Education Model: Teachers' Role." Madani: Jurnal Ilmiah Multidisiplin 1, no. 7 (2023): 626–33. https://doi.org/10.5281/zenodo.8302150.

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<em>English for Specific Purpose (ESP) course has been taught over the years in many in Indonesia. In recent years, there has been widespread demand for English language in Indonesia. The development of global market makes people need English in their job environment in order to perform well in their respective fields and to compete in international dimension. Many educational institutions offer a program of ESP courses to meet students’ future career need in global trend. In this case, teachers of English who just teach English for general purpose try to do many efforts to be profession

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Sukying, Apisak, Nuntapat Supunya, and Pilanut Phusawisot. "ESP Teachers: Insights, Challenges and Needs in the EFL Context." Theory and Practice in Language Studies 13, no. 2 (2023): 396–406. http://dx.doi.org/10.17507/tpls.1302.14.

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This research investigated ESP teachers’ perceptions of the underlying concepts, challenges, and needs of ESP teaching in Thailand. A six-Likert questionnaire and checklist were given to 63 ESP teachers at a Thai government university. An interview was also used to further explore 12 teacher participants’ issues, challenges, and needs in ESP practices. The results indicated that Thai university teachers had a piecemeal understanding of ESP concepts, and they also agreed that ESP practice is a complex and challenging task. Moreover, the current findings indicate that language teachers must work

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Velikaya, Elena. "Learning From Collaborative Teacher Development in an EAP/ESP Context." Journal of Language and Education 2, no. 1 (2016): 72–78. http://dx.doi.org/10.17323/2411-7390-2016-2-1-72-78.

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‘Collaborative teacher development is an increasingly common kind of teacher development found in a wide range of language teaching contexts’. Teachers can collaborate with other teachers in writing materials, books, doing research, and analysing observed lessons. Even the format and the content of a teaching journal can be developed in cooperation with other colleagues. The article reports on collaborative teacher development of English language teachers at the National Research University Higher School of Economics (NRU HSE) in Moscow, Russia. The study used a survey to investigate needs for

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Artishedar, Nesa, Fatemeh Najafi, Fatemeh Najafi, et al. "STUDY OF PERCEPTIONS AND THE ROLE OF ESP TEACHERS ABOUT EFFECTIVENESS OF ESP COURSES IN LANGUAGE TEACHER EDUCATION DURING PRE-AND IN-SERVICE TEACHING PRACTICE." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 2 (2015): 674–80. http://dx.doi.org/10.24297/jal.v5i2.2821.

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It is believed that the time that the undergraduate students register in Teacher Education Program they have an extensive amount of experience, but English for specific purpose (ESP) teachersor pre-service ESP teachers are regarded as valuable resources for recognizing attitudes or perceptions of effectiveness of ESP teachers whose classless are taught by them. Pre-service teachers surely have several specific perceptions about their future career and the effectiveness of ESP teachers whose classes are being taught by them during practice teaching. If ESP teachers are asked the question why do

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Antić, Zorica. "Teacher Education in English for Special Purposes." Acta Facultatis Medicae Naissensis 33, no. 3 (2016): 211–15. http://dx.doi.org/10.1515/afmnai-2016-0022.

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Summary This paper establishes a basic framework for addressing the issue of teacher’s role and education in English for Special Purposes (ESP) with an overview of English for Medical Purposes (EMP). The content of an ESP/EMP syllabus is determined by the learners’ reasons for learning English. This has led to a change in the role that teachers have in specialized English classes compared to general English. They are required to work actively with the learners and medical subject teachers in order to create a syllabus that would promote effective learning. Teacher education encompasses adequat

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Chen, Ke. "Training Mode Design of ESP Teachers in Universities of Science and Engineering." Advanced Materials Research 712-715 (June 2013): 3129–32. http://dx.doi.org/10.4028/www.scientific.net/amr.712-715.3129.

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With the development of global economy and science, the research on ESP teaching has become increasingly the focus of scholars at home and abroad, and the development of ESP teachers is the key factor to ESP teaching. Through the research on professional development of ESP teacher in University of Science and Engineering of Shaanxi Province, we analyze the factors that have influence on ESP teachers development, finally put forward the idea that training mode of ESP teachers in University of Science and Engineering must be based on students' occupation demand, and ESP teachers should constantl

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C., Astratinei. "The Role of the ESP Teacher." Scientific Bulletin of Naval Academy XIX, no. 1 (2018): 262–64. http://dx.doi.org/10.21279/1454-864x-18-i1-040.

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The present paper will first of all focus on the literature which approaches issues such as the difference between a General English teacher and an ESP teacher, ESP materials, syllabus, course design and evaluation. Then, emphasis will be placed on the importance of a fruitful collaboration between the ESP and the specialist subject teachers. Next, there will be provided an example of the cooperation between the Maritime English teacher and the Seamanship fundamentals one in point of needs analysis, syllabus and course design. Mention will also be made as to the kind of specialist subject know

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Li, Boli. "Perceptions of ESP Lecturers’ Professional Development in China: An Ecological Perspective." Journal of Education and Learning 11, no. 4 (2022): 92. http://dx.doi.org/10.5539/jel.v11n4p92.

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The teaching of English for Special Purposes (ESP) has become the mainstream of English teaching in Chinese universities. This article, from a perspective of Educational Ecology, explored ESP lecturers&rsquo; professional development in Chinese universities. Semi-structured interviews were conducted on 13 ESP lecturers who were in the interim of transforming from teaching of English for General Purposes (EGP). It was found that there existed an imbalance in the ESP lecturers&rsquo; professional development in terms of internal and external ecology. In order to resume the ecological nic

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Li, Boli. "Perceptions of ESP Lecturers’ Professional Development in China: An Ecological Perspective." Journal of Education and Learning 11, no. 4 (2022): 92. http://dx.doi.org/10.5539/jel.v11n4p92.

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The teaching of English for Special Purposes (ESP) has become the mainstream of English teaching in Chinese universities. This article, from a perspective of Educational Ecology, explored ESP lecturers&rsquo; professional development in Chinese universities. Semi-structured interviews were conducted on 13 ESP lecturers who were in the interim of transforming from teaching of English for General Purposes (EGP). It was found that there existed an imbalance in the ESP lecturers&rsquo; professional development in terms of internal and external ecology. In order to resume the ecological nic

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Alfaraj, Aicha, and Hanan Alkandari. "Teacher Perceptions of ESP Materials: The Case of an ESP Teacher at a Vocational Institution in Kuwait." English Language Teaching 17, no. 12 (2024): 88. http://dx.doi.org/10.5539/elt.v17n12p88.

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In this article, we explore the journeys through which English for Specific Purposes (ESP) &nbsp;teachers can go while designing and employing ESP materials in their classrooms. The research implements a case study approach to track the terrains of the experience of one ESP teacher through the observation and documentary analysis of the design and application of ESP materials in her courses at a vocational institution in Kuwait, the Public Authority of Applied Education and Training. This analysis was accompanied by a series of semistructured interviews to gain an idea of what the teacher&

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Bălănescu, Eleonora Olivia. "ACQUIRING ESP TEACHER COMPETENCE THROUGH THEORY AND PRACTICE." Journal of Social Sciences IV, no. 2 (2021): 33–42. http://dx.doi.org/10.52326/jss.utm.2021.4(2).03.

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The emergence of English for Specific Purposes (ESP), which is closely linked to particular professions, requires qualified language teachers. Despite the growing demand for courses in ESP in Romania, and the eagerness of universities and private institutions to include these courses in their curricula, insufficient attention has been given to teaching training in this domain. In the absence of under-graduate ESP teacher training programmes, ESP is taught by General English graduates who basically learn as they go. The aim of this paper is to map the territory, that is, to outline the main coo

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Tenieshvili, Anna. "Towards Formation of a New Model of ESP Teacher." Морски научен форум 9, no. 1 (2025): 79–86. https://doi.org/10.63662/2vz9ds69.

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The scientific-technical progress of the second half of XX century brought the necessity of formation of such branch of English Studies as English for Specific Purposes (ESP) is. It is more than 25 years as ESP is a subject of research, it is discussed and considered in different scientific articles, a lot of books and textbooks are devoted to this subject both on scientific and practical levels. ESP comprises English for a lot of completely different branches. It is equally important for such basic linguistic activities as teaching and translation although in the case of the latter it is more

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Supunya, Nuntapat. "A Systematic Review on ESP Teachers: Current Focus, Collaboration, and Sustainability." rEFLections 30, no. 2 (2023): 287–317. http://dx.doi.org/10.61508/refl.v30i2.267295.

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Since its emergence in the 1960s, English for Specific Purposes (ESP) has been a dominant subfield in language education and English language teaching. The mainstream ESP literature appears to be linguistic-oriented with less attention directed towards ESP teachers. Responding to the calls for more ESP teacher research, this systematic review aims to be a substantial starting point in scrutinising research on ESP teachers published from 2010 to 2022 in the Scopus-indexed journals to frame current research foci, explore existing pedagogical collaborations, and propose suggestions regarding the

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Huynh, Thi Hoa Sen. "ESP Teachers’ Practice of Developing Curriculum at some Universities in Ho Chi Minh City." Hue University Journal of Science: Social Sciences and Humanities 130, no. 6D (2021): 165–84. http://dx.doi.org/10.26459/hueunijssh.v130i6d.6393.

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ESP curriculum development is of great significance in terms of developing a curriculum that meets the specific needs of a learner group as well as enhances relevance and students’ interest and motivation. Teacher involvement in this process is essential in that not many materials are available for leaners with specific needs and an ESP teacher is not only a teacher but also a collaborator, a course designer and material provider, a researcher, and an evaluator (Dudley-Evans & St. John, 1998). The study thus aims to investigate ESP teachers’ practice in the curriculum development process.

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Natalia, Bonifasia Ekta Fima, and Andarwati Andarwati. "Teachers’ beliefs in ESP teaching for airline staff: Between hopes and realities." Research and Innovation in Language Learning 4, no. 3 (2022): 191. http://dx.doi.org/10.33603/rill.v4i3.4422.

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Teachers’ beliefs in ESP have been known as the basis for teachers’ application in their ESP teaching. Teacher beliefs are significant subjects in teacher education that have been designed to help teachers develop their thought and principles. Teachers’ beliefs have a deep impact on their classroom principles. However, facts show that many of what teachers believe fail to be implemented in real teaching activities due to some reasons. This study examines teachers involved in ESP teaching for Airlines Staff at pre-service airlines schools in Indonesian setting. This study aims at (1) knowing te

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Aisyah, Aisyah, and Bayu Hendro Wicaksono. "Pre-Service Teachers' Belief on Professional Development: A study on ESP Teacher." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 5, no. 2 (2018): 8–17. http://dx.doi.org/10.22219/celtic.v5i2.7614.

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Guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. Indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. In fact, Some of the ESP instructors seem to find it difficult to deal with the practice of professional development. This is the situation happened in Language Center, the center of ESP program, at my institution. Although some research have been investigating the case of teacher belief within professional development, but little research conducted in E

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Aisyah, Aisyah, and Bayu Hendro Wicaksono. "Pre-Service Teachers' Belief on Professional Development: A study on ESP Teacher." A Journal of Culture English Language Teaching Literature & Linguistics 5, no. 2 (2018): 8. http://dx.doi.org/10.22219/celticumm.vol5.no2.8-17.

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Guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. Indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. In fact, Some of the ESP instructors seem to find it difficult to deal with the practice of professional development. This is the situation happened in Language Center, the center of ESP program, at my institution. Although some research have been investigating the case of teacher belief within professional development, but little research conducted in E

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Dafouz Milne, Emma. "Crossing disciplinary boundaries: English-medium education (EME) meets English for Specific Purposes (ESP)." Ibérica, no. 41 (September 1, 2021): 13–38. http://dx.doi.org/10.17398/2340-2784.41.13.

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Framed against the backdrop of internationalization of higher education, this paper argues for the need to cross disciplinary boundaries and build stronger bridges between the domains of English-medium education and ESP/EAP, particularly at a time when English-taught programmes seem to challenge the status quo of ESP professionals. To this end, this article will first briefly describe the objects of study – ESP/EAP and EME – and map out the relationship between the two. Secondly, a description of what are called the ‘diverging zones’ between these two educational approaches will be developed.

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Guihang, Guo, and Zhu Miao. "Identity Construction of Chinese Business English Teachers from the Perspective of ESP Theory." International Education Studies 12, no. 7 (2019): 20. http://dx.doi.org/10.5539/ies.v12n7p20.

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As an interdisciplinary major, Business English has a distinct difference from General English. Therefore, Business English teachers and General English teachers are also very different. However, nowadays, most Business English teachers in most colleges are with the educational background of English Language and Literature. They are facing serious problems of teacher identity construction. As Business English is generally considered to be a branch under English for Specific Purpose (ESP), there is a close connection between Business English and ESP. Therefore, ESP theory can provide a theoreti

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Azalmad, Nor Eddine. "Reconsidering the Distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) - Towards a Unified Perspective." Journal of Innovative Research 1, no. 3 (2023): 35–39. http://dx.doi.org/10.54536/jir.v1i3.2010.

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This article critically examines the distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) within language teaching contexts. It argues that the traditional dichotomy between ESP and EGP is inadequate and proposes a unified perspective. The rationale behind this argument is that all English language teaching experiences involve specificity, as learners’ language needs are influenced by their particular goals, domains, and contexts. The article challenges the prevailing assumptions and highlights the limitations of the ESP vs. EGP dichotomy. The key find

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Isnawati, Uzlifatul Masruroh, and Nanik Sri Rahayu. "‘’Once I enter the class, I just feel like in the middle of nowhere’’: a narration of ESP teacher's emotional geographies." Journal on English as a Foreign Language 13, no. 2 (2023): 739–63. http://dx.doi.org/10.23971/jefl.v13i2.7050.

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While studies on the teaching of English for specific purposes (ESP) in higher institutions have been widely explored, there is a paucity of research addressing how ESP teachers in higher education deal with their emotional geography when teaching ESP. The data of this present study were garnered through in-depth interviews and analyzed following Braun and Clarke’s (2014) thematic analysis. Anchored by Hargreaves' (2001) emotional geography, the study revealed that the participant had undergone negotiated emotional changes in his experiences as an ESP teacher, which were anchored by physical,

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Colbert, Cherise L. "Becoming an ESP Teacher: Conflicts, Tensions and Successes." International Journal of English Linguistics 15, no. 3 (2025): 18. https://doi.org/10.5539/ijel.v15n3p18.

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Global educational changes have significantly impacted English language teachers&rsquo; professional lives, especially concerning identity construction. This study explores how conflicts and tensions impact a novice English for Specific Purposes (ESP) teacher&rsquo;s identity construction. Using a narrative inquiry approach, data were collected from a novice ESP teacher in Seoul, South Korea, through interviews, journals, and observations. The findings reveal three central themes: (1) tensions as claimed and constructed ESP identities, (2) cultural tensions and conflicts, and (3) conte

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Jing, Nana. "Moral education in teacher education ESP course—taking English for Teaching and Teacher Education as an example." SHS Web of Conferences 168 (2023): 01013. http://dx.doi.org/10.1051/shsconf/202316801013.

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Present ESP research focuses more on ESP teaching mode, online and offline ESP course practice, ESP teaching practice and teacher development, ESP textbook compilation and so on. There is still limited study concerning how moral education could be integrated with ESP teaching. Based on the school-based curriculum English for Teaching and Teacher Education, the current case study takes Unit 6 as an example to explore how moral education could be realized in the teacher education ESP course from four dimensions of unit teaching objective design, teaching content design, teaching method design an

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Chaovanapricha, Khacheenuj, and Panna Chaturongakul. "Interdisciplinary Teacher Collaboration in English for Specific Purposes Subjects in a Thai University." English Language Teaching 13, no. 5 (2020): 139. http://dx.doi.org/10.5539/elt.v13n5p139.

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The purpose of this research study was to investigate the roles of English teachers and subject teachers engaged in the collaborative process of interdisciplinary teaching in English for Specific Purposes subjects at a Thai university and explore the benefits and drawbacks of implementing such collaborations. In addition, students&rsquo; attitudes towards interdisciplinary teacher collaboration (ITC) in ESP classrooms were explored. Participants were English teachers, subject teachers, and students studying on ESP subjects. This research study used a mixed methods approach from four source

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Yao, Liuchi, Nadhratunnaim Abas, and Norwati Roslim. "ESP LEARNING STYLE PREFERENCES OF VOCATIONAL STUDENTS AND UNIVERSITY STUDENTS: A COMPARATIVE REVIEW AND IMPLICATIONS FOR ESP TEACHERS." International Journal of Modern Education 6, no. 22 (2024): 140–53. https://doi.org/10.35631/ijmoe.622011.

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Research in English for Specific Purposes (ESP) has been conducted extensively throughout the past few decades. The dichotomy between vocational and general tertiary education in ESP classrooms has attracted particular attention. Despite attending ESP classes, students encounter embarrassing situations when they cannot use English effectively in real-life workplace conditions, which is problematic regarding ESP teacher building and ambiguous learning style identification. This article aims to extend a systematic literature review on the preferences of students from vocational institutes and un

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Al-Selwi, Abdul-Malik. "التحديات والمشاكل التي تواجه معلمي اللغة الإنجليزية لأغراض خاصة (ESP) واللغة الإنجليزية لأغراض أكاديمية (EAP) داخل الفصول الدراسية". Queen Arwa University Journal 17, № 17 (2016): 215–25. http://dx.doi.org/10.58963/qausrj.v17i17.277.

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This paper explores the significant challenges faced by ESP/EAP teachers and proposes solutions as investigated by various ESP practitioners. The study aims to (a) understand teachers' perceptions, involvement, and the problems they encounter, (b) evaluate current teaching methods in the Faculty of Engineering and Information Technology (FEIT) at Taiz University for teacher development, and (c) suggest solutions based on correlations between teachers' perceptions, involvement, and literature. The research involved non-participant observations and semi-structured interviews to gather data. The

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Benaissi, Abdelkrim. "Moroccan ESP Instructors’ Perceptions of an Effective ESP Teacher." Journal of English Language Teaching and Applied Linguistics 6, no. 1 (2024): 75–86. http://dx.doi.org/10.32996/jeltal.2024.6.1.10.

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The changes in the linguistic and socio-economic spheres in Morocco have brought about new perspectives to teaching English for specific purposes (ESP). The challenge has long been to ascertain the implementation of well-informed teaching practices to meet the volatile needs of learners and those of the local and global job market. Within this context, guided by the aim to promote quality in ESP teaching in Morocco, this paper investigated Moroccan ESP teachers’ perceptions of effective ESP teaching and teachers’ roles, hoping to offer a hands-on profile of an effective ESP practitioner. This

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Kondrakhina, N. G., and O. N. Petrova. "EMI and Other Professional Risks of ESP Teacher." Humanities and Social Sciences. Bulletin of the Financial University 10, no. 4 (2020): 24–31. http://dx.doi.org/10.26794/2226-7867-2020-10-4-24-31.

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The article describes internal and external factors producing a negative impact on the productivity of the ESP teachers’ activity. These factors are connected with professional risks, primarily with teachers being unable to adequately meet modern requirements such as mastering advanced educational and digital technologies, applying soft skills, combining teaching with research work and provision of additional paid educational services. The authors consider the introduction of CLIL technology and EMI model by universities to be the highest risk to the very profession of ESP teacher and make an

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Qi, Wenjin, Nadezda Sorokina, and Yan Liu. "The Construction of Teacher Identity in Education for Sustainable Development: The Case of Chinese ESP Teachers." International Journal of Higher Education 10, no. 2 (2020): 284. http://dx.doi.org/10.5430/ijhe.v10n2p284.

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As the education for sustainable development (ESD) has been advocated in diverse educational contexts, increasingly more attention has been paid to facilitate teachers as the promoters of such educational practice in higher education. Yet, less sufficient research has focused on the ESP (English for Specific Purposes) teachers, who are regarded as the pioneers of ESD practice, and their professional development. This study aims to promote teacher professional development in the area of ESD practice by investigating the identity construction of eight ESP teachers from a northern Chinese univers

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Munir, Ahmad, Wiwiet Eva Savitri, Asrori Asrori, and Nur Chakim. "Pre-service English Teachers’ Adaptation Skills in Two ESP Courses." Script Journal: Journal of Linguistics and English Teaching 8, no. 01 (2023): 1–15. http://dx.doi.org/10.24903/sj.v8i01.1290.

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Background: The ability to adapt, imitate and modify knowledge in a learning context into another learning context is an important ability for students. However, the ability of pre-service English teachers to adapt their knowledge and skills from one course to other courses has not been studied. This research seeks to find out how pre-service English teachers in one state university in Indonesia adapt knowledge and skills acquired in the Syllabus Design (SD) and Developing EFL Materials (DEM) courses into ESP Program Design (ESP PD) and ESP Materials Development (ESP MD) courses. Methodology:

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Başara, Sinem, and Muzeyyen Nazli Gungor. "Instructors’ Beliefs About ESP Assessment: A Case Study." Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 44, no. 2 (2024): 1023–47. http://dx.doi.org/10.17152/gefad.1444003.

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With the world's increasing globalization, English has become the most widely used language for communication, and English for Specific Purposes (ESP) has begun to receive more attention in the twenty-first century due to the effects of globalization and an increase in the need for skilled workers. English for Specific Purposes is a specialized branch of English language learning that focuses on teaching English in particular fields. The assessment process must be customized to the unique characteristics of English for Specific Purposes (ESP), and teacher beliefs can significantly impact on ho

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Yuliia, Olizko, and Saienko Nataliia. "ESP teacher professional development during the COVID-19 era at Igor Sikorsky Kyiv polytechnic institute." ScienceRise: Pedagogical Education, no. 5 (44) (September 30, 2021): 4–10. https://doi.org/10.15587/2519-4984.2021.238556.

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This article analyses professional development, completed by 34 in-service ESP teachers of the Department of English for Engineering No. 1 at Igor Sikorsky KPI during March-December 2020. In total 3344.3 hours of professional teacher development were analysed. They were confirmed by certificates of attendance and completion. A significant rise in the number of hours ESP teachers of the Department of English for Engineering No. 1 at Igor Sikorsky KPI spend professionally developing was noticed compared to the years before the pandemic. Quantitative methods and statistical and mathematical proce

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Yang, Xiaowan, and Mark Wyatt. "English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university." Studies in Second Language Learning and Teaching 11, no. 1 (2021): 41–70. http://dx.doi.org/10.14746/ssllt.2021.11.1.3.

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While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in Ch

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Potocka, Dorota, and Halina Sierocka. "HE ESP TEACHER AS RESEARCHER." Studies in Logic, Grammar and Rhetoric 34, no. 1 (2013): 175–88. http://dx.doi.org/10.2478/slgr-2013-0029.

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Abstract The field of language teaching, both TESOL and ESP, is undergo- ing rapid changes. It is responding to new educational trends and paradigms and institutions face new challenges connected with changes in the curriculum, national tests and student needs. As a result, language teachers need to update their professional knowledge by taking on new roles, such as those of teacher- researcher. The purpose of this paper is to present new developments in the area of general language teaching research, with a particular focus on meth- ods of qualitative research that might be found useful while

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Петрушкова, Анастасія Миколаївна. "ESP TEACHER’S ROLE: FROM A TEACHER TO A MASTER OF BUILDING AUTONOMY." Collection of Research Papers Pedagogical sciences, no. 108 (January 13, 2025): 26–30. https://doi.org/10.32999/ksu2413-1865/2024-108-4.

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The role of the ESP (English for Specific Purposes) teacher has evolved in response to societal and educational shifts. Despite the extensive exploration of teacher roles in general ELT, the evolving nature and specific challenges of the ESP teacher’s responsibilities have remained underexplored. This article aims to bridge this gap by presenting a comprehensive framework of the ESP teacher’s multifaceted roles, emphasizing their significance in contemporary educational contexts. This article explores the changing nature of the ESP teacher’s role, conducting a retrospective analysis based on e

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Alfayed, Affied, Sri Hartiningsih, and Muhammad Fadhil Hamdani. "TEACHER CORRECTIVE FEEDBACK IN TEACHING DESCRIPTIVE TEXT WRITING OF ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY." Premise: Journal of English Education 13, no. 3 (2024): 871. https://doi.org/10.24127/pj.v13i3.10128.

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The demand for vocational education in Indonesia is rising due to the evolving and fiercely competitive job market. English teachers are required to be able to improve students' English skills for specific purposes, mainly writing skills. Few studies have investigated how teachers provide corrective feedback on students' writing in English for Specific Purposes (ESP) settings. Therefore, this study investigates teachers' practice of corrective feedback and the rationale behind the practice in ESP settings. This research used a case study method on an English teacher in a secondary vocational s

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Górska-Poręcka, Bożena. "THE ROLE OF TEACHER KNOWLEDGE IN ESP COURSE DESIGN." Studies in Logic, Grammar and Rhetoric 34, no. 1 (2013): 27–42. http://dx.doi.org/10.2478/slgr-2013-0021.

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Abstract English for specific purposes (ESP) has been conceptualized by its leading scholars, like Hutchinson and Waters (1987) or Dudley-Evans and St. John (1998), as a multi-stage process, where the ESP practitioner fulfils a variety of roles, including that of learner needs researcher, course designer, language instructor, learning assessor, and course evaluator. The performance of these roles requires considerable knowledge of a linguistic, socio-cultural and pedagogical nature, necessary to inform the teacher’s cognitive processes, par- ticularly those involved in course decision making.

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Li, Renda. "Bring the Dual Focus on both Language and Content into ESP Courses through Teacher Collaboration." Education, Language and Sociology Research 5, no. 1 (2024): p88. http://dx.doi.org/10.22158/elsr.v5n1p88.

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In China, the evolution from traditional “College English” courses to English for Specific Purpose (ESP) reflects the changing demands for foreign language skills in specialized industries. This transition poses challenges for teachers due to limited specialized knowledge. This study explores the integration of Content and Language Integrated Learning (CLIL) into ESP courses through collaboration between language and content-area teachers. Drawing on a literature review and qualitative research at West Yunnan University of Applied Science, the study examines the challenges traditional English

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Moorhouse, Benjamin Luke, and Lucas Kohnke. "Using Mentimeter to Elicit Student Responses in the EAP/ESP Classroom." RELC Journal 51, no. 1 (2020): 198–204. http://dx.doi.org/10.1177/0033688219890350.

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The affordances and pedagogical benefits of technology in the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) classrooms are widely acknowledged. One potential use of technology is in eliciting and managing students’ responses, which is an area where EAP/ESP teachers often report difficulties. Traditionally, teachers either nominate students to respond or rely on students volunteering to answer questions. In practice, this condition tends to mean that the more confident students respond, or students are ‘put on the spot’ by being nominated to speak by a teacher. One

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Olizko, Yuliia, and Nataliia Saienko. "ESP teacher professional development during the COVID-19 era at Igor Sikorsky Kyiv polytechnic institute." ScienceRise: Pedagogical Education, no. 5 (44) (September 30, 2021): 4–10. http://dx.doi.org/10.15587/2519-4984.2021.238556.

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This article analyses professional development, completed by 34 in-service ESP teachers of the Department of English for Engineering No. 1 at Igor Sikorsky KPI during March-December 2020. In total 3344.3 hours of professional teacher development were analysed. They were confirmed by certificates of attendance and completion. A significant rise in the number of hours ESP teachers of the Department of English for Engineering No. 1 at Igor Sikorsky KPI spend professionally developing was noticed compared to the years before the pandemic. Quantitative methods and statistical and mathematical proce

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Martin-Rubió, Xavier, Irati Diert-Boté, and Balbina Moncada-Comas. "Enhancing genre pedagogy and teacher wellbeing in ESP." Ibérica, no. 49 (June 18, 2025): 19–43. https://doi.org/10.17398/2340-2784.49.19.

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This study investigates an action research (AR) in an English for Specific Purposes (ESP) course, focusing on improving teaching methods using genre pedagogy and enhancing teacher wellbeing through a sustainable teaching environment. The paper centres on the AR’s reflective stage where three ESP teachers, employing collaborative autoethnography, discussed teaching practices, material adaptation challenges, and implemented changes via online journals and discussions. The study aims to assess the impact of AR participation on teachers’ genre pedagogy application and to understand its effects on

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Mentari, Putri Yuni. "A Need Analysis of ESP For Office Administration Program at SMK Negeri 2 Purworejo in the Academic Year of 2018/2019." Journal of English Education and Teaching 3, no. 4 (2019): 470–80. http://dx.doi.org/10.33369/jeet.3.4.470-480.

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The objectives of the study are to describe the textbooks used by English teachers at present and its quality for Office Administration program; to explain to what extend do the teachers and the students need of ESP-Content based English materials in their English textbook and to describeEnglish skills and the material of ESP for Office Administration students. To get the data for the study, two sets of questionnaire were used. First was questionnaire for teacher, second questionnaire for students. The steps for analyzing the data were (1) Selecting the data from the result of the questionnair

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Szendrői, Ildikó. "Teacher Talk in The ESP Classroom – The Results of a Pilot Observation Study Conducted in the Tourism Context." Working Papers in Language Pedagogy 4 (December 1, 2010): 39–58. http://dx.doi.org/10.61425/wplp.2010.04.39.58.

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The present research was conducted as a pilot observation study focusing on three aspects of teacher talk in a college level L2 tourism class. The relevance of the investigation lies in the fact that teaching ESP in Hungary is gaining more and more importance. Teacher talk has been widely investigated in EFL classrooms but little is known about the characteristics of teacher and student talk in the ESP context. Firstly, the investigation aims to shed light on the ratio of teacher talk to student talk, secondly, it aims to gain an insight into the role of the mother-tongue in the teaching proce

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Kariyeva, Dilafruz. "Teaching Foreign Language for Specific Purposes: Teacher Development." European Journal of Higher Education and Academic Advancement 1, no. 11 (2024): 42–50. https://doi.org/10.61796/ejheaa.v1i11.939.

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Objective: This study examines the unique roles, challenges, and methodologies of English for Specific Purposes (ESP) teachers compared to general foreign language instructors. By addressing specific professional and educational needs, ESP teachers require not only expertise in language teaching but also flexibility in adapting to various professional fields. Methods: The study utilizes a theoretical and qualitative approach, drawing on an extensive literature review to analyze definitions, key features, and classifications of ESP. It includes a content analysis of teaching theories, course de

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Napitupulu, Selviana, Kisno Kisno, and Fenty Debora Napitupulu. "The ESP Scenario in EFL Economics Courses." International Journal of Educational Research Excellence (IJERE) 3, no. 1 (2024): 30–34. http://dx.doi.org/10.55299/ijere.v3i1.728.

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The term "ESP" refers to a method of teaching English for any possible goal. It addresses with determining the curriculum for a scenario where students are grouped as homogeneous and have a common set of requirements. Thus, the goal of this study is to investigate the state of ESP teaching and learning in a third-year graduate student class at the University of Murni Teguh, Department of Economics. The researcher makes an effort to determine whether the ESP method of teaching EFL is used in this particular class. In order to do this, a representative sample of 50 students was selected at rando

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Deng, Shiping. "Exploration of Teacher Agency in the Implementation of the ESP Language Education Policy in a Chinese University." Theory and Practice in Language Studies 11, no. 3 (2021): 302. http://dx.doi.org/10.17507/tpls.1103.10.

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This case study investigates language teacher agency in the context of ESP curriculum reform in a Chinese university. Data collected from classroom observations and semi-structured interviews with both teachers and students from five ESP classes are analyzed by conducting a thorough thematic analysis. It is revealed that instead of following the national curriculum and institutional requirements, language teachers as policy arbiters make their own implicit policies which are creating spaces for their own discourses, and in this sense, they are “adjusting” the curriculum policy rather than “imp

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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 (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

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Yao, Xiaochao. "Identity Study of English for Specific Purposes Teachers in the Context of Shifts in Public English Teaching Positioning." Journal of Contemporary Educational Research 8, no. 7 (2024): 138–42. http://dx.doi.org/10.26689/jcer.v8i7.7795.

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This study investigates the identity of English for Specific Purposes (ESP) teachers within the dynamic landscape of shifts in public English teaching positioning. Adopting a mixed-methods approach, qualitative and quantitative analyses were employed to explore the complexities of ESP teacher identity construction and adaptation. Qualitative findings revealed key themes including strong professional identity grounded in specialized expertise, the impact of changing educational policies and curriculum reforms, and the importance of cultural competence and intercultural communication. Quantitati

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