English for Scientific Purposes (EScP): Technology, Trends, and Future Challenges for Science Education

Abstract

To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to identify the use of learning technologies in science-based literacy. In the literature review, the researchers found that science-based literacy instruction shares many pedagogical aims with English language teaching in terms of reading, writing, listening and speaking, allowing it to be classified as English for Scientific Purposes (EScP). To answer the research questions, the researchers conducted the survey by extracting related articles and teaching examples from the Web of Science. In the search procedure, the researchers used the keywords science OR scientific AND technolog* OR comput* in ten selected journals of social science citation index. Only articles which are specified as journal articles rather than other document types were included. After compiling the corpora, the researchers compared the trends, methodologies and results of EScP instruction in science education. The implications of this study include the opportunities, advantages and challenges for EScP instruction in science education to further develop better educational approaches, adopt new technologies, as well as offer some directions for researchers to conduct future studies.

Context‐aware language‐learning application in the green technology building: Which group can benefit the most?

“…In a context‐aware language‐learning situation, the concept of ESP is specified as the learning and instruction of the English language as a second or foreign language for certain groups of learners, to whom the syllabus, tasks, activities, knowledge, and methodology are purposefully tailored to meet their interests and needs (Liu et al, ). Other studies have also emphasized language learning for specific purposes, such as tourism English learning with mobile phones (Hsu & Lee, ) and the LingoBee English application for social communication training (Procter‐Legg, Cacchione, & Petersen, ).…”

“…Other studies have also emphasized language learning for specific purposes, such as tourism English learning with mobile phones (Hsu & Lee, ) and the LingoBee English application for social communication training (Procter‐Legg, Cacchione, & Petersen, ). In higher education, English for green technology purposes can be viewed as a category under ESP (Liu et al, ) to describe the new emphasis on environmental science‐ or green technology–based language learning. Figure indicates where English for green technology purposes fits in the categorization of different disciplines under ESP.…”

“…In this sense, CLIL can be applied as GBELA will enhance students' reading and listening skills while providing opportunities for gaining content knowledge of green‐building technology and environmental issues. Because a current gap exists in the research space, where relatively few studies have built context‐aware mobile applications for green‐building language learning in English for specific purposes (ESP; Liu et al, ; Roquet, Llopis, & Pérez‐Vidal, ), this study fills the gap by examining the dependent variable of receptive skills in GBbE and how the independent variable of achievement level is correlated to moderating variables such as perceived ease of use, usability, usefulness, learner attitude, and CAULL self‐efficacy. The following hypotheses were formulated:Hypothesis A u‐learning system for enhancing GBbE can effectively improve receptive skills of reading and listening in GBbE for HA and LA groups of EFL learners at a target university in Taiwan.Hypothesis The differences in improvement in GBbE receptive skills among HA and LA correlate with learner perceptions and self‐efficacy in CAULL in different ways.…”

Participants’ Experiences and Interactions on Facebook Group in an EFL Course in Taiwan

“…The use of ICT in higher education changes rapidly within a population of digital natives (Liu et al 2014a;Liu and Hwang 2010;Lockley 2013;Lo et al 2014;Loncar et al 2014;Prensky 2011). In particular, the hybrid learning scheme of technology combined with classroom instruction (Liu 2011;Liu et al 2011Liu et al , 2014b outperforms fully online environments in terms of learning outcomes and satisfaction (Shea and Bidjerano 2013;Garrison and Kanuka 2004;Ruiz et al 2006;Lee et al 2009).…”

Specificity Of Teaching Exact Sciences Through English To Non-English Speakers In Higher-Education

“…According to 'ESP classification by professional area' (Liu et al, 2014, p.828), adopted by the authors from Huhta (2010), EAP is considered as one of the domains of English for specific purposes (ESP). Liu et al (2014) 'adopted the term English for scientific purposes (EScP)' (p.828) referred to as one of the disciplines of ESP. In a similar vein, the researcher is favour of getting into the essence of the paper's key ideas, centring on mathematics and mathematics-related subjects, through the lens of EScP.…”