Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments

Iswati, Luluk; Triastuti, Anita

doi:10.24815/siele.v8i1.17301

Cited by 25 publications

(26 citation statements)

References 29 publications

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“…A recent study on the teaching of English for Specific Purposes (ESP) in Indonesia informs that teachers who teach this approach face myriad challenges, such as lacking knowledge of students' field of study, lacking ESP training, lacking proper needs analysis, large classes, and various learners' English competencies [21]. In fact, ESP is taught by general English teachers in Indonesia.…”

Section: English For Specific Purposes In Indonesiamentioning

confidence: 99%

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

Syakur

Sugirin

Margana

et al. 2022

Education Research International

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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.

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Section: English For Specific Purposes In Indonesiamentioning

confidence: 99%

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

“…Another is lack of course material (Medrea & Rus, 2012). Iswati and Triastuti (2021) explored ESP challenges relevant to course development and instruction, such as a lack of disciplinary knowledge, the absence of needs analysis, and large class sizes. Because most ESP teachers held a degree related to English language teaching or applied linguistics, ESP instruction seemed to be challenging, especially for those who generally taught general English (GE) courses (Pei & Milner, 2016).…”

Section: Existing Esp Challengesmentioning

confidence: 99%

An Exploration of Thai ESP Teachers’ Self-Efficacy and Sources Concerning Course Development and Instruction

Khakhai¹,

Taylor²

2022

ELT

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Challenges of English for specific purposes (ESP) course development and instruction have still been reported in a number of studies. They could affect ESP teachers’ belief and confidence in their ability to do such tasks. This qualitative case study explores the development of self-efficacy, along with source information concerning challenges in course development and instruction. The study case took place in a Thai university’s institution where eight ESP teachers participated in this exploration. Through multiple interview sessions, they revealed source information and different ways to develop self-efficacy. Findings included that cognitive and enactive mastery experience were the most influential sources derived from their educational background and success in implementing pedagogical elements in their actual practices. Vicarious experience and verbal persuasion appeared to be scant due to the underlying contextual factors related to the institutional policies explored in the case. Physiological and emotional states proved to be less influential and acted as supplementary sources of influence. The current study also highlights the influence of contextual factors’ shaping sources of self-efficacy and the development. Indeed, the lack of collaborative practices diminished vicarious experience and verbal persuasion so that individual teachers relied on their knowledge and experience as mastery experience to be efficacious. Research implications focus on policies where collaborative culture development is included. A suggested plan is to employ professional learning communities (PLC) to develop internal collaboration (e.g., sharing knowledge and practices to improve self-efficacy sources and development).  

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“…8 These findings align with the study result Iswati and Triatuti's that ESP teachers lacked knowledge on students' field study, ESP training, need analysis, oversized classes, and different learners' English competencies. 9 ESP has a massive impact worldwide. Different people with different backgrounds can communicate quickly, even if they have different vocabularies and contexts.…”

Section: Introductionmentioning

confidence: 99%

Students' Perceptions on English Learning Materials: Need Analysis of Islamic Studies Students

Warda

Dalimunte

2022

IJIES

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The English material has not met the needs of students and was created with the lecturer in mind. This study analyzes the English language needs of students majoring in Islam (ushuluddin) at the State Islamic University of North Sumatera, Indonesia. This study applied a qualitative descriptive research method to explore student perspectives on ESP courses. The research data was obtained through interviews and data collection of material documentation. The findings in this study proved that students who learned ESP need good material and can apply the results at the end of the lesson. Besides, what they have learned so far was the obtained course in high school, so it was not so difficult to understand. Hence, the language skills they command must be fulfilled from listening, speaking, reading, and writing to support their insights with Islamic foundations and majors. In sum, the materials of ESP should be formulated by practitioners of English for Specific Purposes (ESP) who know ESP instruction, and the aim of ESP might concern the improvements in students' proficiency in English. Thus, the students are better academically and professionally in the work domain.

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Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments

Cited by 25 publications

References 29 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

An Exploration of Thai ESP Teachers’ Self-Efficacy and Sources Concerning Course Development and Instruction

Students' Perceptions on English Learning Materials: Need Analysis of Islamic Studies Students

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