I certify that the present dissertation submitted today entitled:
This dissertation explores the practices of English for Specific Purposes (ESP) teachers in developing curricula for non-English majors at various universities in Ho Chi Minh City It represents original research conducted for a Doctor of Philosophy degree in English language teaching theory and methodology To the best of my knowledge, this work contains no material that has been submitted for any other degree or previously published by another individual, except where proper citations are provided.
The journey to success in this Doctoral Program has been significantly supported by the unwavering assistance and encouragement of many individuals I am deeply grateful to those who shared their professional and academic expertise, helping me pursue my personal goals Without their invaluable contributions, this achievement would not have been possible.
I would like to acknowledge the forbearance of my supervisor Associate
I am deeply grateful to Professor Doctor Tran Van Phuoc for his invaluable guidance and feedback throughout my research journey His mentorship not only shaped this dissertation but also fostered my growth as a person and a researcher With his encouragement, I was able to maintain focus and prioritize my work effectively Without his support, this project would not have reached its final form.
I sincerely thank Rector Pham Thi Hong Nhung and the dedicated faculty of the University of Foreign Languages, Hue University, for their unwavering support and guidance throughout my academic journey Their encouragement and commitment as members of my academic committee were invaluable, and their expertise inspired me to expand my research horizons.
I would like to express my heartfelt gratitude to my colleagues for their invaluable support and understanding throughout this project Additionally, I owe a significant debt of thanks to the English teachers from four universities who generously participated in the data collection process by answering questionnaires and engaging in in-depth interviews Their contributions were essential to the completion of this work.
I am deeply grateful to my family for their unwavering support throughout my journey My husband’s unconditional love and encouragement motivated me every step of the way, while my parents instilled in me the values of hard work and sacrifice I also thank my children, whose strength and sacrifices inspired me to stay focused on my goals Their constant reminders of my aspirations kept me motivated, and I will always cherish the love and encouragement they provided.
To improve English teaching in tertiary institutions, English for Specific Purposes (ESP) is essential for making language learning relevant to students' future careers, thereby increasing their interest and motivation The development of an ESP curriculum is crucial, requiring active teacher involvement, as ESP educators serve as collaborators, course designers, material providers, researchers, and evaluators (Dudley-Evans & St John, 1998) This study aims to explore the practices of ESP teachers in developing curricula for non-English majors at universities in Ho Chi Minh City, focusing on their perceptions, the benefits and challenges they face, and their suggestions for enhancing the process.
This study utilized a descriptive research design to explore the practices of English for Specific Purposes (ESP) teachers in curriculum development Data collection involved three instruments: documentation, a questionnaire, and interviews A range of documents relevant to the ESP curriculum development process was gathered Seventy-eight ESP teachers from four universities in Ho Chi Minh City participated in the study, completing all closed questions in the questionnaire, while twenty-one of these teachers also engaged in interviews.
The study found that ESP teachers primarily engaged in determining teaching methodologies and assessment methods, while they were less involved in needs analysis, course goal specification, and curriculum evaluation The advantages for these teachers included their existing knowledge in General English, access to specialized course materials, and support from their institutions However, they faced challenges such as unclear target needs, vague course objectives, unsuitable teaching materials, and a lack of effective tools for needs analysis and evaluation To enhance the curriculum development process, they recommended conducting comprehensive needs analyses, establishing clear goals, and selecting content based on these analyses, alongside providing specialized training and resources for ongoing evaluation.
2 2 2 Common approaches in language curriculum development 30
2 2 3 Common procedures in language curriculum development 38
2 3 Steps in ESP curriculum development 42
2 3 2 Specification of course goals or objectives 46
2 3 3 Selection and sequencing of content 48
2 3 4 Methodology and support for effective teaching 51
2 3 5 Selection or compilation of materials 52
2 3 6 Determination of assessment methods and contents 54
2 4 Teacher’s involvement in the curriculum development process 57
2 5 Previous studies on teacher’s involvement in curriculum development and ESP teaching 59
CHAPTER FOUR: FINDINGS AND DISCUSSION 84
4 1 Teachers’ perceptions of developing ESP curriculum for non-English majors 84
4 1 1 Teachers’ general perceptions of developing ESP curriculum 85
4 1 2 Teachers’ perceptions of the steps in developing ESP curriculum 89
4 1 2 1 Step One: Analyzing ESP needs 89
4 1 2 2 Step Two: Specifying the course goals or objectives 92
4 1 2 3 Step Three: Selecting and sequencing the contents 93
4 1 2 4 Step Four: Methodology and support for effective teaching 94
4 1 2 5 Step Five: Selecting or compiling coursebooks or teaching materials 96
4 1 2 6 Step Six: Determining methods and contents of assessment 98
4 1 2 7 Step Seven: Evaluating the performed curriculum through different channels or tools 100
4 2 Teachers’ actual participation in the process of developing ESP curriculum at some universities in Ho Chi Minh City 101
4 2 1 Step One: Analyzing ESP needs 102
4 2 2 Step Two: Specifying the course goals or objectives 108
4 2 3 Step Three: Selecting and sequencing the contents 111
4 2 4 Step Four: Methodology and support for effective teaching 113
4 2 5 Step Five: Selecting or compiling coursebooks or teaching materials 118
4 2 6 Step Six: Determining methods and contents of assessment 121
4 2 7 Step Seven: Evaluating the performed curriculum through different channels or tools124
4 3 Advantages and difficulties in the ESP curriculum development process 126
4 3 2 Step Two: Specifying the course goals or objectives 128
4 3 3 Step Three: Selecting and sequencing the contents 129
4 3 4 Step Four: Methodology and support for effective teaching 130
4 3 5 Step Five: Selecting or compiling coursebooks or teaching materials 130
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS 132
Appendix 1: The questionnaire (English version) 148
Appendix 2: The questionnaire (Vietnamese version) 159
Appendix 5: Table of Reliability (Cronbach’s Alpha) 171
English plays a crucial role in various educational contexts, including English as a Foreign Language and English for Specific Purposes, such as Mathematical Purposes Institutions like the University of Food Industry emphasize the importance of tailored language programs The Ministry of Education and Training is focused on conducting Present Situation Analyses to enhance Learning Situation Analysis and improve language education Overall, these initiatives aim to equip learners with the necessary skills for effective communication in specialized fields.
Statistical Package for the Social SciencesTarget Situation Analysis
Figure 2 1: A model of the parts of the curriculum design process (adapted from Nation &
Figure 2 2: Tyler’s Curriculum Development Model (adapted from Tyler, 1949) 33
Figure 2 3: Backward-design model (adapted from Wiggins and McTighe, 1998) 36
Figure 2 4: Flowchart presentation of the Taba-Tyler curriculum development model (adapted from Taba,1962; Tyler, 1949, 1969) 38
Figure 2 5: Procedures of curriculum process (adapted from Wheeler, 1967) 39
Figure 2 6: Systematic Approach to Designing and Maintaining Language Curriculum (adapted from Brown, 1995) 41
Figure 2 7: A teacher’s path through the production of new or adapted materials (adapted from
Table 3 2: Research inquiries and their corresponding data collection instruments 73
Table 4 1: Teachers’ general perceptions of the ESP curriculum development steps 85
Table 4 2: Teachers’ general perceptions of the university/faculty’s implementation level of the ESP curriculum development steps 86
Table 4 3: Teachers’ general perceptions of their participation 88
Table 4 4: Teachers’ perceptions of the ESP needs analysis tools 89
Table 4 5: Teachers’ perceptions of the contents to be collected in ESP needs analysis 91
Table 4 6: Teachers’ perceptions of the stake-holders involved in ESP needs analysis 91
Table 4 7: Teachers’ perceptions of the bases of goals or objectives specification 93
Table 4 8: Teachers’ perceptions of the ESP syllabus framework types 93
Table 4 9: Teachers’ perceptions of the elements ensuring the ESP curriculum effectiveness 95
Table 4 10: Teachers’ perceptions of the activities supporting the ESP curriculum implementation 96
Table 4 11: Teachers’ perceptions of types of ESP coursebooks and materials 97
Table 4 12: Teachers’ perceptions of the bases for selecting or compiling ESP coursebooks and materials 98
Table 4 13: Teachers’ perceptions of the specification of the assessment methods and contents in ESP curriculum development 99
Table 4 14: Teachers’ perceptions of the bases or principles for determining testing and assessment requirements in ESP curriculum development 100
Table 4 15: Teachers’ perceptions of the contents to be evaluated in ESP curriculum evaluation 101
Table 4 16: The ESP needs analysis tools used by the university/faculty 102
Table 4 17: The ESP needs analysis tools used by the teachers 104
Table 4 18: The contents collected for ESP needs analysis by the university/faculty 105
Table 4 19: The contents collected for ESP needs analysis by the teachers 106
Table 4 20: The stake-holders involved in ESP needs analysis by the university/faculty 107
Table 4 21: The stake-holders involved in ESP needs analysis by the teachers 108
Table 4 22: The bases for goals or objectives specification by the university/faculty 109
Table 4 23: The bases for goals or objectives specification by the teachers 110
Table 4 24: The types of ESP syllabus framework developed at the university/faculty 111
Table 4 25: The elements or mechanisms implemented by the university/faculty to ensure the effectiveness of the ESP curriculum 114
Table 4 26: The elements or mechanisms implemented by the teachers to ensure the effectiveness of the ESP curriculum 115
Table 4 27: The university/faculty’s activities to support the ESP curriculum implementation 116
Table 4 28: The teachers’ participation in the supportive activities for the ESP curriculum implementation 117
Table 4 29: The sufficiency of the ESP coursebooks and materials at the university/faculty 119
Table 4 30: Teachers’ participation in selecting or compiling the ESP coursebooks and materials 120
Table 4 31: Assessment methods and contents specified by the university/faculty 121
Table 4 32: Assessment methods and contents specified by the teachers 122
Table 4 33: The university/faculty’s reference to the bases for selecting or compiling ESP coursebooks and materials 123
Table 4 34: Teachers’ reference to the bases for selecting or compiling ESP coursebooks and materials 124
Table 4 35: The university/faculty’s practice of evaluating ESP curriculum 125 Table 4 36: Teachers’ practice of evaluating ESP curriculum 125
Chapter One provides an overview of the thesis, outlining both personal and theoretical rationales for its selection It clearly states the aims of the research, accompanied by specific research questions Additionally, the chapter highlights the significance of the study and presents the organizational structure of the thesis.
The effectiveness of English teaching in Vietnam is increasingly important due to international integration and the language's role in global communication As an EFL teacher in Ho Chi Minh City, the researcher has shifted focus from teaching methodology to fostering a learner-centered environment, emphasizing student self-study This transition revealed two significant challenges: students' lack of motivation and the gap between their university English education and the practical language skills required in the workplace To address these issues, the researcher conducted field trips to various workplaces to better understand students' English language needs in professional settings.
Field trips to students' future workplaces underscored the significance of an English for Specific Purposes (ESP) curriculum tailored to their current and future job requirements This alignment not only addresses societal needs but also boosts students' motivation in learning English by connecting their university studies to their career aspirations In the process of revising the ESP curriculum, the researcher focused on the crucial role of ESP teachers, as highlighted by Dudley-Evans and St John (1998), who describe ESP educators as not just instructors but also collaborators, course designers, material providers, researchers, and evaluators.
As course designers and material providers, ESP practitioners often have to
“plan the course they teach and provide the materials for it” (Dudley-Evans & St John,
In 1998, it was noted that using a specific textbook often requires supplementary materials, and suitable published resources may not always be available for specific needs Consequently, ESP teachers play a crucial role in selecting appropriate published materials, adapting them when necessary, or creating original content when no suitable options exist Additionally, these educators must evaluate the effectiveness of the teaching materials used, whether sourced from publications or developed independently While the responsibilities of course design and material provision can be challenging for newcomers to ESP, these demands contribute to the engaging nature of ESP teaching.
Research has been particularly strong in the area of EAP, where there is a healthy and developing range of published research, especially in genre analysis
ESP teachers must stay informed about relevant research to effectively conduct needs analyses, design courses, and create teaching materials It is essential for educators in specific ESP contexts to possess a strong understanding of skills like written communication Dudley-Evans and St John emphasize that ESP practitioners should advance beyond merely identifying the target situation during the needs analysis phase.
The analysis of Target Skills Assessment (TSA) focuses on identifying key target events, skills, and texts to observe how students utilize these skills in various contexts This process requires English for Specific Purposes (ESP) teachers to conduct research to comprehend the discourse of the relevant texts Additionally, ESP teachers play a crucial role as collaborators with subject experts and as evaluators of both learners and the course materials.
