Challenges in Teaching English for Specific Purposes in Estonian Universities

Meristo, Merilyn; Arias, Francisco Javier López

doi:10.22190/jtesap2003249m

Cited by 5 publications

(3 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In fact, ESP is taught by general English teachers in Indonesia. Other studies also confirm that general English teachers who teach ESP tend to encounter challenges in their professional careers [22][23][24].…”

Section: English For Specific Purposes In Indonesiamentioning

confidence: 72%

The Development of an “Absyak” Application for ESP Learning: Insights from Indonesia

Syakur

Sugirin

Margana

et al. 2022

Education Research International

View full text Add to dashboard Cite

There has been a dearth of studies exploring the development of online learning platforms in Indonesian ESP classes in recent years. To fill such a lacuna, the present study was designed to develop an online learning application for pharmacy students in their ESP learning in an Indonesian higher education setting. Encapsulated by Gall, Borg, and Gall’s (2003) Research and Development (R&D) model, the study’s findings showcase that (1) the application, named “Absyak,” has been successfully developed at the design stage based on the needs analysis; (2) the variables of material, media, and student responses on learning have been validated and corrected according to the suggestions of two validators as media experts and three validators as material experts; (3) responses from 30 students showed that the indicators for each variable were valid, reliable, and very feasible to implement; and (4) the implementation phase with 60 students indicated that the developed material effectively enhanced the pharmacy students' English speaking skill. Implications from this study are offered at the end of this article.

show abstract

Section: English For Specific Purposes In Indonesiamentioning

confidence: 72%

The Development of an “Absyak” Application for ESP Learning: Insights from Indonesia

Syakur

Sugirin

Margana

et al. 2022

Education Research International

View full text Add to dashboard Cite

show abstract

“…A total of seven empirical studies were included in this line of research, representing the current research trends in this sub-area of ESP. Specifically, three studies were conducted to explore the challenges in ESP teaching across contexts (Demirdöken, 2021;Meristo & López Arias, 2021;Iswati & Triastuti, 2021), two on PD needs (Bocanegra-Valle & Basturkmen, 2019;Bayram & Canaran, 2020), one study on both challenges and needs for English curriculum design and innovation (Jiang et al, 2018), and one study on challenges in an online formative assessment (Rachmawati et al, 2022). The following sections provide a more in-depth analysis of the mentioned studies.…”

Section: Esp Teachers' Perceived Challenges and Needsmentioning

confidence: 99%

A Systematic Review on ESP Teachers: Current Focus, Collaboration, and Sustainability

Supunya

2023

rEFLections

View full text Add to dashboard Cite

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 issue of sustainability. Thirty-seven empirical studies were initially short-listed, of which thirty-two were analysed. A synthesis of ESP teacher articles yields seven lines of research: teachers’ perceptions and beliefs, teachers’ identity development and agency, perceived challenges and needs, collaborative practices, teaching and innovation, teachers’ knowledge, and technology in ESP. Two distinctive types of collaboration to effective instruction across contexts are illustrated. Drawn from the twelve years of research, the sustainability in ESP is presented to depict pedagogical, administrative, and policy implications. Last, future research directions are also proposed.

show abstract

“…d) Tahap assessment, guru memberikan penilaian terhadap kinerja siswa, membagikan penilaian yang sesuai serta adil dan memberi tahu hasil penilaian kepada siswa. e) Tahap satisfaction, guru membagikan penghargaan dan memberikan hasil belajar kepada siswa yang sudah menunjukkan keberhasilannya (Meristo & Arias, 2021), (Rafika et al, 2019), (Hasnah, 2015). Terkait dengan rumusan tujuan yang telah dikemukakan, maka hipotesis dalam penelitian ini Berdasarkan Tabel 2, kriteria N-Gain, diketahui jika skor N-Gain lebih besar daripada 0,7 berarti masuk dalam kategori tinggi yaitu sangat baik diterapkan model pembelajaran ARIAS.…”

Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Arias Terhadap Hasil Belajar Matematika Siswa Kelas Ii Sekolah Dasar

Yusuf

Pangestu

2021

Jurnal JPSD

View full text Add to dashboard Cite

Challenges in Teaching English for Specific Purposes in Estonian Universities

Cited by 5 publications

References 17 publications

The Development of an “Absyak” Application for ESP Learning: Insights from Indonesia

The Development of an “Absyak” Application for ESP Learning: Insights from Indonesia

A Systematic Review on ESP Teachers: Current Focus, Collaboration, and Sustainability

Penerapan Model Pembelajaran Arias Terhadap Hasil Belajar Matematika Siswa Kelas Ii Sekolah Dasar

Contact Info

Product

Resources

About