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1
Benchennane, Djamila. "Language teaching policy: General English and English for Specific Purposes." Global Journal of Foreign Language Teaching 14, no. 4 (2024): 250–61. https://doi.org/10.18844/gjflt.v14i4.9264.
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This study explores Algeria’s teaching policy concerning foreign languages, particularly French and English, within its educational system. Recognizing the critical role of languages in national development, Algeria has positioned French as the first foreign language to facilitate communication with the West and access technological advancements, while English serves as a second foreign language, mainly for business and professional communication through English for Specific Purposes (ESP). Despite these efforts, challenges persist in English language instruction, particularly in pronunciation, grammar, and vocabulary acquisition, as well as in the distinction between spoken and written English. Employing a descriptive research methodology, this study examines the historical trajectory of foreign language education in Algeria post-independence, with a focus on the current state of English language teaching. A case study was conducted on ESP learners at the University of Mascara to assess instructional effectiveness. Findings indicate that ESP instructors often lack specialization in the field, and learners’ specific needs are largely overlooked. Consequently, this research highlights the necessity of targeted pedagogical strategies and specialized training for ESP instructors to enhance learning outcomes. The study concludes with recommendations to improve English language teaching at the university level, emphasizing the need for an informed, needs-based approach to ESP instruction in Algeria. Keywords: General English; languages; specific English; teaching policy
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Sarré, Cédric, Poppy Skarli, and Anna Turula. "The pedagogy of languages for specific purposes: Developing key professional competences through a massive open online course for language teachers." Inovacije u nastavi 34, no. 4 (2021): 13–35. http://dx.doi.org/10.5937/inovacije2104013s.
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Although MOOCs dedicated to the teaching and learning of languages - Language MOOCs known as LMOOCs in the published literature - have gained popularity since 2008, this is not the case for language teacher education courses which are still rarely delivered in the form of MOOCs. Unsurprisingly, very little is therefore known about the effectiveness of such courses for Continuing Professional Development (CPD) and initial language teacher education. To fill this gap, a study was carried out based on a MOOC addressing the needs of current and prospective teachers of languages for specific purposes, which was designed by the consortium of the Erasmus+-funded CATAPULT project in 2019, and which has been run three times since its launch. The present study aims to probe the reactions of participants on the MOOC in terms of its usefulness and how it matched their reasons for joining. It is based on post-course surveys administered to course participants (n=50) as well as on feedback provided by instructors and on focus-group interviews with Teaching Assistants (n=4), whose role was to support instructors in providing feedback and comments in the third iteration of the course. Data analysis shows that if course participants' overall satisfaction has grown steadily between season 1 and season 3 of the course, it is partly because their initial objectives have been revised along the way. We also show that, from a MOOC designer's perspective, a combination of the xMOOC and cMOOC models seems to be relevant for any language teacher education MOOC and that creative solutions exist to address the issue of sufficient instructor presence in such online courses, however open and massive they may be.
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Cumming, Alister. "ESL/EFL instructors' practices for writing assessment: specific purposes or general purposes?" Language Testing 18, no. 2 (2001): 207–24. http://dx.doi.org/10.1177/026553220101800206.
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Cumming, A. "ESL/EFL instructors' practices for writing assessment: specific purposes or general purposes?" Language Testing 18, no. 2 (2001): 207–24. http://dx.doi.org/10.1191/026553201678777086.
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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 how students are taught and assessed in this subject. Previous research has concentrated on ESP course design and needs assessment in the field. However, teachers' beliefs regarding ESP assessment have not received enough attention. As a result, the study's goal is to investigate the instructors' beliefs regarding ESP assessment in higher education. Three English instructors in a state university’s College of Foreign Languages serve as a sample for this qualitative case study. Semi-structured interviews and seven weeks of reflective journaling were used to gather the data. According to the results, participants believe that ESP assessment has specificity, and it is valuable and accountable. It is also believed that ESP assessment lacks students’ motivation and requires adaptation. The school policy, student motivation, and teacher performance in ESP assessment have influenced these beliefs. To conclude, teacher participation and education are necessary for ESP assessment.
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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 purely theoretical-based article is to understand the current pedagogical practices in language across the curriculum and strive to unearth and uncover how English for Specific Purpose courses can be taught by implementing Content-based Instruction as a syllabus, by reviewing some linguistic, and pedagogical rationales as well as principles for the application of this framework for foreign language learners in higher education, more precisely in the ESP context. Besides, the study suggests some teaching models that are meant to help English language instructors to be content teachers in some circumstances and language-competent teachers in other contexts.
 Keywords: Content-Based Instruction; teacher; Teaching English to Speakers of Other Languages.
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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 purely theoretical-based article is to understand the current pedagogical practices in language across the curriculum and strive to unearth and uncover how English for Specific Purpose courses can be taught by implementing Content-based Instruction as a syllabus, by reviewing some linguistic, and pedagogical rationales as well as principles for the application of this framework for foreign language learners in higher education, more precisely in the ESP context. Besides, the study suggests some teaching models that are meant to help English language instructors to be content teachers in some circumstances and language-competent teachers in other contexts. Keywords: Content-Based Instruction; teacher; Teaching English to Speakers of Other Languages.
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Killman, Jeffrey. "Book Review: Ruggiero, Diana (2022). Teaching World Languages for Specific Purposes: A Practical Guide. Georgetown University Press, pp. 121." Revista de Lenguas para Fines Específicos, no. 29 (June 14, 2023): 177–81. http://dx.doi.org/10.20420/rlfe.2023.623.
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In Teaching World Languages for Specific Purposes: A Practical Guide, the author, Diana Ruggiero, Associate Professor of Spanish at the University of Memphis, draws on her over 10 years of experience designing and teaching Spanish as a world language for specific purposes (WLSP) in American higher education. Though Spanish in the US is the context within which she works, the book is intentionally written to be applicable to the teaching of all WLSPs and not just in the US context of higher education. The book also sets out to be useful to foreign languages instructors of all backgrounds that already have a foundation in language teaching in general and encourages them to build their own WLSP courses using their unique strengths and perspectives. Chapters 1-4 provide context for teaching WLSP, addressing issues such as the definition, scope, and benefits of WLSP, as well as preparation to teach WLSP. Chapters 5-11 address curricular development in community service learning (CSL), to which the author devotes considerable attention, the integration of WLSP into foreign languages classes, interpreting, culture, heritage language learners, and WSLSP during COVID-19. Lastly, the book concludes with a collection of teaching materials appendices ranging from specific online and print resources to a sample syllabus, lesson plans, assignments, and assessments.
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Oksana, Chaika (Čajka). "Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction." International Journal of Social Science and Human Research 04, no. 10 (2021): 2703–8. https://doi.org/10.5281/zenodo.5556323.
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The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of sociocultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.
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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 design principles, and the role of ESP practitioners, with an emphasis on practical applications across professional contexts. Results: Findings reveal that ESP teachers, while not experts in specialized fields, are instrumental in equipping students with the skills to engage with authentic, field-specific information. They rely on adaptive teaching frameworks and collaborate with subject-matter experts for up-to-date and relevant materials. Novelty: The study underscores the importance of establishing a support network for ESP teachers to facilitate information exchange and professional growth, addressing their frequent isolation from specialized field professionals and fellow educators.
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Du, Jianying, Weiping Li, and Qiong Li. "Who Are We, What Can We Do, and What Do We Think? Review on EAP Teacher Development." Chinese Journal of Applied Linguistics 45, no. 4 (2022): 532–50. http://dx.doi.org/10.1515/cjal-2022-0403.
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Abstract In this review of the literature regarding English for Academic Purposes (EAP) teacher development, we focus on empirical studies of pedagogical initiatives, research potential, and the cognitive status of practicing EAP instructors. A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review. Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field. We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.
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Shalash, Mona jabbar. "English for Specific Purposes: A Specialization in Tailoring Language Instruction." Journal of Asian Multicultural Research for Educational Study 5, no. 1 (2024): 10–18. http://dx.doi.org/10.47616/jamres.v5i1.486.
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English for Specific Purposes (ESP) has emerged as a vital domain inside language training, focusing on the specialized language wishes of rookies in precise contexts or professions. This paper explores the evolution of ESP as a specialised field within language coaching, emphasizing its one-of-a-kind functions and the growing demand for tailored language getting to know stories. The study delves into the particular demanding situations confronted by way of novices in various professional fields, underscoring the need for academic procedures that cater to their unique linguistic necessities. The foundation of ESP lies in its departure from time-honored language training, transferring towards a extra focused and useful method. This paper investigates the key concepts that underpin ESP, consisting of desires evaluation, authenticity, and learner-centeredness. By carrying out thorough desires checks, teachers can pick out the linguistic requirements of novices within a particular subject, ensuring that the content material and talents taught are directly relevant to their professional contexts. Authentic materials, drawn from real-global verbal exchange inside the relevant industry, further enhance the relevance and effectiveness of ESP education. The specialization in tailoring language guidance inside ESP is crucial in fostering communicative competence amongst freshmen. The paper examines case studies and quality practices from various expert domain names, illustrating how ESP instructors adapt coaching methodologies to cope with the particular linguistic challenges confronted by freshmen in fields consisting of commercial enterprise, medication, engineering, and era.
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Khalid, Adeel. "Nursing English in Pakistan: Instructors’ Perceptions of Language Curriculum." Journal of NELTA 21, no. 1-2 (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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Oksana, Chaika (Čajka). "Implementing a Program on Poly- / Multiculturalism for Future Teachers of Foreign Languages: Practice-Oriented Approach." International Journal of Social Science and Human Research 04, no. 12 (2021): 3630–39. https://doi.org/10.47191/ijsshr/v4-i12-24.
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The article considers the key aspects for implementation of a university program on poly- / multiculturalism for future teachers of foreign languages (FL), teachers / instructor of languages for specific purposes (LSP), lecturers and teachers of translation, aiming at the practical value. The two concepts ‘polycultural education’ and ‘multicultural education’ are differentiated; it is substantiated that more research is required and the clarifications are to be introduced among academics locally and globally as the mentioned concepts and relevant labels in terminology are misused / confused in the research works laid out in Ukrainian and Russian. Next, the course “Poly- / multiculturalism for future teachers of foreign languages” aims at mastering pedagogical innovations in the field of poly- / multicultural education, development of students' ethno-cultural competence and pedagogical creativity, respectively. The purpose of the optional / specially designed is to form students' ideas about cultural pluralism as an objective social reality and nurture such ideas in support for everyday communication inside and outside the classroom. It is found relevant to single out the following course objectives: 1) to develop poly- / multicultural and ethno-pedagogical competences of students who are training to become FL teachers / instructors, LSP teachers / instructors, translation lecturers, philologists, translators, etc.; 2) to form the students’ ability in future to conduct professional activities in a poly- / multicultural environment, taking into account the peculiarities of the socio-cultural situation of development; 3) to keep developing the students’ ability to use in professional activities the basic development laws of the modern social and cultural environment. It is specified that the course designs the cornerstones by highlighting the relevance in the modern global and educational environment; aim and objectives; the contents; the structure; and the methodology of the course. It is concluded that the research findings contribute to good practices of designing and developing university curricula from a practice-oriented perspective and help bring quality change to the modern educational space.
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Nguyễn Thị Trang. "NGHIÊN CỨU NHẬN THỨC CỦA GIẢNG VIÊN VỀ TÁC DỤNG CỦA SỬ DỤNG TÀI LIỆU NGUYÊN GỐC TRONG GIẢNG DẠY TIẾNG ANH CHUYÊN NGÀNH TẠI MỘT TRƯỜNG ĐẠI HỌC Ở VIỆT NAM". Tạp chí Khoa học Ngoại ngữ, № 70 (6 грудня 2022): 53–65. http://dx.doi.org/10.56844/tckhnn.70.174.
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The integration of authentic materials into language teaching seems to attract an increasing interest from scholars and linguists thanks to their undeniable merits. However, a review and evaluation of the practical use of these sources is of great significance so as to gain an in-depth overview of their influences on language pedagogy in general and English language teaching at the tertiary level. Accordingly, this study was conducted to investigate the perceptions of instructors at a higher education institution on the effectiveness of authentic materials in teaching English for specific purposes (ESP), which requires various practical knowledge and skills. To this end, both quantitative and qualitative methods were employed. Nine ESP lecturers of the Foreign Languages Departmentwere invited to give responses to questionnaires and interviews. The findings reveal that mostinstructors had a positive attitude towards authentic materials and desired to integrate them into theESP curriculum despite their limited access to some undisclosed sources as well as time pressure inemploying these materials. This study also provides a basis for instructors to consider using moreauthentic materials in teaching ESP in the near future.
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Fleischhauer, Karen, and Kate Friedrich. "Factors determining the efficacy of AI-generated word problems for content-specific math language courses in higher education." Scripta Manent 19, no. 1 (2024): 4–24. https://doi.org/10.4312/sm.19.1.4-24.
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The use of artificial intelligence (AI) tools to generate content-specific instructional materials has attracted the interest of Language for Specific Purposes (LSP) educators in higher education, as language courses in this setting typically do not utilize a textbook, requiring the instructor to create independent materials. However, instructors are often not content experts. Collaboration between LSP instructors and content experts in the form of co-teaching is one way in which materials can be generated and benefit instructors and students alike. At the same time, creating instructional materials can be a time-consuming task and can detract from other areas of collaboration. The use of AI tools to generate mathematical content could help instructors save time, enable real-world connections and offer a variety of materials to students. This study examines the generation of word problems with the help of AI tools for a content-based mathematics language course for first-semester bachelor students pursuing a Science, Technology, Engineering or Mathematics (STEM) degree. As they form part of the final exam, a new set of word problems needs to be generated each year. While recent studies (cf. Lu et al., 2022) found that AI methods were effective in generating math word problems that were diverse, relevant, and useable, there have been no studies examining the applicability of AI-generated word problems in terms of their efficacy in an LSP setting. The action research study used screencasting to capture the math content tutors’ content analysis of AI output on math word problems and was followed by a semi-structured group interview. The results showed that word problems generated by AI were generally useful based on factors such as prompting techniques. However, limitations were observed in the areas of accuracy and consistency. Based on initial results, the report suggests first implications for use in LSP instruction and describes measures that need to be taken into account in further studies.
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Kalu, Goodness Uka, and Gloria Mayen Umukoro. "Developing French for Specific Purposes to Enhance Foreign Language Skills of Curriculum and Teaching Students in The University of Calabar." Tamaddun 23, no. 1 (2024): 203–15. http://dx.doi.org/10.33096/tamaddun.v23i1.725.
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Traditional language teaching methodologies often fall short in meeting the specialized needs of learners who require language skills for specific professional contexts. This gap has led to the emergence of French for Specific Purposes (FSP), a subfield focused on equipping learners with the necessary skills to function effectively in their chosen professions. This study aimed to evaluate the effectiveness of FSP in enhancing language skills and cultural knowledge among learners in the Department of Curriculum and Teaching, Faculty of Educational Foundation Studies. To achieve this objective, three research questions were formulated. A literature review was conducted based on the study variables, and a descriptive research design was employed. The target population comprised all students and instructors in the Department of Curriculum and Teaching, University of Calabar, who are involved in French language courses. A purposive sample of 31 respondents, including 25 learners and 6 instructors, was selected. Data were collected through semi-structured questionnaires and interviews, providing rich qualitative insights. Thematic analysis techniques, involving simple percentages, were used to analyze the qualitative data. The results revealed that learners in the Department of Curriculum and Teaching face specific language needs and challenges. Additionally, FSP instruction was found to significantly enhance learners' language proficiency and cultural understanding. The study also indicated that FSP instruction positively influences the perceptions and attitudes of both learners and instructors towards FSP. The findings of this study have important implications for the design and implementation of FSP courses, especially in the context of tertiary education. These insights are valuable for curriculum developers, educators, and policymakers aiming to improve language education and ensure its alignment with professional and academic needs.
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Emadian, Farzaneh, Javad Gholami, and Mehdi Sarkhosh. "Towards a Sustainable Curriculum for ESAP Teacher Training Program: A Profile of ESAP Content Specialists’ vs. Language Instructors’ Needs." Journal of Teacher Education for Sustainability 20, no. 2 (2018): 139–57. http://dx.doi.org/10.2478/jtes-2018-0020.
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Abstract The first and most crucial step towards developing a sustainable curriculum for instructors teaching English for Specific Academic Purposes (ESAP) is a needs analysis. Therefore, the main aim of conducting this study was to investigate the in-service needs of language instructors and content specialists teaching ESAP and to spot the differences between the needs of these two groups in order to provide them with systematic treatments in ESAP teacher training programs. This mixed method study was designed on a qualitative-quantitative survey basis using a questionnaire, a semi-structured interview, and an observation checklist. The analysis of the data collected from 50 content specialists and 50 language instructors completing the questionnaires reveals that there is a significant difference between the in-service needs of these two groups, that is, language instructors desire more to be trained in an in-service ESAP teaching training program in terms of professional, procedural and personal needs. Furthermore, the results of the data obtained from the semi-structured interview and the observation of 20 of the above-mentioned instructors (i.e., 10 content specialists and 10 language instructors) indicate that language instructors have more difficulty selecting suitable materials, suffer more from low income, attitudinal difficulties and backwash effect compared to their counterparts teaching ESAP courses. It can be inferred that the results of the present study can sufficiently help the researchers to embark on an in-service teacher training program both for ESAP content specialists and language instructors based on their specific needs in the ESAP context.
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PĂCURAR, ELENA, and ROXANA MIHELE. "Language Instruction in Tourism Education: Beyond the Vocational Field." Romanian Review of Geographical Education 9, no. 2 (2020): 5–22. http://dx.doi.org/10.23741/rrge220201.
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The paper reports on the quantitative data resulting from the questionnaires designed by the authors (language for specific purposes instructors) addressing both graduate students’ range of abilities, skills and competences and tourism employers’ expectations. Language proficiency and communicative competence (understood as specific purpose language ability) are discussed as indicative of graduate students’ rate of employment in their field of studies. The authors choose tourism graduate students as the focus group in their investigation of the possible factors impacting market employability and influencing the degree of socio-professional integration in Cluj county.
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Cernicova-Bucă, Mariana. ""Factual and Symbolic Information in Educational Diplomas. A Comparative View on Anglo-Saxon, French, Russian and Romanian Documents"." Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages 15 (March 1, 2022): 5–14. http://dx.doi.org/10.59168/lwtp4841.
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The term diploma is largely employed to designate a document assessing qualifications of the recipient, in a variety of contexts. In the 21st century educational systems, diplomas are, nevertheless, subjected to various interpretations, a fact that is highlighted by the fact that instructions, regulations and laws are drafted to describe the content, interpretations and uses of diplomas. While preserving the phonetic and lexical similarity when travelling across languages and cultures, the term diploma develops specific lexical and semantic associations in each of the analyzed languages. Definitions are drawn from major dictionaries of the target languages and conclusions serve to further the understanding of the term for translation, educational and managerial purposes.
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Bahadofar, Raheleh, and Javad Gholami. "TYPES AND FUNCTIONS OF CITATIONS IN MASTER’S THESES ACROSS DISCIPLINES AND LANGUAGES." Discourse and Interaction 10, no. 2 (2017): 27–45. http://dx.doi.org/10.5817/di2017-2-27.
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Citation is an essential and common feature of academic writing and is used by academicwriters to achieve different purposes. This study investigated disciplinary variationsin terms of citation practices in the genre of Master’s theses with a specific focus ondiscussions. To this end, sixty discussions produced by MA/MS students of two keyuniversities in Iran from both hard and soft disciplines were analyzed in terms of citationtypes and functions. The medium of writing whether English or Persian was also takeninto account for its probable influence on the employed citation practices. The resultsrevealed that integral citations were used more frequently by writers in soft knowledgefields, allowing them to make evaluations, whereas non-integral citations were mostlyused by hard discipline writers. As for rhetorical functions, Support and Comparison werethe dominant functions in these text types. However, there existed subtle differences bothin the degree and the way these writers draw intertextual links to their disciplines. Thefindings can be of considerable help to EAP instructors and thesis supervisors to raise theirstudents’ awareness and refine their understanding of citation strategies in thesis writing.
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Kupchyk, Larysa, Alona Litvinchuk, and Oksana Danyliuk. "Digital competency of university language teachers in Ukraine: A state-of-the-art analysis." JALT CALL Journal 21, no. 2 (2025): 102631. https://doi.org/10.29140/jaltcall.v21n2.102631.
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This research examines the digital competency of university language teachers in Ukraine, specifically focusing on instructors who deliver university courses in Ukrainian for Specific Purposes and English or German as Foreign Languages. The survey utilized the DigCompEdu framework to assess the teachers’ digital competency, providing a comprehensive evaluation of their skills across various dimensions. The self-reflection questionnaire, based on the DigCompEdu CheckIn assessment instrument, was completed anonymously by 71 language instructors from four universities in the west of Ukraine. This group was representative regarding age, academic rank, teaching experience, and technological proficiency, ensuring a diverse range of perspectives across different career stages. A mixed-methods approach and statistical analysis (IBM SPSS 20), including correlation and clustering methods, were applied to assess the relationship between various factors influencing digital competency formation. The study aimed to establish a comprehensive understanding of the digital competency levels, gain insights into the current digital teaching landscape, and identify areas for improvement of digital teaching practices. The findings predominantly showed teachers’ enthusiasm toward increasing digital engagement in language education despite the challenges such as technical issues due to the ongoing war in Ukraine and the need for continuous development in integrating digital tools for language acquisition and communication.
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Birhan, Amare Tesfie. "An investigation into Communicative English Language Needs and Perceptions of English for Specific Purposes Course: The Case of Holy Trinity Theological College." International Journal of Education 12, no. 1 (2019): 26–33. http://dx.doi.org/10.17509/ije.v12i1.17509.
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This research aimed to investigate the communicative English language needs of Holy Trinity Theological College students. To this end, mixed methods approach was undertaken using questionnaires, interviews and course book (module) analysis. The participants of the study were students, employees, English course instructors, content area instructors. The samples were chosen through availability and purposive sampling. Descriptive statistics and thematic analysis were employed to analyse the data. The findings indicate that students used English language to read and understand professional courses, to communicate freely with English speakers, to prepare religious journals, to present papers in seminaries, to translate books, and to preach the Bible abroad. The respondents preferred courses that contain both professional and academic linguistic items and discourses to use the language in their professional and academic contexts. Furthermore, the text evaluation indicated that the materials were designed without considering theology students’ professional language needs and expectations. Finally, it is recommended that syllabus designers and material writers should consider the communicative English language needs of theology students identified in the study.
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Dutta, Debashismoy, and Prabal Das Gupta. "Importance of Multi-Stakeholder Needs Analysis to Develop LSP Module:." Crossings: A Journal of English Studies 6 (December 1, 2015): 112–17. http://dx.doi.org/10.59817/cjes.v6i.198.
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This paper reviews and reflects on the needs analysis conducted to develop a trade-specific Language for Specific Purposes (LSP) module for prospective migrant workers incorporating English-Bangla-Arabic in a tripartite collaboration with the International Labour Organization (ILO), Bureau of Manpower, Employment and Training (BMET) and BRAC Institute of Languages (BIL). This paper explores the multifaceted nature of this needs analysis by asking some questions – what module, for whom, to serve what purpose, at what cost, under whose supervision, by whom and under what logistic setting.The analysis was carried out by observing classes and interviewing prospective migrant workers at Technical Training Centres (TTCs), interviewing the TTC instructors, conducting focus group discussions (FGD) with returnee migrant workers, sharing ideas with ILO personnel and advocacy groups such as BRAC Migration Program (MP). This process helped the researchers identify the target groups’ fragmented knowledge about target discourse situations which was somewhat compensated by the experiences of returnees. The expertise of the instructors helped to categorize the typical strengths and weaknesses of target groups and under continuous efforts of ILO to enforce international best practices for a decent working environment for migrant workers. Taking into consideration the multiplicity of issues and various inputs from the stakeholders, this paper underpins the importance of a multi-stakeholder needs analysis for better comprehension of the target discourse situation and appropriate delivery of services with some suggestions for future LSP modules.
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Albesher, Khaled Besher. "Inclusion of English for specific purposes in high school tracks: A Saudi context." International Journal of English Language and Literature Studies 12, no. 4 (2023): 342–57. http://dx.doi.org/10.55493/5019.v12i4.4904.
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English for specific purposes was created to meet the needs of a language for the purpose of carrying out all growing businesses and occupational functions, as well as accessing all kinds of scientific knowledge. The current study looks at the possibility of including an English for Specific Purposes (henceforth ESP) course in high school tracks. It also looks into factors such as the outcomes of ESP-trained general English instructors, appropriate materials and skills for teaching ESP, the pedagogical environment and teaching approaches of ESP, as well as the future of general English as ESP becomes more common. Through an eleven-item Likert scale survey and structured interviews conducted with four English language teachers, 135 English foreign language teachers were surveyed, and quantitative and qualitative data were collected. According to most participants, the inclusion of ESP in high school tracks will provide students with the vocabulary and structure they need to succeed in college. While ESP is considered an extension of general English (henceforth GE), its pedagogical environment and teaching approach differ, which means teachers should be trained in science, medical terms, and pedagogical aspects of ESP instruction to motivate their students and make them more enthusiastic about the subjects they will study in professional colleges after they have completed high school.
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Nejadghanbar, Hassan, Guangwei Hu, and Matin Mohammadi. "Exploring Iranian ESP teachers’ language-related critical incidents." Ibérica, no. 47 (June 5, 2024): 175–200. http://dx.doi.org/10.17398/2340-2784.47.175.
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English for specific purposes (ESP) practitioners who are content experts experience different types of critical incident (CI). Although CIs can influence the success or failure of ESP courses and impact on ESP practitioners’ professional lives significantly, they have received only scanty attention in the ESP literature. This study investigates language-related CIs experienced by ESP instructors who are content experts. Twenty-seven CIs were identified via narrative frames (n = 17) and interviews with Iranian ESP instructors (n = 10). Of them, the ten language-related CIs were analyzed in terms of their nature, the strategies and tactics that the ESP practitioners utilized to tackle them, and the lessons that they learned from them. The language-related CIs centered on pronunciation difficulty, weak grammar, insufficient skills in teaching reading and writing, low competence in language testing, and unfamiliarity with research on academic genres. In their response to the CIs, the ESP instructors deployed three types of coping strategy: admitting ignorance, avoidance, and risk-taking. They utilized different tactics to manage their CIs and reported different lessons learned. These findings have important implications for ESP teachers’ professional development and ESP teacher education.
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Soliman, May. "Second Language Refugee Learners in Egypt: Needs and Challenges." Journal of English Language Teaching and Linguistics 8, no. 2 (2023): 197. http://dx.doi.org/10.21462/jeltl.v8i2.1059.
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<em>The act of leaving one's country, home, friends, and family seeking a haven in another country is a traumatizing process that has a long-lasting impact on humans. Refugees always face a lot of challenges concerning the cultural, psychological, and educational aspects of the countries in which they seek refuge in. The case of refugees in Egypt is rather different from any other country. Egypt is the refuge for many neighboring Arab and African countries experiencing political and civil turmoil. Many of these refugees succeed in blending in Egyptian society, while others keep struggling. This paper aims at understanding the learning goals of refugees from different countries in learning English as a second language though English is not the first language in Egypt. The paper also aims at understanding the different needs of the refugees when learning English as a second language and the challenges they face. In addition, the paper seeks to understand whether the nationality of the teacher differs in the refugees’ perception of success in learning a second language. The paper employs both qualitative and quantitative methods in collecting data from displaced learners of English as a second language and the instructors who teach them to achieve a comprehensive view of the needs and challenges of refugees from different origins, nationalities, and circumstances. The results of the present study indicate that refugees in Egypt mostly learn English for relocation purposes which entails being keen on learning specific language skills more than others. In addition, both the views of the learners and the instructors differ regarding how effective they see the nationality of the instructor in the process of learning a second language. These results should be considered by curriculum developers, instructors, and NGOs to accommodate the refugees’ needs in learning a second language.</em>
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Oksana, Chaika (Čajka), and Vorotniak Liudmyla. "Poly-/Multiculturality in Higher Education: Methodological Level of the Research Concept." International Journal of Social Science and HumanResearch 04, no. 07 (2021): 1962–69. https://doi.org/10.47191/ijsshr/v4-i7-52.
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The article looks into the contemporary challenges for higher education in the era of unexpected global turbulences following the processes of globalisation not only in the social, political, economic and financial contexts but also in the educational domain. Multidimensional reality has brought its changes to communication and risen the standards of effective communication much higher than forecast in the previous years. The global developments drive for efficiency in intercultural dialogue, which causes reconsideration of the lingual status of education in multinational classrooms. The burning issues arise more sharply for cross border communication for business and diplomacy purposes. It means that a high demand in the educational market for LSP instructors (LSP – languages for specific purposes) at philology departments in Ukraine and abroad has started moving higher education to become more business oriented and stakeholder and university partnered. That said, it is necessary to analyse the existing foundations for poly- / multiculturality in higher education as supported by governments and the government of Ukraine, in particular, as well as go deeper into the levels of the research concept, the methodological level, to be more precise. As part of the research, the paper describes the key methodological approaches to foster and cultivate poly- / multiculturality in multi-dimensional classrooms – polylingual and multicultural. Such approaches are viewed fundamental to educate high-class LSP instructors in the field of foreign language instruction and acquisition in higher education. Among them are the systemic approach including the structural one, the synergic approach to cultivate poly- / multiculturality with future LSP educators in foreign language classrooms, cross-cultural approach, axiological and communicative approaches, environmental and reflexive approaches, etc.
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ZAGHAR, Fatma, and El-Alia Wafaâ ZAGHAR. "Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands." Arab World English Journal 12, no. 2 (2021): 414–23. http://dx.doi.org/10.24093/awej/vol12no2.28.
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In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.
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Chovancová, Barbora. "Needs Analysis and Esp Course Design: Self-Perception of Language Needs Among Pre-Service Students." Studies in Logic, Grammar and Rhetoric 38, no. 1 (2014): 43–57. http://dx.doi.org/10.2478/slgr-2014-0031.
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Abstract In the context of recent social changes in Central Europe, the article outlines the need for a change in the traditional syllabi for legal English classes. It deals with needs analysis as one of the most important sources of inspiration in syllabus design. First, needs analysis is situated within the methodology of English for Specific Purposes. Then, the rationale for a needs analysis survey among pre-service students in current legal English courses is presented and, finally, the findings are interpreted with respect to the actual target situations that students are likely to encounter after graduation. The article concludes by pointing out that although pre-service students may have vague ideas about the use of English in their future jobs, course instructors should consider their needs and wants because they are crucial for increasing the students’ motivation. Instructors and course designers should, however, obtain information from professionals and former graduates as well because that will enable them to address the actual target situations most effectively.
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Khan, Abdul Wadood. "Digital-Native Trends in Teaching ESP to Engineering Students in Saudi Arabia." English Language Teaching 12, no. 9 (2019): 13. http://dx.doi.org/10.5539/elt.v12n9p13.
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The internet has redefined every aspect of human life-personal routines, business practices, and education. Advances in information and communication technology have also influenced English language learning and teaching in classrooms. This study explores the effectiveness of eLearning tools in teaching English for Specific Purposes (ESP) courses to engineering students in Saudi Arabia. To achieve the objectives of the study, a questionnaire with 15 questions about the employment of eLearning tools in Saudi universities was distributed to 60 ESP instructors selected from across universities in Saudi Arabia based on convenience sampling. The analysis of the data is inferential and interpretive. The results reveal that the adoption of eLearning tools in ESP classrooms is perceived by instructors to be effective for teaching the English language to engineering students. However, as per the result, eLearning tools along with traditional teaching methods are considered more convicing for teaching ESP to engineering students.
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Oksana, Chaika (Čajka). "Adoption of Team Coaching Competencies for Innovative Translation and Foreign Language Instruction: Polylingual and Polycultural Dimensions in Higher Education." International Journal of Social Science and Human Research 04, no. 11 (2021): 3420–31. https://doi.org/10.47191/ijsshr/v4-i11-52.
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The contemporary world is subject to waves of highly rated turbulences and demand volatility in the market of educational services. In the recent decades, Ukraine as a developing state has witnessed varied response from educators, students, observers, bloggers as to the content and quality of education. The paper aims to elaborate the surface scratching recommendations for the development of an educational policy, which may be eligible for adoption at universities, endorsing modernisation of content and structure of higher education inside and outside Ukraine by means of developing, growing and applying coaching mind-set for teaching and learning processes. First, this refers to growing efficiency in communication models by foreign language (FL) teachers (irrespective of the field) and foreign language instructors (teaching foreign languages, languages for specific purposes in foreign languages, and translation) in giving lectures and moderating polycultural and polylingual classes. Second, it links to fostering culturological, axiological, intercommunicative values for polycultural communication in various languages, if applicable, between the teacher and the student and vice versa, the teacher and the teacher, the student and the student, etc. Team coaching may be treated one of the fastest growing disciplines in the coaching profession; and for the higher education, it is becoming increasingly important Team coaching competencies as hard skill of a modern FL / LSP teacher may enable a U-turn in the educational market as viewed in the light of demotivated students, losing interest in an academic degree, or gaining qualifications within the university walls. Team coaching defined as partnering in a co-creative and reflective process with a team (class) on its dynamics and relationships in a way that inspires them to maximize their abilities and potential in order to reach their common purpose and shared goals, may well fit into class instruction of the modern era.
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Kadirbekova, Durdona. "CORPUS-BASED APPROACH IN LEARNING COLLOCATIONS IN INFORMATION-COMMUNICATION TECHNOLOGIES (ICT)." Oriental Renaissance: Innovative, educational, natural and social sciences 3, no. 2 (2023): 432–46. https://doi.org/10.5281/zenodo.7670936.
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<em>English for specific purposes (ESP) teachers often face dilemmas in deciding what lexical items to teach their students. In the field of ICT, there is no exception to this issue. The ICT corpus made up of research articles can provide better insights and guide to both ICT students and teachers.</em> <em>In EFL contexts, English for specific purposes often has great significance for learners, mainly due to its multi-disciplinary nature, and for advanced learners, collocations are especially important. As Özdemir (2014) notes, concordance lines allow us to observe potential specialized collocations. For example, collocations identified from ESP corpora have served to facilitate learning for disciplines such as nursing, medicine, and tourism; however, no corpus yet exists for Information-Communication Technologies (ICT). Creation of this ICT corpus directly assists instructors to identify collocations in the field, furthering communication, report writing, and interpretation. </em> <em> The goal of the study is identify, analyze and compile a list of specialized collocations that occurred frequently in a 803,294-word ICT corpus. Homemade specialized corpus for ICT is presented. Implications for research and pedagogy are discussed. Ant Conc helps to learn new words that can be found in certain professions, the functions of the corpus also help to recognize the meanings of words and the difference between synonyms, so that students use the most semantically appropriate words in speech and construction of texts. The use of the corpus helps to diversify the vocabulary, replenish it with professional terms. </em><em>We believe that the corpus will be implemented in the education process of Foreign Languages, which will regulate future specialists career growth and the development of professional competencies, which will undoubtedly be reflected in the future development of the ICT industry of the Republic of Uzbekistan.</em>
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F. Kroll, Judith, and Paola E. Dussias. "Collaborative Commentary: A New and Innovative Tool for Language Commentary and Analysis." Language Teaching Research Quarterly 44 (October 2024): 55–70. http://dx.doi.org/10.32038/ltrq.2024.44.07.
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The goal of this article is to introduce the Collaborative Commentary (CC) tool and explain how it can be used in conjunction with the many TalkBank shared databases to enhance research and teaching in many areas of language study. The CC tool and its features are described in a detailed example of an assignment for an introductory course on language development. Students are able to join a CC group set up by their instructor, open specific transcripts in the CHILDES database, watch an interaction on video, follow the interaction in the transcript, and insert comments or codes directly into the transcript which are only available to members of that CC group. Additional examples of teaching, research, and clinical applications are given for using CC with other TalkBank shared databases such as AphasiaBank, TBIBank, DementiaBank, FluencyBank, and ClassBank. CC is an innovative tool that opens the rich resources of the TalkBank shared databases for a variety of purposes. Instructors can use CC to give students the opportunity to apply what they are learning by identifying behaviors such as those associated with typical dysfluencies versus stuttering or typical language development versus late talking that they are learning about in academic classes. Clinical instructors can have students practice scoring various tests or describe the techniques used in a particular treatment program. Researchers can use CC to debate theories on language, refine definitions of commonly used terms, establish coding reliability, and code behaviors of interests such as gestures, errors, coherence, macrostructure, and pragmatics. The CC tool can open up many exciting new ways to investigate language in many disciplines.
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Fromm, Davida, and John Kowalski. "Collaborative Commentary: A New and Innovative Tool for Language Commentary and Analysis." Language Teaching Research Quarterly 44 (October 2024): 41–54. http://dx.doi.org/10.32038/ltrq.2024.44.06.
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The goal of this article is to introduce the Collaborative Commentary (CC) tool and explain how it can be used in conjunction with the many TalkBank shared databases to enhance research and teaching in many areas of language study. The CC tool and its features are described in a detailed example of an assignment for an introductory course on language development. Students are able to join a CC group set up by their instructor, open specific transcripts in the CHILDES database, watch an interaction on video, follow the interaction in the transcript, and insert comments or codes directly into the transcript which are only available to members of that CC group. Additional examples of teaching, research, and clinical applications are given for using CC with other TalkBank shared databases such as AphasiaBank, TBIBank, DementiaBank, FluencyBank, and ClassBank. CC is an innovative tool that opens the rich resources of the TalkBank shared databases for a variety of purposes. Instructors can use CC to give students the opportunity to apply what they are learning by identifying behaviors such as those associated with typical dysfluencies versus stuttering or typical language development versus late talking that they are learning about in academic classes. Clinical instructors can have students practice scoring various tests or describe the techniques used in a particular treatment program. Researchers can use CC to debate theories on language, refine definitions of commonly used terms, establish coding reliability, and code behaviors of interests such as gestures, errors, coherence, macrostructure, and pragmatics. The CC tool can open up many exciting new ways to investigate language in many disciplines.
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Suwandi, Suwandi. "English Language Skills for Islamic Economic Students: Expectation versus Reality." New Horizons in English Studies 8 (December 23, 2023): 73–90. http://dx.doi.org/10.17951/nh.2023.8.73-90.
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This study focuses on the English language instruction provided to students majoring in Islamic Economics, aiming to equip them with the necessary skills for successful engagement both in the classroom and the workplace. The research conducted for this purpose had a dual objective: firstly, to investigate the perspectives of both students and lecturers on the types of English language skills required for an Islamic Economics major, and secondly, to assess the relevance of the current English for Specific Purposes (ESP) course in meeting the students' actual needs. The participants in this qualitative descriptive study included three lecturers and 219 students enrolled in the third and fifth semesters of the Islamic Economics Study Program at a State Islamic University in Indonesia. The study employed qualitative research methods, utilizing two data collection methods: an online survey addressing student demographics and perceived language skill needs, and interviews with participating lecturers. The findings reveal disparities between the perceptions of instructors and students regarding essential linguistic abilities. While the majority of students prioritize speaking and writing, instructors emphasize reading and proper grammar. The study recommends a redesign of the existing ESP syllabus to better align with the identified needs of the students.
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Khamkhien, Attapol, and Sue Wharton. "Constructing subject-specific lists of multiword combinations for EAP: A case study." Yearbook of Phraseology 11, no. 1 (2020): 9–34. http://dx.doi.org/10.1515/phras-2020-0003.
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AbstractThis study combines a corpus-based approach and intuition-based judgements to develop a set of multiword combinations for research publications in academic journals. To obtain a representative sample, a corpus of four internal sections of 120 Applied Linguistics research articles indexed in the TCI (Thai Citation Index) database was systematically compiled and investigated. To identify n-grams which occur frequently in the corpus, a corpus-based approach was used. First, a list of 49 content-based strings, likely to be the most useful for pedagogic purposes, was derived. Based on their grammatical and semantic relationships, 3-grams were further investigated. For multiword sequences to occur frequently in the corpus, some pragmatic functionality is required which contributes to pedagogical use. Five EAP instructors were therefore invited to select the useful multiword combinations from the list of identified n-grams. A list of 289 phraseological patterns was finally created successfully. The list can provide additional evidence-based and corpus-informed instructional resources which support English teachers with the planning of lessons as well as materials design and development, particularly for advanced language courses which target scholarly writing.
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Loo, Daron Benjamin. "The Language Ecology of Graduate Students: An Exploration through Vocabulary Contribution." Issues in Language Studies 10, no. 2 (2021): 65–82. http://dx.doi.org/10.33736/ils.3903.2021.
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This study explores the language ecology of graduate students through vocabulary contribution. Understanding students’ learning ecology may be done through the identification of pertinent sociomaterial networks with which students engage to initiate or complement learning. This study was set in an academic writing module taught by the researcher. An open invitation was extended to his students to contribute any vocabulary they encountered outside of his classroom. Along with the vocabulary contribution, students also had to provide the excerpt where the word occurred and the source-type. Contributions were made on an online Excel file. There was a total of 277 contributions made, of which 259 were unique (229 words and 30 unique strings of words). Students’ contributions of strings of words were not anticipated. A majority of these contributions came from academic sources, such as research articles or book chapters, which may be a pertinent aspect of the graduate students’ language ecology. Through the findings, it is recommended that English for academic purposes (EAP) or English for specific purposes (ESP) instructors identify language ecologies found in the broader university setting to glean relevant pedagogical materials that can support students’ language development.
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Slavuj, Vanja, Lucia Nacinovic Prskalo, and Marija Brkic Bakaric. "Automatic generation of language exercises based on a universal methodology: An analysis of possibilities." Bulletin of the Transilvania University of Brasov. Series IV: Philology and Cultural Studies 14 (63), no. 2 (2022): 29–48. http://dx.doi.org/10.31926/but.pcs.2021.63.14.2.3.
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The aim of the paper is to examine the possibilities for automatic generation of language learning exercises and compare them to those manually compiled by language instructors. The paper first presents a universal methodology applied in manually created exercises for learning the language for specific purposes, elaborated with examples in the field of academic English. Next, the automation of the procedure is explored through a series of steps which include creating the corpus, analysing each exercise type and the possibility of its automatic generation, automatically generating the exercise, and evaluating the end result. The results of the evaluation suggest that automatic generation of exercises can serve as a preliminary step of a two-stage process of exercises development in which each exercise, however, needs additional approval from the language expert.
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Abdous, M’hammed, Margaret M. Camarena, and Betty Rose Facer. "MALL Technology: Use of Academic Podcasting in the Foreign Language Classroom." ReCALL 21, no. 1 (2009): 76–95. http://dx.doi.org/10.1017/s0958344009000020.
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AbstractIntegrating Mobile Assisted Language Learning (MALL) technology (personal multimedia players, cell phones, and handheld devices) into the foreign language curriculum is becoming commonplace in many secondary and higher education institutions. Current research has identified both pedagogically sound applications and important benefits to students. In this paper, we present the results of an initial study which compares the academic benefits of integrating podcasts into the curriculum against using them as a supplemental/review tool. The study’s findings indicate that when instructors use podcasts for multiple instructional purposes (e.g., to critique student projects and exams, for student video presentations, for student paired interviews, to complete specific assignments, dictations, in roundtable discussions, or for guest lectures), students are more likely to use this technology and to report academic benefits. While the study is limited by small sample sizes and by some within-group variation in instructional techniques, the study provides initial evidence that podcast technology has the potential to provide greater benefits if it is used more than simply as a tool for reviewing. The study’s positive findings indicate that additional research to examine the effects of specific instructional uses of podcast technology is merited.
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Zhang, Yuan. "International teaching assistants’ identity as instructors and rapport with American students." Journal of Politeness Research 15, no. 1 (2019): 121–47. http://dx.doi.org/10.1515/pr-2016-0001.
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Abstract This study investigates whether international teaching assistants (ITAs), compared to American teaching assistants (ATAs), lack any rapport norms that may affect their teaching effectiveness and, if yes, what may cause their lack of those teaching rapport norms. Based on the rapport management theory from Spencer-Oatey (2000, 2008), teaching rapport in this study is delineated in terms of valued attributes as well as rights and obligations of both teachers and students. The data of this study consists of one-on-one interviews with 9 ITAs and 11 ATAs in regard to their self-perceived teaching rapport work and norms. The information from the ITA group was elicited in both the contexts of their country of origin and America and that from the ATA group was only in the American context. The comparison of self-perceived teaching rapport norms between the two groups shows that like ATAs, ITAs are familiar with the norms of teacher and student rights and obligations in American teaching. However, different from ATAs, ITAs do not value other teacher and student attributes beyond their perceived obligations for each role. The differences between ITAs’ self-perceived rapport work and norms in America and in their home country suggest that ITAs’ lack of these rapport norms may be caused by their resistance to the expected instructor identity and/or their mixed feelings about how invested they should be in the expected instructor identity. The findings have pedagogical implications for ITA training, second language acquisition, and English for specific purposes.
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Madelaine, Campbell. "Teaching Academic Writing in Higher Education." Education Quarterly Reviews 2, no. 3 (2019): 608–14. https://doi.org/10.31014/aior.1993.02.03.92.
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Academic writing is one of the most complex tasks students encounter in university. Both domestic and international students struggle with academic writing; however, international students also face language barriers and are unfamiliar with western academic writing genres. Since many instructors don’t know how to instruct academic writing as a process, the fields of Rhetorical Genre studies (RGS), and English for Specific Purposes (ESP) provide theoretical frameworks that can be applied pedagogically in order to teach academic writing effectively in any university classroom. This paper also contains a pedagogical method for applying these concepts into a writing classroom designed for ESL graduate students. It is a method that can be used in any writing program to teach both international and domestic students.
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Suwandi, Suwandi. "English Language Skills for Islamic Economic Students: Expectation Versus Reality." QISTINA: Jurnal Multidisiplin Indonesia 2, no. 1 (2023): 25–35. http://dx.doi.org/10.57235/qistina.v2i1.451.
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Students of Islamic economics should be taught the English language with the goal of equipping them with the abilities necessary to successfully complete duties both in the classroom and in the workplace via this instruction. This study has a dual objective: first, to investigate the perspectives of both students and lecturers regarding the types of English language skills required for a major in Islamic Economics; and second, to determine whether the current English for Specific Purposes (ESP) course being offered is pertinent to what the students really require. The participants in this qualitative descriptive study included three lecturers and 219 students who were enrolled in the third and fifth semesters of the Islamic Economics Study Program at an Indonesian State Islamic University. The study was carried out by researchers using qualitative research methods. Two different methods were used to collect the data: an online survey that was broken up into two sections (one to investigate information related to the demographics of the student participants, and the other to investigate their perceived language skill needs), and an interview with the participants of the study who were lecturers. According to the findings, the instructors and the students do not have the same notions about the necessary linguistic abilities. The majority of students believed that the ability to speak and write were more essential than any other language abilities; nevertheless, the instructors placed greater emphasis on the ability to read and use proper grammar. This study recommends that the existing ESP syllabus be redesigned to meet the students’ needs.
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Ginting, Pirman, Eka Lestari, and Yenni Hasnah. "University Instructors’ Attitude Towards Writing Academic Articles in English for Publication: Voices From Indonesia." Theory and Practice in Language Studies 13, no. 7 (2023): 1738–48. http://dx.doi.org/10.17507/tpls.1307.17.
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Grasping varying purposes of English in scientific publications has become a critical point for many scholars (Cargill & Burgess, 2017). The present study examines the attitudes of Indonesian university teachers towards writing scholarly works in English for publication. It also explored whether teachers' perceptions varied based on gender and specific areas of expertise (English and non-English). Applying the convenience sampling technique, this research included 50 lecturers from public and private institutions in North Sumatra, Indonesia, separated into EFL and non-EFL instructors. Additionally, the participants were split into male and female subgroups. A survey method was utilized to collect the data, and SPSS version 23.0 was adopted to analyze the data. The findings demonstrated that the instructors had a favorable outlook on publishing scholarly works in English. Although there were no statistically substantial distinctions in responses between female and male lecturers or English and non-English lecturers, gender and their area of expertise in education influenced their views on the necessity of authoring academic papers in English for publication. Given that attitude strongly influences whether or not a person will change their behaviour, the degree to which a person has a positive attitude about writing may have a bearing on how effectively they write. Therefore, academics' constructive stances in composing journal articles must be bolstered. Such ideals can be accomplished through hands-on activities such as actual writing practices and participation in academic writing seminars and workshops.
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Harmita Sari, Rahmat Kamaruddin, Anshari Anshari, Andi Nurhayati, and Samsinar Samsinar. "Teachers' Views on the Use of ICT in Language Courses." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 11, no. 2 (2025): 2492–504. https://doi.org/10.30605/onoma.v11i2.5632.
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This study aims to explore and understand teachers' perceptions regarding the integration of Information and Communication Technology (ICT) in English for Specific Purposes (ESP) instruction, with the goal of identifying both benefits and challenges in real classroom settings. A qualitative case study design was employed to gain in-depth insights into the phenomenon. Data were collected through semi-structured interviews with two experienced language instructors from a private university in South Sulawesi, Indonesia. The interviews were transcribed and analyzed thematically using Nvivo R14 software to ensure systematic coding and theme development. The findings revealed two primary themes: teachers’ positive perceptions and the challenges they face in using ICT. The participants highlighted that ICT tools facilitate ESP teaching by supporting material delivery and increasing student engagement. Nonetheless, they also reported significant challenges, including limited internet connectivity, increased instances of plagiarism, and difficulties in monitoring student performance. This study provides up-to-date insights into the practical realities of ICT integration in ESP instruction within Indonesian higher education, offering valuable implications for educators, policymakers, and curriculum developers aiming to optimize ICT use in language teaching.
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Lemeshko, Olha V., Volodymyr V. Lemeshko, Natalia V. Kalyniuk, and Oleh H. Trembovetskyi. "Development of the National Security Masters’ communicative language ability." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (2021): 340–55. http://dx.doi.org/10.18662/rrem/13.2/425.
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Knowledge of the English language is very important not only for civil but also for the military personnel because there are a lot of changes in defense relations all over the world and English is the operational language. So, we should focus on high quality training of specialists who are able to work not only under standard conditions, but also to solve professional problems. According to the Ukrainian current legislation, one of the professional competences of border guards is to speak in English while accomplishing duties on the state border. So there is a necessity to analyze methods and ways of organizing the educational process of this category. The article reflects the key issues connected with the educational program of border guards; investigates integral, general and professional competencies and program learning outcomes. The main attention is paid to peculiarities of English for Specific Purposes and its aim to form foreign professional communicative competence according to the NATO Standards at the 2nd level. The hypothesis of our article is that the development of the national security masters’ communicative language ability depends on use of up to day learning methods at the English language lessons. The discipline ESP for border guards training includes such themes: “Conceptual bases of politics and public administration in the sphere of national security and defense of Ukraine”, “Border security of Ukraine”, “Border Security of the USA and EU country-members” and “Conceptual bases of politics and public administration in the sphere of national security and defense of the USA and EU country-members”. The organization of the lesson “Land navigation: map reading” has been discussed and its five-stage plan (introduction, input, practice, production, and conclusion) has been investigated. The information obtained from this paper could be of interest for English for Specific Purposes teaching material developers and foreign language instructors.
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Savchuk, Nataliya M., Svitlana A. Sichkar, Iryna V. Khlystun, Svitlana A. Shuliak, and Valentina I. Avramenko. "The Interactivity of ICT in Language Teaching in the Context of Ukraine University Education." International Journal of Higher Education 8, no. 5 (2019): 84. http://dx.doi.org/10.5430/ijhe.v8n5p84.
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The purpose of the study is to examine and evaluate the impact the the multimedia textbook-based interactive, based on ICT model learning environment provides for the learning styles of the university students majoring in Philology. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains this learning model brought to both students and instructors. A multimedia textbook to deliver the course in Urkainian Languge was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Philology, this methodology could be applicable to teaching Ukraninan for Specific Purposes to other majors, such as: Psychology, Law, Cultorology. The research is advancing the knowledge of integration ICT (multimedia) tools into teaching, and specifically the use of multimedia textbooks to deliver Ukrainian English course to the students majoring in Philology.
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Huang, Ju Chuan. "Marine engineering and sub-disciplinary variations: a rhetorical analysis of research article abstracts." Text & Talk 38, no. 3 (2018): 341–63. http://dx.doi.org/10.1515/text-2018-0002.
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Abstract This study explores the rhetorical structure and linguistic features of research article abstracts in an applied discipline. Recently, many emerging applied disciplines have evolved to incorporate knowledge from a variety of disciplinary areas. Therefore, the writing style may vary within one discipline. While most studies have compared rhetorical variations between disciplines, few have examined sub-disciplinary variations. The purpose of this study is to investigate the extent to which variations exist among research article abstracts in three sub-fields of one applied discipline: marine engineering. A small specific corpus consisting of 60 marine engineering abstracts was compiled. By examining similarities and differences in the rhetorical structure, frequently used verbs, tense, and the use of first person pronouns, the analysis showed that sub-disciplinary variations existed among the three sub-fields. For example, the abstracts in the sub-field of automatic control (a discipline closely related to electronic engineering) differ from the abstracts of the other two sub-fields as for rhetorical structure, verb tense, and frequency of use of first-person pronouns. The findings of this study indicate that English for Specific Purposes (ESP) instructors should take into account sub-disciplinary preferences when teaching academic writing so that students can make informed choices when writing in their specific sub-field.
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HOREA, Ioana-Claudia, and Rodica BOGDAN. "ACTIVE VOICE - PASSIVE VOICE TRANSFORMATION WITH MOODLE. INTRODUCING GRAMMAR ASPECTS OF PASSIVIZATION ON THE ELEARNING PLATFORM." Annals of the University of Oradea. Economic Sciences 33, no. 1 (2024): 398–407. http://dx.doi.org/10.47535/1991auoes33(1)044.
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Passivization or Active to Passive Voice transformation is extensively used in professional communication, as the formal register of the language implies a somewhat more distant tackling of subjects. At this level, collocutors are more likely to be interested in communicating that a certain activity has been performed and there now is a concrete result of it (hence using a Passive construction), instead of stressing who performed that particular action (which is the straightforward implication of the Active Voice structures). Languages for Specific Purposes (LSP), as professional communication devices, witness multiple instances of Passive Voice constructions. Thus, there is a clear need of having such structures analysed and practised with our students in economics, during their language classes. The already well known and quite widely used Moodle platform is, as we have shown in previous studies as well, a helpful instrument in teaching and practising languages. It facilitates quick and permanent access to study materials and to rehearsal pages with schematised info designed in an appealing layout. It is also a useful working device for the students’ practice, allowing creation of exercises and tests that shall, by provision of appropriate feedback and related explanations for each case in particular, ensure instant “correction” of tests and provision of customised results for all students taking the said assignments. If in previous articles we exemplified our experience with Moodle in vocabulary introduction, in teaching elements of communication or in practising the grammar aspect of Reported speech, this study will put forward examples of tests and assignments concerning Active and Passive Voice. The exercises created by the authors can be used either during classes or set for individual practice at any time the teacher considers. Obviously, the basic condition is the instructors’ and students’ access to internet and to a Moodle platform - or similar - and to a common course pages within it, so as the examples given here may be of help and good use to other language teachers and learners.
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Febriyanti, Emma Rosana. "LANGUAGE LEARNING STRATEGIES OF ESP LEARNERS: A COMPARISON BETWEEN DURING AND POST-PANDEMIC SITUATION." Premise: Journal of English Education 12, no. 3 (2023): 986. http://dx.doi.org/10.24127/pj.v12i3.8163.
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Several studies have highlighted the importance of language learning strategies (LLS) for second and foreign-language learners. These strategies have played a significant role in distinguishing between more successful and less successful language learners. However, the outbreak of the COVID-19 pandemic in 2020 brought about unprecedented changes in the teaching-learning process, with a shift towards online platforms. This study aimed to determine what language learning strategies were applied by the 85 learners of the Mathematics and Biology Departments, ESP (English for Specific Purposes) learners taking English courses during and after the pandemic. In addition, this study also investigated whether there are any similarities or differences in the language learning strategies employed by using comparative design. To collect data, the researcher utilized the Strategy Inventory of Language Learning from Oxford (1990), translated into Indonesian, to ensure clear comprehension among the learners. Descriptive statistics for means and standard deviations were then used to analyze the data. The analysis revealed that, regardless of the circumstances, the students applied all strategies in their learning. Then, they consistently applied the metacognitive and memory strategies more frequently than others.Additionally, the findings indicated that the students utilized the social strategy during the COVID-19 pandemic, while the affective strategy was employed somewhat in the post-pandemic period. The outcomes of this study have significant implications as they raise awareness among learners and ESP instructors about the benefits of employing language learning strategies. Recognizing and utilizing these strategies can significantly enhance language learning outcomes. By understanding the preferred strategies employed by students during different periods, instructors can tailor their teaching approaches accordingly to maximize the effectiveness of language instruction.