Aims of the study
English language proficiency is essential in various specialized contexts globally In line with the objectives of English for Specific Purposes (ESP) education at IOTC No.1, ESP courses must be tailored to provide students with the necessary English skills to fulfill their specific requirements.
Before implementing English for Specific Purposes (ESP) courses, it is crucial to comprehend the expectations of both teachers and students, along with the challenges faced by students This study aims to investigate the perceptions of IOTC No.1 teachers and students regarding their ESP course The objectives include understanding their views on the significance of the ESP course and exploring student expectations, as well as identifying student needs and difficulties.
Research questions
Based on the purposes of the study, two major research questions are addressed as follows:
1 What are the students’ perceptions of their English ability, difficulties, and expectations toward ESP?
2 What are the teachers’ opinions and perceptions of ESP courses and their expectations of future ESP pedagogy?
Scope of the study
The study is focused on the teachers and students’ perceptions of ESP teaching and learning at IOTC No.1, and the participants were ESP teachers and
The study involved a random selection of 330 second-year students from IOTC No.1; however, the findings may not be applicable to all Vietnamese learners Therefore, the proposed solutions for addressing difficulties in English for Specific Purposes (ESP) teaching and learning are primarily relevant to IOTC No.1 educators and those teaching at similar colleges with comparable English curricula or training programs.
Significance of the study
Previous studies (Bacha & Bahous, 2008; Braine, 2001; England, 2006; Jasso-Aguilar, 1999; Kavaliauskiene, 2003; Shi, Corcos, & Storey, 2001; West,
The current study explores students' perceptions of English for Specific Purposes (ESP) learning and teachers' views on ESP teaching, highlighting potential issues that impact course effectiveness as noted in prior research The findings offer valuable pedagogical insights and recommendations for future ESP curriculum development at IOTC No.1 Additionally, the study examines student challenges, needs, and expectations, aiming to enhance ESP teaching and learning practices.
Organization of the study
This thesis is organized into three main sections: Introduction, Development, and Conclusions The Introduction outlines the study's background, objectives, scope, significance, and limitations The Development section comprises three chapters: Chapter One reviews relevant literature on English for Specific Purposes (ESP) teaching and learning, addressing associated issues, materials, curriculum design, and the perspectives of both teachers and students Chapter Two details the teaching context, research methods, data collection instruments, and analysis techniques Chapter Three presents findings from qualitative and quantitative analyses based on student questionnaires and teacher interviews, followed by a summary Finally, the Conclusions section summarizes the study and offers recommendations for pedagogical practices and future research directions.
PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW
This chapter aims to review existing literature on English for Specific Purposes (ESP) to inform the framework of the current study It begins by discussing the background of ESP, including its development, definitions, and characteristics, particularly in relation to military English The subsequent section focuses on Needs Analysis within ESP, followed by an examination of materials and curriculum relevant to the field The chapter also highlights the challenges faced in ESP, such as varying levels of student English competence and the qualifications required for ESP teachers Finally, it presents insights into learner and teacher perceptions of ESP courses, supported by related research findings.
I.1 English for Specific Purposes and military English
Following World War II, there was a significant surge in global scientific, technical, and economic activities The United States emerged as a dominant force in the post-war economy, leading to the English language's establishment as the international standard for technology, science, and commerce This shift created a clear demand for English language learning, as learners became more aware of their specific needs and motivations.
English for Specific Purposes (ESP) emerged in the late 1960s as a distinct area of teaching English as a foreign language Unlike traditional language instruction, ESP emphasizes the use of language in context rather than focusing solely on grammar or language structures Additionally, ESP learners acquire language skills that are essential and relevant to their specific needs.
English for Specific Purposes (ESP) plays a crucial role in modern English language education, evolving significantly over time Unlike traditional linguistics, which focuses on the rules of English grammar and usage, ESP emphasizes analyzing the linguistic features relevant to learners' specific fields of study or work This approach aims to identify and address the unique needs of learners, ensuring that the instruction is tailored to their professional or academic requirements.
Hutchinson and Waters emphasize that learners possess diverse needs and interests, significantly impacting their motivation and the overall effectiveness of their learning experience Additionally, it is recognized that specific groups of learners utilize language that exhibits distinct linguistic features.
Military English is characterized by its use of the imperative mood to convey orders, commands, and instructions, reflecting the authority inherent in military communication Unlike civilian language, which often employs polite requests such as "Would you" or "Could you," military personnel typically use direct phrases like "You are to" when issuing directives For instance, instead of a courteous invitation like "Will you, please, come in!" a military individual would simply say "Come in!"
In military communication, the passive voice is often avoided as it can imply a lack of accountability or importance regarding the individual responsible for an action For instance, instead of stating, "The safety instructions were not followed (by Cpl Smith)," military reports would typically phrase it as, "Cpl Smith did not follow the safety instructions." However, it remains essential for students to understand the passive voice to successfully pass their examinations after completing their courses.
Military documents prioritize clarity and brevity, utilizing simple tenses and short sentences to convey information directly In contrast, oral descriptions in military training are rich in detail, allowing students to incorporate personal experiences For instance, when describing two soldiers in conversation, students often begin with the setting and the soldiers' appearance, then elaborate on their choice of weapons and their potential uses As students' language proficiency increases, so does the complexity and detail of their descriptions.
Military English is distinguished by its extensive use of abbreviations, acronyms, and slang, making these elements essential rather than optional A notable example is the U.S Army's Standard Operating Procedure C01 (SOP C01 Application of New Standard), which comprises 873 words, including 100 instances of 26 unique acronyms and abbreviations.
The NATO phonetic alphabet is a key element of military English, primarily utilized in radio communications to enhance message clarity and prevent misunderstandings with similar-sounding words It serves as an alternative to civilian spelling alphabets for challenging terms Beyond military applications, the NATO alphabet is also employed by civilians, such as airline pilots, to facilitate effective communication and cooperation between nations.
In military contexts, time is expressed using the 24-hour clock to eliminate confusion associated with the 12-hour format For instance, "3:00 am" is referred to as "0300 hours," pronounced as "oh three hundred hours," while "3:00 pm" becomes "1500 hours," pronounced "fifteen hundred hours." Unlike standard time, military time does not separate hours and minutes, so it is written as 1430 instead of 14:30 Additionally, leading zeros are always pronounced, such as "0100" being "oh one hundred hours." The term "hours" is included in the pronunciation, even if not explicitly written, so "1800" is pronounced "eighteen hundred hours."
Military jargon plays a crucial role in military communication, filled with acronyms, abbreviations, and unique meanings that can perplex those not acquainted with it Each branch of the military often employs its own specific terminology, which can lead to further misunderstandings and ambiguities.
According to Hutchinson and Waters (2001:16), a key distinction between General English (GE) and English for Specific Purposes (ESP) is that GE is often studied for examination, while ESP is focused on practical applications in work, study, or training However, this does not mean that learners in specific contexts should exclusively engage with ESP As noted by Hutchinson and Waters (Ibid 18), despite the varying content, the learning process for ESP learners should not differ from that of General English learners.
Hutchinson and Waters emphasize that English for Specific Purposes (ESP) should be viewed as an approach rather than a product, grounded in the fundamental question of why a learner needs to acquire a foreign language For military personnel, the necessity is clear: proficiency in English is essential for participation in international training exercises and military missions, and gaining experience in international cooperation is crucial for career advancement.
Needs analysis in ESP
Needs encompass essential requirements, deficiencies, or desires (West, 1994) According to Brindley (1984), needs pertain to the academic or professional demands of students, while Robinson (1991) characterized them as gaps in language proficiency These needs are inherently goal-oriented and can be viewed as "objective."
Needs Analysis (NA) is a crucial element of English for Specific Purposes (ESP), serving as the foundation for developing effective syllabi, tasks, and materials According to Belcher (2006) and Flowerdew & Peacock (2001), conducting a thorough needs analysis is essential for pinpointing the goals and specific communicative and linguistic requirements of students enrolled in language courses, as emphasized by Ferris.
1998) It therefore should be applied before implementing English courses to ensure an effective English learning experience
Needs analysis is crucial for effective ESP course design, as it ensures the syllabus aligns with learners' requirements According to Basturkmen (2006), a well-structured ESP course must be grounded in an understanding of these needs When teachers and curriculum developers overlook learner needs, they often rely on intuition, which can result in limited success (Braine, 2001; John, 1991) Therefore, it is essential for ESP course designers to conduct thorough needs analyses to create relevant and effective courses that address the specific demands of learners.
In a needs analysis survey conducted by Shaaban (2005) at the American University of Beirut (AUB), program administrators aimed to identify the communicative needs and expectations of personnel office employees The study involved 122 participants, including janitors, gardeners, security guards, library staff, and comptroller’s office staff, who took part in a 10-week English for Specific Purposes (ESP) program The course was tailored to meet the identified needs, and the analysis of feedback revealed that teachers appreciated the experience and expressed satisfaction with the course design, student attitudes, performance, and instructional materials.
An ESP course can be customized to address learners' specific needs through effective analysis Research by Shi, Corcos, and Storey (2001) on clinical ward instruction revealed essential linguistic skills required for achieving learning objectives, including the correct use of terminology for doctor-patient and doctor-doctor communication, appropriate verb tenses for case report chronology, and precise descriptions of location and procedures in physical examinations Their findings indicate that authentic data can be utilized to create a focused curriculum that meets the practical needs of students during ward sessions, ensuring that instruction is both relevant and beneficial.
In a case study conducted by Edwards (2000) at a bank, three German bank officers participated in a course aimed at enhancing the speaking confidence of female students in native-speaking environments Following a needs analysis on the course's first day, the study found that learners provided positive feedback, highlighting their improved ability to use English in specific meeting and negotiation scenarios The findings also emphasized the effective adaptation of authentic texts to meet the unique needs of learners in English for Specific Purposes (ESP) contexts.
Obstacles to needs analysis in English for Specific Purposes (ESP) programs include variations in program length, class size, language proficiency levels, and specific goals As a result, teachers often struggle to access information about students' proficiency levels prior to instruction, leading to a lack of individualized learning objectives Additionally, curricula and materials may be developed by administrators or sponsors without prior input from needs analysis Even when needs analysis results are available, they may not meet the expectations of sponsoring institutions regarding timing and implementation.
ESP teachers often struggle to analyze specialized texts due to time and energy constraints, which hinders learners' academic and vocational preparedness (Crosling & Ward, 2002; Ferris, 1998; Jasso-Aguilar, 1999) A study by Crosling and Ward (2002) on business graduates from Monarch University revealed that inadequate oral communication training left students unprepared for workplace demands This shortcoming may stem from curricula that do not align with student needs, highlighting the importance of prior analysis before language instruction.
Materials and curriculum in ESP
ESP instruction is learner-centered and focuses on goal-oriented curriculum development tailored to the specific language needs of identified groups It is essential to consider the socio-cultural contexts in which learners will use English for specific purposes (Johns and Price-Machard, 2001) After identifying goals and establishing the syllabus based on learners' language needs, appropriate teaching materials should be developed or selected A key aspect of this process is ensuring authenticity in the tasks and materials used in learning situations (Robinson, 1991) However, many ESP teachers face challenges in choosing between published materials and those specifically designed for their targeted contexts.
ESP courses encompass a diverse array of types, leading to varying timetables and the challenge of finding universally applicable materials Ready-made resources often fall short due to differing requirements, and factors like exchange rates or import restrictions can limit access to suitable materials (Hutchinson & Waters, 1987) A viable solution is for ESP instructors to develop in-house materials tailored to the specific needs of their learners in particular subject areas Although this process can be time-consuming and demanding, it enhances teachers' understanding of the intricacies involved in effective teaching and learning.
Troy and Chrimes (2002) investigated the effectiveness of homegrown English for Specific Purposes (ESP) materials in addressing the academic reading requirements of EFL engineering students Their findings indicated that these tailored materials effectively complement students' major coursework Additionally, the study highlighted that in-house material developers are capable of creating authentic resources that are closely aligned with the specific needs of learners.
Creating effective teaching materials for English for Specific Purposes (ESP) is often time-consuming, and many ESP teachers lack formal training in material production (Hutchinson & Waters, 1987) Relying solely on in-house materials may compromise teaching quality; therefore, collaboration with subject teachers can enhance the overall effectiveness of the instruction by leveraging each other's expertise (Salsbury, 2005) Additionally, the expertise of ESP instructors plays a crucial role in the selection of materials, teaching practices, and techniques employed in the classroom.
When selecting materials for English for Specific Purposes (ESP), it is crucial to ensure that the content is authentic and tailored to meet the specific goals and needs of individual learners.
Problems and challenges of ESP
Students’ competence and difficulties toward ESP
English for Specific Purposes (ESP) is tailored to address the unique needs of learners, aiming for them to achieve sufficient language skills for specific contexts by the course's conclusion However, many ESP learners have demonstrated inadequate performance, raising concerns about their overall English language competence as a key indicator of success in language acquisition Some educators attribute the low achievement rates in ESP to students' insufficient English skills, suggesting that these deficiencies hinder their ability to engage effectively with the course material, ultimately rendering ESP courses ineffective.
Many students report experiencing learning difficulties that negatively impact their performance in English for Specific Purposes (ESP) classes Research indicates that these challenges stem from various factors, including the content and instruction of ESP courses, as well as the tasks involved (Gatehouse, 2001; Bacha & Bahous, 2008; Leki & Carson, 1994; Ferris & Tagg, 1996 a/b) Students struggle with class participation, questioning, responding, and overall listening comprehension Additionally, weak English skills contribute to their inability to effectively cope with ESP coursework (Jacksons, 2004).
The content of English for Specific Purposes (ESP) significantly influences the learning experience, as it must be both accessible and suitable for learners who often have limited general English proficiency (Basturkmen, 1998; Jackson, 2004) Additionally, the activities designed for ESP classes should align with the learning objectives and be relevant to the specific subject area, ensuring that they are meaningful and purposeful (Flowerdew & Peacock, 2001).
The qualification of ESP teachers
The effectiveness of English for Specific Purposes (ESP) largely hinges on the capabilities of its teachers According to England (2006), poorly prepared instructors can lead to low-quality and ineffective ESP classes Therefore, it is essential for qualified ESP teachers to possess not only professional expertise in English language teaching but also an advanced understanding of the specific subject matter they are teaching.
ESP teachers often juggle multiple responsibilities beyond traditional English teaching roles According to Hutchinson and Waters (1987), these responsibilities include analyzing learner needs, designing syllabi, providing materials, and conducting evaluations In certain English for Academic Purposes (EAP) contexts, collaboration with subject teachers is also essential (Flowerdew & Peacock, 2001) Consequently, ESP teachers face a significant workload.
ESP teachers fulfill five essential roles: teacher, course designer, materials provider, collaborator, researcher, and evaluator (Dudley-Evans & St John, 2001) To effectively perform these roles, it is crucial for ESP teachers to receive training in both language teaching skills and subject-specific expertise.
The effectiveness of an English for Specific Purposes (ESP) teacher often raises questions regarding the necessary level of preparation, training, and subject knowledge required Hutchinson and Waters (1987) identified three essential components that contribute to an ESP teacher's subject knowledge, emphasizing the importance of a well-rounded understanding in this specialized field.
1 A positive attitude toward the ESP content
2 Knowledge of the fundamental principles of the subject area
3 Awareness of how much they probably already know
ESP teachers must adapt their teaching activities and materials to meet student needs, possess some familiarity with students' specialized areas, and show a genuine interest in acquiring knowledge about these fields Additionally, they should encourage independent study habits among students without becoming subject matter experts themselves It is important to note that ESP teaching differs significantly from EGP teaching, and many ESP teachers lack adequate training, necessitating their adjustment to this new teaching environment.
ESP teachers often face complex challenges without clear solutions, requiring them to maintain an open-minded and flexible approach As noted by Hutchinson and Waters (1987), these educators are pioneers in their field, actively contributing to the evolution of English for Specific Purposes.
ESP learners aim to master English to fulfill specific roles, such as studying in English-medium institutions They must cultivate independent study skills outside the classroom, promoting self-reliance in their learning process Therefore, teachers who overlook the importance of fostering student independence are deemed to have failed in their teaching responsibilities.
Perceptions and expectations toward ESP
ESP (English for Specific Purposes) is tailored to meet the specific needs and desires of learners By conducting a needs analysis, learners articulate their expectations for the ESP class, while instructors assess these needs to create relevant, authentic materials The way students perceive their requirements in relation to their target contexts significantly affects their engagement and receptiveness to ESP learning.
Student needs are perceived by teachers based on their expertise in either their knowledge of English and subject areas, or their working experience in the real world
Gaps often exist between teacher and student perceptions, as well as between instructional design and actual classroom requirements, leading to courses that may appear inauthentic Additionally, learners' perceptions of their own needs can be misguided, inaccurate, or incomplete, as they may lack the maturity to understand their requirements or be unaware of the factors influencing English for Specific Purposes (ESP) teaching and learning.
Bacha and Bahous (2008) found a disconnect between faculty and students regarding perceptions of English language abilities and needs Ferris (1998) investigated the views of 768 ESL students on the language skills required for their courses, their challenges in meeting those expectations, and the significance of certain language tasks in academic contexts The study highlighted notable differences between instructors and ESL students, revealing considerable variation in student experiences based on their majors, class levels, backgrounds, and genders Furthermore, students ranked specific language skills differently than instructors, underscoring the disparity in perceptions between the two groups.
The differences in perceptions between teachers and students can be attributed to the varying requirements of different class levels and types, leading students to view their needs and expectations in a way that may not align with those of their teachers.
Students often have differing opinions and preferences regarding language skills and classroom activities compared to their teachers According to Basturkmen (1998), engineering students felt their speaking skills were lacking and prioritized listening as the most crucial language skill In contrast, teachers viewed reading and listening as nearly equally important, given the emphasis on reading activities in engineering courses Interestingly, students did not always completely oppose their teachers' perspectives.
Student perceptions of the significance of English for Specific Purposes (ESP) differ based on their individual development and needs This variation is likely inevitable due to the diverse pressures faced by both students and teachers.
This chapter outlines the context of English for Specific Purposes (ESP) teaching and learning at the Infantry Officer Training College Number One, detailing the realities of English language education, profiles of learners and teachers, and an overview of the current ESP course It also discusses the research methods and data collection techniques employed in the study, including the subjects involved, the research instruments used, and the procedures for data collection and analysis.
The teaching context
The English teaching and learning situation at IOTC No.1
Before 1990, IOTC No.1 primarily focused on teaching Russian and Chinese, with minimal emphasis on English However, the 1990s marked a significant shift as English emerged as the most popular foreign language, surpassing Russian and Chinese in prominence This transition led to increased attention and interest in the teaching and learning of English at IOTC No.1.
At IOTC No.1, English for Specific Purposes (ESP) is taught within a structured curriculum that includes 90 periods dedicated to ESP The English program is divided into two stages: General English (Elementary) and ESP, with the first stage comprising 150 class hours This comprehensive approach ensures that students receive a solid foundation in general English before advancing to specialized language skills.
Stage 1: General English with 150 periods
Given the limited timeframe, students primarily become familiar with various technical terms and concepts in English Teachers can only assist students in enhancing their English for Specific Purposes (ESP) skills, emphasizing essential abilities such as reading specific documents and writing letters and reports.
The teaching staff of the Department of Foreign Languages at IOTC No.1
The Department of Foreign Languages employs 29 English teachers, with a diverse range of educational qualifications Among them, four hold M.A degrees in TESOL, one possesses an M.A in Linguistics, and several are pursuing M.A degrees at various institutions, including Hanoi National University, Hanoi University, and the Military Science Academy The remaining teachers have Bachelor's degrees in English, showcasing a strong commitment to professional development and expertise in the field.
Many teachers face significant challenges in developing their communicative skills due to the absence of a supportive language environment Additionally, a lack of training in English for Specific Purposes (ESP) further complicates their teaching efforts Most educators in the Department of Foreign Languages have extensive experience in General English (GE) but possess minimal expertise in specialized fields such as the military, which can hinder their ability to effectively address subject-specific content.
Teachers in the Department of Foreign Languages face challenges similar to those encountered by many English for Specific Purposes (ESP) educators globally According to Ewer (1976), these challenges can be categorized into five key areas: attitudinal, conceptual, linguistic, methodological, and organizational difficulties.
The students of IOTC No.1
Most of the students who enter IOTC No.1 are aged 18-20 and are male students (100%) This is a typical feature of the College Each class consists of about 30 to 33 students
Despite years of English being part of the high school curriculum, many students, particularly those from rural areas, remain beginners in the language This demographic constitutes a significant portion of the student body each year, while only a few urban students have had extensive exposure to English through secondary schools or language centers This diverse skill level creates challenges in teaching and learning English at the college level, as some students find classroom activities engaging, while others struggle to keep up, making it difficult for teachers to address the varied needs of all students.
Students at IOTC No.1 primarily rely on their teachers for learning, favoring rote memorization of vocabulary and rules Their learning style emphasizes written assignments and private reading, leading to individual work during class Additionally, their past educational experiences significantly shape their preferences, as they tend to favor translation in their studies Consequently, this approach causes them to focus more on forms rather than the functions and meanings of the material.
The ESP materials of IOTC No.1
II.1.4.The ESP material at IOTC No.1
The official textbook used in the ESP course at the Department of Foreign Languages does not effectively meet the objectives of the syllabus, indicating a need for more suitable teaching materials.
"English" is a comprehensive course book published by Longman in 1994, consisting of a student book, a teacher's book, and supplementary exercises created by the Defense University in Budapest This resource is designed to support language learning at various proficiency levels.
"Command English" is designed for low pre-intermediate learners but lacks sufficient grammar and vocabulary practice, making it less communicative The speaking exercises primarily involve just two discussion questions, and the exercise formats remain consistent across units, often requiring students to fill in blanks or answer comprehension questions after reading Notably, the book does not include any listening exercises However, it features engaging topics like military uniforms and equipment, which are well-received by students Additionally, progress tests after every fifth unit are beneficial for both teachers and students to assess learning advancements.
Methodology
Participants
The study involved 165 student-participants and 5 instructor-participants from Infantry Officer Training College Number One, all of whom had completed a semester of English for Specific Purposes (ESP) courses The instructors, with teaching experience ranging from one to twelve years, contributed valuable insights to the research Detailed demographics of both the student and teacher participants are presented in Table 1 and Table 2, with ESP teachers identified by codes to ensure their privacy.
Demographic data of student- participants
Demographic data of teacher- participants
Methods of the study
The research utilizes a qualitative approach The qualitative orientation was important because it is relevant for the exploratory nature of this study (Marshall & Rossman, 1999)
The study utilized both questionnaires and in-depth interviews to gather comprehensive data, combining quantitative and qualitative approaches This methodology aimed to enhance the overall understanding of the phenomenon while addressing potential limitations in internal validity associated with relying solely on one type of data collection (Nunan, 1992).
A questionnaire was developed to assess students' perceptions of their English proficiency, challenges, and expectations regarding English for Specific Purposes (ESP) Additionally, interviews with five ESP instructors were conducted to gather insights into their views on ESP courses and their expectations for future pedagogical approaches in this field.
Instruments of the study
The instruments of the present study are: questionnaires for the students and interviews for the teachers
- The questionnaire for the students:
The student questionnaire, detailed in Appendix A, comprises five sections aimed at gathering comprehensive data on students' English for Specific Purposes (ESP) needs Section A includes seven items focused on demographics such as major, gender, English learning experience, work experience, and understanding of ESP Section B assesses students' self-evaluated English proficiency, highlighting their perceived challenges and the significance of ESP learning Section C explores student feedback on the current ESP course through ten items, while Section D captures expectations for future ESP courses with eleven items Finally, Section E examines the English activities conducted in ESP classes, featuring twelve items categorized into reading, writing, listening, and speaking.
- The interviews for the teachers:
The interviews aimed to explore teachers' perceptions of English for Specific Purposes (ESP) courses and their expectations for future ESP pedagogy Five teacher-participants were engaged to respond to the interview questions to achieve this objective.
The interview questions for teachers, outlined in Appendix C, were distributed to participants and included six key inquiries Three questions focused on assessing student English proficiency, performance, and ESP pedagogy, while another question aimed to uncover teachers' perspectives on student challenges The final two questions sought the teachers' insights and recommendations concerning ESP courses.
Table 3: Distribution of Teacher-participants of interviews
Procedures of the study
This section outlines the formal study procedures, which involved 165 students who completed questionnaires about their experiences in ESP courses Additionally, interviews were conducted with five teachers to gather their insights on ESP-related issues, with responses provided in English The collected research data were then processed and analyzed, leading to the formulation of conclusions and suggestions based on the study's findings.
Data analysis
The study employed descriptive statistics to analyze questionnaire items, calculating the percentages of agreement and disagreement among participants This method was specifically used to assess students' perceptions of English for Specific Purposes (ESP) teaching and learning within the formal study context The findings were effectively presented through tables and charts, providing a clear response to the first research question.
CHAPTER THREE: DATA ANALYSIS AND FINDINGS
This chapter presents the findings from the data analysis of the study, which involved questionnaires and interview questions regarding teachers' perceptions of the ESP course at IOTC No.1 Initially, the analysis highlights students' perceptions of their English abilities, challenges, and expectations related to ESP Following this, the teachers' perspectives gathered from the interviews are discussed The statistical outcomes from the questionnaires are illustrated in Tables 4 to 7.
III.1.Analysis of Research Question 1: What are students’ perceptions of their English ability, difficulties, and expectations toward ESP?
Tables 4 to 7 illustrate the frequency of student responses to 48 items, highlighting their perceptions of English competence, concerns regarding the current ESP course, expectations for future ESP courses, and the English activities incorporated into these classes The findings are detailed in Sections B, C, D, and E.
Students’ self- evaluation of English competence…
Section B reveals the statistical outcomes of students' self-assessment regarding their overall English proficiency, highlighting their perceived challenges in English for Specific Purposes (ESP) learning Many students expressed a neutral or negative perception of their English skills, identifying difficulties in listening, speaking, reading, and writing Furthermore, a significant number recognized the importance of mastering English skills for their future career prospects The detailed analysis of each item in Section B follows.
Table 4: Distribution of Frequency of Student Questionnaire- Section B
B1 My English listening comprehension is good
B2 My English speaking ability is good
B3 My English reading is good
B4 My English writing ability need to
English needs to be improved
B7 I am satisfied with my English competence
B8 English listening task is the most difficult to me
B9 English speaking task is the most difficult to me
B10 English reading task is the most difficult to me
B11 English writing task is the most difficult to me
B12 English listening ability is the most important to my future career
B13 English speaking ability is the most important to my future career
B14 English reading ability is the most important to my future career
B15 English writing ability is the most important to my future career
Chart 1: The rating of the students' answers to the questions- Section B
A significant 51.5% of students reported negative attitudes towards their English listening comprehension, with only 10.9% feeling confident in their listening skills This suggests that many students find English listening challenging, likely due to their focus on major military subjects, which limits their regular practice of the language.
A significant 54.5% of students reported feeling that their speaking ability was inadequate, while only 6.7% considered their skills to be good This lack of confidence can be attributed to limited opportunities for practicing speaking in class and a general fear of speaking English in public.
A significant 40% of students expressed dissatisfaction with their reading comprehension, while 46.7% maintained a neutral stance, and only 13.3% felt confident in their reading abilities This indicates that, despite improvements in reading skills compared to listening and speaking, there remains a need for students to enhance their reading proficiency further.
In a reversed question designed as a distractor, 78.2% of students expressed a belief that their writing skills required improvement, while only 12.8% disagreed This suggests a lack of regular practice of writing skills both in class and during their units.
A survey revealed that 65.5% of non-English majored military students felt their vocabulary was inadequate, while only 4.8% believed it was sufficient This lack of confidence in their vocabulary skills may stem from their primary focus on military subjects, leading to fatigue with vocabulary revision and writing.
A significant 77.6% of students acknowledged the need for improvement in their grammar skills, highlighting a prevalent weakness in this area, while only 9.1% disagreed This underscores the necessity for teachers to prioritize grammar instruction to enhance student proficiency.
A significant 63% of students expressed dissatisfaction with their overall English competence, while only 7.9% reported feeling satisfied with their English performance Prior to attending college, most students showed little interest in English, resulting in a generally low proficiency level.
A significant majority of students (74.5%) identified writing as the most challenging aspect of learning English, followed by speaking (46%) and listening (40%) In contrast, reading was perceived as the least difficult skill, with only 36.4% of students finding it challenging This perception is largely attributed to the difficulties students face in writing, particularly regarding style, expression, and limited vocabulary.
In a recent survey, a significant 90.3% of students identified speaking as the most crucial English skill for their future careers Following this, 84.8% emphasized the importance of listening, while 73.9% pointed out reading, and 64.2% highlighted writing as essential skills.
Students’ opinions about current ESP course
Section C reveals student perspectives on current English for Specific Purposes (ESP) courses, highlighting the challenges faced in these programs, the benefits of ESP instruction, and the distinctions between ESP classes and general English courses.
Table 5: Distribution of Frequency of Student Questionnaire- Section C
C1 The difficulty of the ESP course is moderate
C3 The ESP course is interesting
C5 The ESP instruction benefits my future career
ESP course and GE course
C7 The ESP course benefits the most to my English listening
C8 The ESP course benefits the most to my English speaking
C9 The ESP course benefits the most to my English reading
C10 The ESP course benefits the most to my English writing
Chart 2: The rating of the students' answers to the questions- Section C
A survey revealed that 32.1% of students perceived the challenges of current English for Specific Purposes (ESP) courses as moderate, while 16.9% considered them difficult More than half of the students maintained a neutral stance on the difficulty level This suggests that, for many students, the ESP courses were manageable, although some struggled due to their limited English proficiency.
According to Question C2, 45.5% of students found the current ESP courses practical, while 20% disagreed This discrepancy may be attributed to the course book's focus on military aspects, which aided many students in understanding the practical applications of the material.
In a survey regarding the current ESP courses, 43.1% of students found the content interesting, while 30.9% disagreed, and 26.1% remained neutral The interest among students can be attributed to the inclusion of military issues and commonly used military objects in the course material, resonating with their backgrounds as soldiers.
In a survey regarding the pace of English for Specific Purposes (ESP) instruction, 39.4% of students felt the teaching speed was moderate, while 19.3% disagreed This suggests that ESP teachers consciously maintain a slower pace, recognizing the limited English proficiency of their students.
A significant 54.5% of students believe that English for Specific Purposes (ESP) instruction positively impacts their future careers, while only 15.7% disagree This highlights the value students place on ESP, as many anticipate using English to read military materials and communicate with foreign officers after graduation.
In a recent survey, 47.3% of students perceived a significant difference between English for Specific Purposes (ESP) courses and General English (GE) courses, while only 20% believed there were no distinctions This suggests that nearly half of the respondents associate ESP courses primarily with military contexts, indicating a common misconception about the nature and scope of ESP education.
A survey revealed that 52.7% of students believe that English for Specific Purposes (ESP) courses most significantly enhance their reading skills This is followed by listening skills at 40.6%, speaking skills at 40.2%, and writing skills at 30.9% The emphasis on reading comprehension in the "Command English" course book likely contributes to this perception.
Students’ expectations toward future ESP course…
Students’ expectations of future ESP courses are analyzed in the Section
D, including ESP instruction and learning in the future, the planning of ESP courses and around whom the ESP curriculum should be centered
Table 6: Distribution of Frequency of Student Questionnaire- Section D
D1 ESP course should be required
D2 More time should be given to English instruction
D4 ESP course should focus on the specialized field
D5 ESP course should focus on the general skills of English
D6 More efforts should be done to help students with listening
D7 More efforts should be done to help students with speaking
D8 More efforts should be done to help students with reading
D9 More efforts should be done to help students with writing
D10 An ESP curriculum should be developed based on teachers’ decision
D11 ESP curriculum should be developed based on students’ needs
Chart 3: The rating of the students' answers to the questions- Section D
A significant 70.9% of students support making English for Specific Purposes (ESP) courses mandatory, highlighting the importance of military English for comprehending military materials and resources In contrast, only 9.1% oppose this requirement.
A significant 53.4% of students believe that additional instruction time for English for Specific Purposes (ESP) is necessary, while 35.8% remain neutral, and 10.9% oppose this view With only 90 periods allocated for the ESP course, over half of the students feel that the current classroom time is insufficient for effective learning.
In a recent survey, 22.4% of students found the difficulty level of current English for Specific Purposes (ESP) content to be acceptable, while 47.9% remained neutral, and 29.7% believed the material should be easier This suggests that the ESP content is perceived as moderately challenging, striking a balance between being neither too difficult nor too easy for the students.
Question D4 to D5: In these two items, more students approved that the content of ESP curriculum should focus more on specialized text than on the general English skills, by 83% (D4) to 66.7% (D5)
A significant majority of students, 88.1%, believe that increased efforts should be directed toward improving English speaking skills, while 87.3% emphasize the importance of enhancing listening abilities Additionally, 80.6% of respondents highlighted the need for better reading skills, and 72.7% pointed to writing as an area for improvement These findings suggest that speaking and listening are the weakest skills among students, indicating a critical need for focused support in these areas.
When developing the ESP curriculum, it is crucial to prioritize the needs of students over those of teachers A significant 89.7% of students believe that their needs should be the foremost consideration in the planning process.
Students’ English activities involved in ESP class
Section E aimed to analyze the prevalent activities in English for Specific Purposes (ESP) classes, assess their effectiveness in aiding student success in their respective fields, and align student needs with future career aspirations It comprised four subsections focusing on English reading activities, writing tasks, and listening and speaking exercises utilized during ESP instruction.
Table 7: Distribution of Frequency of Student Questionnaire: Section E
E1 Read the instruction of the
E2 Read the prompt 6.7% 17% 35.2% 35.2% 6.1% of the English test
E3 Read the journal articles of the specialized field
E6 Write the answer of a test
E7 Listen to teacher instructions in
E8 Listen to teacher inquiries in English
E9 Response to teacher inquiries in
E10 Understand peer oral report in English
E11 Give oral report in English
E12 Participate in discussion session in
Strongly Disagree Disagree neutral Agree Strongly Agree
Chart 4: The rating of the students' answers to the questions- Section E
Table 7 illustrates the frequency of reading activities in the ESP class, revealing that reading the prompt of the English test accounted for 41.3%, making it the most frequent activity This was followed by reading the instructions for the English assignment at 34.5%, while reading journal articles in the specialized field was the least common activity at 16.3%.
The results from the second subsection (E4 to E6) highlight the writing activities in ESP classes, revealing that 32.1% of students engaged in writing test answers, 27.8% in writing excerpts, and 22.4% in writing subject assignments This indicates that nearly one-third of students viewed writing test answers as the predominant activity, while fewer reported involvement in other writing tasks, suggesting limited opportunities for writing practice in ESP classes.
In the analysis of activities E7 to E12, it was found that listening activities are more prevalent than speaking activities in English for Specific Purposes (ESP) classes The highest frequency was noted for listening to teacher inquiries at 37%, closely followed by listening to teacher instructions at 36.4% Other activities included responding to teacher inquiries (21.8%), understanding peer oral reports (21.8%), giving oral reports (17.5%), and participating in discussion sessions (16.9%), with the latter being the least common These findings highlight the emphasis on listening skills in the ESP curriculum.
Analysis of research question 2: What are the teachers’ opinions and
The skill was involved in the most in ESP class, the skill the students
In an ESP class, listening emerged as the most frequently utilized skill, while students expressed a need for improvement primarily in speaking Among the four skills—listening, speaking, reading, and writing—speaking is deemed the most crucial for effective ESP learning.
In English for Specific Purposes (ESP) classes, teachers noted that reading was the predominant activity, while students identified speaking as the most crucial language skill and their primary focus for improvement Despite teachers acknowledging the importance of speaking, they often failed to provide sufficient opportunities for practice One teacher highlighted that many students struggle with confidence and feel too shy to speak in front of their peers and instructors, fearing the possibility of making mistakes in public.
III.2.3 The opinions, strengths and weaknesses of the current ESP course
Question: What is your opinion of the current ESP course, their strengths and weaknesses?
Teachers' perspectives on English for Specific Purposes (ESP) varied based on their professional backgrounds and the language skills emphasized Some educators highlighted the advantages of ESP, noting its benefits for students' future careers and its ability to enhance their skills for the international job market Others argued that ESP's focus on limited vocabulary and sentence structures makes it a more efficient method of language learning compared to General English (GE) However, several teachers pointed out the disadvantages, such as limited instructional time, which hampers the effectiveness of ESP, and students' insufficient language skills, leading to low achievement A significant concern was the complexity of ESP textbooks, which many students found challenging To address this issue, one teacher suggested implementing a placement test prior to ESP classes to better align instruction with students' abilities.
III.2.4 The situations encountered in ESP instruction
In ESP instruction, teachers often face challenges such as inadequate basic language skills among students, limited instructional hours, and lackluster engagement Participants noted that these issues lead to a superficial understanding of the subject, hindering the effectiveness of the course.
III.2.5 The prerequisites for an ESP teacher from a teacher’s perspective
Question: From your perspective, what should be the prerequisites for an ESP teacher?
Most teacher respondents emphasized that a strong command of specialized knowledge and English skills is essential for effective English for Specific Purposes (ESP) teaching Additionally, qualities such as passion, patience, and a commitment to continuous self-improvement in teaching techniques are considered prerequisites An experienced ESP instructor highlighted the importance of being well-trained in General English (GE) teaching, as effective GE strategies can be applied to ESP Another teacher noted that having practical experience in specific contexts, beyond just GE, allows ESP instructors to better tailor their instruction to meet the unique needs of different learner groups.
III.2.6 The expectations and suggestions for prospective ESP courses according to a teacher’s professional background
Question: According to your professional background, what are your expectations and suggestions for prospective ESP courses?
Teachers’ expectations and suggestions for future ESP courses are as follows:
1 Student needs should be fully understood before developing the ESP courses
2 University ESP courses should be systematically designed from the first year to the fourth year
3 ESP courses should be domain oriented and flexible
4 The objectives of the ESP courses should be clear and specific to students’ needs
5 Class sizes should be smaller.
The situations encountered in ESP instruction…
In ESP instruction, teachers face challenges such as students' inadequate basic language skills, limited instructional hours, and lack of engagement As noted by several educators, these issues lead to a superficial understanding of the subject matter, hindering the effectiveness of the course.
The prerequisites for an ESP teacher from a teacher’s perspective
Question: From your perspective, what should be the prerequisites for an ESP teacher?
Most teachers emphasized the necessity of having a strong command of specialized knowledge and English skills for effective English for Specific Purposes (ESP) teaching They highlighted the importance of passion, patience, and a commitment to continuous self-improvement in teaching techniques An experienced ESP instructor noted that a qualified ESP teacher should also have training in General English (GE) teaching, as effective GE methods can be beneficial in ESP contexts Additionally, another teacher suggested that having practical experience in specific fields, beyond just GE, allows ESP instruction to be better tailored to the unique needs of different learner groups.
The expectations and suggestions for prospective ESP courses according
Question: According to your professional background, what are your expectations and suggestions for prospective ESP courses?
Teachers’ expectations and suggestions for future ESP courses are as follows:
1 Student needs should be fully understood before developing the ESP courses
2 University ESP courses should be systematically designed from the first year to the fourth year
3 ESP courses should be domain oriented and flexible
4 The objectives of the ESP courses should be clear and specific to students’ needs
5 Class sizes should be smaller
6 Collaborative instruction could make up the short-coming of ESP
7 The students’ GE ability should be promoted first Then gradually the content of ESP should be introduced into the courses
8 The General English Proficiency Test (GEPT) could be a prerequisite for ESP enrollment.
Summary
The results from the questionnaires revealed that a significant majority of students expressed dissatisfaction with their overall English proficiency Among the four key language skills, writing was identified as the most challenging, while speaking was deemed the most crucial for their future careers.
Nearly 50% of students found the current English for Specific Purposes (ESP) course to be practical and advantageous for their future careers They particularly noted that reading skills improved the most through ESP instruction Looking ahead, students anticipate that ESP will become a mandatory subject, advocating for increased instructional hours dedicated to it.
ESP courses should prioritize specialized field knowledge over general English skills, with a greater emphasis on improving students' speaking abilities Administrators are encouraged to address students' needs before those of teachers when developing the curriculum Common activities in ESP classes include reading prompts for English tests, writing answers, and listening to teachers, while speaking activities are less frequently included Despite this, most students consider speaking to be the most important aspect of their ESP learning experience.
Most teachers believe that fundamental English language skills are essential for students' learning in English for Specific Purposes (ESP) A significant number expressed concerns that students' overall proficiency in English is insufficient to fulfill their academic requirements Among the four key language skills, speaking was identified as the most crucial for students' future career success.
Teachers advocated for an improved teaching environment characterized by smaller class sizes and ample instructional hours They emphasized the importance of focusing on specialized content in English for Specific Purposes (ESP) over General English (GE) Furthermore, they recognized that addressing student needs should remain a priority in the curriculum.
General English language skills are essential for effective English education, serving as a benchmark for assessing students' success in learning Recent findings indicate that both teachers and students acknowledge a deficiency in overall English competence, which significantly impacts students' performance in English for Specific Purposes (ESP) learning Consequently, there is a recognized need for students to enhance their Basic English skills alongside their specialized knowledge The study reveals that ESP students are aware of their English language weaknesses and exhibit a strong motivation to improve their skills for better academic outcomes.
Students recognized that English for Specific Purposes (ESP) is crucial not only for their academic success but also for their future careers, aligning with previous research findings by Chia et al.
1999) The students claimed that speaking and listening were the most important skills needed to meet their professional demands
Students in ESP courses reported facing significant learning difficulties, primarily stemming from the subject matter, instructional pace, and course tasks The study revealed that writing was perceived as the most challenging task, largely due to students' inadequate vocabulary and grammar skills, as well as insufficient practice Despite recognizing the need for improvement in their writing abilities, students noted that writing activities were infrequently incorporated into ESP classes, resulting in limited opportunities for writing instruction and practice.
The current research emphasizes the importance for ESP practitioners to identify and address factors that may create discrepancies between the learning needs of students and the actual instruction provided Additionally, it highlights the necessity for teachers to maintain flexibility in both content and instructional pace to alleviate learning challenges.
English for Specific Purposes (ESP) presents more challenges than English for General Purposes (EGP) in educational settings Despite recognizing the positive impact of ESP courses on students' professional careers and academic fields, both teachers and students identified several issues The study revealed that teachers faced difficulties, including students' inadequate language skills, limited instructional hours, and large class sizes, which hindered the effectiveness of ESP programs.
Students faced challenges beyond inadequate English language skills, including low achievement in English for Specific Purposes (ESP), mismatched teaching materials and methodologies, and ineffective instruction Additionally, there were concerns regarding the competency of ESP instructors.
This study highlights the need to address the challenges faced by students in English for Specific Purposes (ESP), particularly their poor performance and lack of confidence, which may stem from inadequate Basic English skills Previous research indicates that insufficient language proficiency significantly contributes to the ineffectiveness of ESP programs To mitigate these issues, it is essential for administrators and ESP practitioners to reevaluate the goals, objectives, and course design of their programs.
The study revealed that both teachers and students recognized basic English language proficiency as crucial for successful English for Specific Purposes (ESP) learning However, students expressed a desire for their teachers to prioritize content directly related to their specialized fields rather than emphasizing general English skills.
In the future, it is essential to thoroughly understand learners' needs prior to designing English for Specific Purposes (ESP) courses Stakeholders emphasized the importance of domain-oriented curricula, advocating for flexible teaching materials and instructional methods Additionally, they highlighted the necessity of having qualified ESP teachers who possess practical experience in their respective fields.
Teachers advocate for making English for Specific Purposes (ESP) courses mandatory at the university level, proposing a placement test prior to enrollment to address varying student proficiency levels To enhance ESP instruction, they recommend implementing a collaborative teaching model for future courses These findings indicate that ESP educators recognize the existing weaknesses in their instruction and are actively seeking solutions to improve the quality of ESP education.