An investigation into esp teachers’ strategies in dealing with challenges related to content subject knowledge at some colleges in hue city

STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true and have not been puslished elsewhere Author Tran Thi Anh Thu i ABSTRACT The research paper is an investigation into ESP teachers‟ strategies in dealing with challenges related to content-subject knowledge at some colleges in Hue city The thesis gives out the perceptions, advantages, challenges and solution towards ESP teachers in teaching ESP content-subject knowledge Finally, the researcher points out some suggestions from ESP teachers in teaching ESP content-subject knowledge The participants in this research paper included ESP teachers who come from three colleges such as Hue Tourism Colleges, Hue Medical College and Hue Pedagogical College in Hue city The data were analyzed qualitatively and quantitatively (questionnaire and interview) The findings showed that most of the ESP teachers appreciated the importance of strategies in dealing with challenges related to content-subject knowledge The results showed that most of these ESP teachers had a positive and active attitudes towards the strategies However, these ESP teachers met challenges in teaching ESP content-subject knowledge At last, the solution to ESP teachers in teaching ESP content-subject knowledge was given With much effort, the researcher understood this research project with the hope of improving ESP teachers‟ strategies in teaching ESP content-subject knowledge ii ACKNOWLEDGEMENTS First of all, I would like to show my first debt to my supervisor, Dr Truong Bach Le, for his sympathetic encouragement and enthusiastic guidance during my process of carrying out this thesis I am indebted to my teachers at the M.A in the Theory and Methodology of English Language Teaching Course 2012-2014 for their devotion in teaching and their great help in the fullfilment of my thesis I am deeply grateful to Dr Tran Van Phuoc, who gave me an opportunity to this thesis Finally, I would to thank my family and classmates, who supported and gave me invaluable advice during the thesis iii TABLE OF CONTENTS Contents Page ABSTRACT ii ABBREVIATIONS vii LIST OF FIGURES viii LIST OF TABLES ix CHAPTER 1: INTRODUCTION 1.1 Overview of the study 1.2 Aims of the study 1.3 Research questions 1.4 Importance of the study 1.5 Scope of the study 1.6 Research significance 1.7 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 An overview of ESP 2.1.1 The concept of ESP 2.1.2 Classification of ESP 2.2 ESP teachers and ESP teachers‟ knowledge 2.2.1 Teacher decision making 2.2.1.1 Planning decisions 2.2.1.2 Interactive decisions 2.2.1.3 Evaluative decisions 2.2.2 The role of ESP teachers 2.2.3 ESP teachers and ESP teachers‟ knowledge 10 2.2.3.1 ESP teachers 10 2.2.3.2 ESP teachers‟ knowledge 10 2.3 Issues in dealing with content-subject knowledge in teaching ESP 11 2.4 Strategies in dealing with challenges in content-subject knowledge 12 2.4.1 Risk-taking 12 2.4.1.1 Behavioral 12 2.4.1.2 Literal translation 12 iv 2.4.1.3 Asking students 13 2.4.2 Avoidance 13 2.4.2.1 Moving to next topic 13 2.4.2.2 Changing example sentence 14 2.4.2.3 Focusing on morphology 14 2.4.3 Cognitive strategies 14 2.4.4 Meta-cognitive strategies: Dynamic Self-and Class-assessment 15 2.4.5 Teaching-related strategy 15 2.4.6 Social strategy 15 CHAPTER 3: METHODOLOGY 16 3.1 Research Methods 16 3.2 Participants 16 3.2.1 Questionnaire participants 17 3.2.2 Interview participants 17 3.3 Data collection 17 3.3.1 Questionnaire design 18 3.3.2 Interview design 18 3.4 Data analysis 19 3.5 Research procedure 19 CHAPTER 4: FINDINGS AND DISCUSSION 20 4.1 Teachers‟ attitudes towards strategies in dealing with challenges related to ESP content-subject knowledge 20 4.1.1 Importance of strategies in dealing with challenges related to ESP content-subject knowledge 20 4.1.2 Frequency of using strategies in dealing with challenges in ESP content-subject knowledge 22 4.2 The reality of using ESP teachers‟ strategies in dealing with challenges related to content-subject knowledge at three colleges in Hue city 24 4.3 The advantage of using ESP teachers‟ strategies in dealing with challenges related to content-subject knowledge at three colleges in Hue city 27 4.3.1 The role of ESP teachers in teaching ESP related to content-subject knowledge 27 4.3.2 The advantages of strategies in teaching ESP content-subject knowledge at three colleges in Hue city 29 v 4.4 The challenges and solutions of ESP teachers in teaching ESP content-subject knowledge at three colleges in Hue city 31 4.4.1 The challenges of ESP teachers in teaching ESP content-subject knowledge at three colleges in Hue city 31 4.4.2 The solutions to ESP teachers in teaching ESP content-subject knowledge at three colleges in Hue city 33 CHAPTER 5: CONCLUSION AND IMPLICATIONS 38 5.2 Conclusion 38 5.3 Implications 41 5.4 Limitations 42 5.5 Suggestions for further studies 42 REFERENCES 44 APPENDIX 1A: QUESTIONNAIRE QUESTIONS FOR TEACHERS 46 APPENDIX 1B: INTERVIEW QUESTIONS FOR TEACHERS 51 vi ABBREVIATIONS ESP : English for Specific Purposes % : Percentages vii LIST OF FIGURES Figure 1: Importance of strategies in teaching ESP content-subject knowledge Figure 2: The ESP teachers‟ attitudes towards strategies in teaching ESP contentsubject knowledge Figure 3: Fluency of using strategies in teaching ESP content-subject knowledge Figure 4: Fluency of using strategies in teaching ESP content-subject knowledge Figure 5: The role of ESP teachers in teaching ESP content-subject knowledge Figure 6: The role of ESP teachers in teaching ESP content-subject knowledge Figure 7: The challenges of ESP teachers in teaching ESP content-subject knowledge Figure 8: The challenges of ESP teachers in teaching ESP content-subject knowledge Figure 9: The solution to ESP teachers in teaching ESP content-subject knowledge viii LIST OF TABLES Table 4.1: The number of using ESP teachers‟ strategies in dealing with contentsubject knowledge at three colleges in Hue city Table 4.2: The advantages of strategies in teaching ESP content-subject knowledge at three colleges in Hue city Table 4.3: The solution to the lack of knowledge of familiarity with the content subject Table 4.4: The solution to a concept/ a term in the content subject Table 4.5: The solution to the topics in teaching material in the content subject ix CHAPTER 1: INTRODUCTION 1.1 Overview of the study Nowadays, English is an international language, so many aspects in a modern life are used in English English is long-winded and more popular than before Therefore, English has been taught in all of the grades including from the first grade to college and university It has been known that English is a useful means which is able to connect all of the people from many different countries throughout the world In addition to general English, English for Specific English (ESP) plays an important role in many various fields such as English for Business, English for Medical Professionals, English for Tourism, English for Waiters and English for Technology and so forth Thus, teaching and learning ESP plays an important role in universities and colleges ESP makes a great contribution to developing four skills namely listening, speaking, reading and writing as well as widening specialized knowledge Nevertheless, teaching ESP is a challenge at most colleges In reality, ESP teachers should have essential strategies in teaching and learning ESP better and effectively At present, ESP is one of the difficult subjects for most of the students at some colleges in Hue city In order to teach ESP successfully, ESP teachers are expected that: “ESP has typically focused on what should be taught and the implications of this for syllabus and material design, with occasional forays into the role of learners in the learning process” (Wu & Badger, 2009:19) The difficulties of teaching ESP will make teaching and learning less effective According to Sargsyan (2009), some essential knowledge of the content and the learning process are helpful for teaching ESP more successfully Some essential knowledge of the content may provide learners with ESP knowledge better and more clearly The learning process is an important factor in order that learners are easy to master major knowledge Daubney (2008) stated that teachers teaching ESP faced problems much more than teaching general English ESP teachers make a concentration on As can be seen, through the interview, ESP teacher participants explained the solution to overcoming challenges in teaching ESP content-subject knowledge clearly The majority of ESP teachers stated that they consulted reference materials in the content subject carefully There was 50% of ESP teacher participants stating this solution Moreover, 30% of ESP teacher participants thought that they consulted the content subject specialist, which helped them overcome challenges in teaching ESP content-subject knowledge 15% of ESP teacher participants explained that they looked up online resouces This helped them have much time developing materials with content-subject knowledge Finally, only 5% of ESP teacher participants consulted the content subject students to overcome these challenges Thus, most ESP teacher participants used the various solution to the challenges in teaching ESP content-subject knowledge more effectively In conclusion, this chapter presents the findings from questionnaires and interviews towards the answers from questionnaire and interview questions The findings gave out the importance of strategies in dealing with content-subject knowledge, the frequency of using strategies, the kinds of ESP, the reality of using strategies, the advantages of strategies and the challenges and solution of ESP teachers in teaching ESP content-subject knowledge at three colleges in Hue city Based on the findings above, the next chapter will reveal some recommendations and implications to ESP teachers in dealing with challenges related to ESP content-subject knowledge 37 CHAPTER 5: CONCLUSION AND IMPLICATIONS Chapter begins with the summary of findings and their implications for the improvement of ESP teachers‟ strategies in teaching ESP content-subject knowledge at three colleges in Hue city Furthermore, the contribution and the limitation are discussed Finally, the chapter ends up with the suggestions from ESP teacher participants for further studies 5.1 Summary of research findings This project was set out to investigate ESP teachers‟ strategies in dealing with challenges related to content-subject knowledge at some colleges in Hue city It sought to answer the following research questions: What are the challenges that ESP teachers in Hue city encounter when teaching content-subject knowledge? What are the strategies that ESP teachers deal with the challenges in teaching content-subject knowledge? ESP teachers in Hue city encounter many challenges when teaching contentsubject knowledge These challenges make a main concentration on three factors such as the lack of specialized ESP content-subject knowledge, the new areas of ESP knowledge and the change in the status of English Language Teaching Most of ESP teacher participants in Hue city chose the lack of specialized ESP content-subject knowledge as the challenge in teaching ESP content-subject knowledge In short, these challenges of ESP teachers made ESP teaching more difficult Teaching ESP attains more effectively if ESP teachers overcome these challenges Six strategies help better ESP teaching These six strategies are composed of risk-taking, avoidance, cognitive strategies, meta-cognitive strategies, teachingrelated and social Most of the ESP teacher participants in Hue city applied the six strategies into teaching ESP content-subject knowledge 5.2 Conclusion Thanks to the advantages, strategies play an important part in teaching ESP content-subject knowledge for ESP teacher participants in general and ESP teacher participants at three colleges in Hue city in particular The thesis begins with the 38 concept of ESP, classification of ESP, ESP teachers and ESP teachers‟ knowledge, strategies and results during ESP content-subject knowledge teaching ESP teachers‟ strategies give much effect to building lesson plans, focusing on central knowledge and improving the collaboration between ESP teachers and students Understanding the importance of strategies in dealing with challenges related to content-subject knowledge, ESP teachers pay much more attention to using strategies in teaching ESP content-subject knowledge The findings show that most ESP teacher participants at three colleges in Hue city had a positive and good attitude towards strategies In addition, most ESP teacher participants admitted they often applied strategies to ESP content-subject knowledge teaching Most of the ESP teacher participants took interest in using strategies in teaching ESP content-subject knowledge These ESP teacher participants made effort to use strategies more frequently However, there is a small number of ESP teachers using strategies less frequently The small number of ESP teacher participants was unaware of the importance of strategies in dealing with content-subject knowledge The ESP teacher participants felt strange, unfamiliar and anxious towards strategies in teaching ESP content-subject knowledge In order to understand clearly the types of ESP teachers‟ strategies, ESP teacher participants paid much attention to ESP teaching content-subject knowledge at their colleges carefully Clearly, most of these ESP teachers had much experience and took much interest in teaching ESP They tried their best to complete ESP content-subject knowledge teaching better and better The reality of using strategies is expressed through the types of strategies that ESP teacher participants used in teaching ESP content-subject knowledge Most ESP teacher participants at three colleges applied the types of strategies to teaching ESP content-subject knowledge However, every ESP teacher had specific strategy in order that it could be suitable for the topics and contents There was the highest percentage of ESP teacher participants in choosing the strategy “take-risking” Because of its purposes, most ESP teacher participants chose “take-risking” in teaching ESP content-subject knowledge 39 ESP teachers play an important and leading factor in transfering from contentsubject knowledge to specialized ESP students There was the majority of ESP teacher participants aimed at providing appropriate ESP courses to introduce students to concepts from their disciplines These ESP teachers explained that specialized students received necessary concepts from the disciplines through ESP courses Moreover, ESP teachers appreciated the advantages of strategies in teaching ESP content-subject knowledge At the rate of 100% ESP teachers expressed the advantage of strategy in building lesson plans successfully Other advantages made a main concentration on teaching ESP content-subject knowledge more effectively Most of the ESP teacher participants realized the six advantages of using strategies There were many challenges facing ESP teacher participants, but they focused on three basic challenges These three challenges hindered ESP teacher participants from teaching ESP content-subject knowledge well Many ESP teacher participants stated that in order to teach ESP content-subject knowledge, ESP teacher participants had to expand specialized ESP knowledge sufficiently Other ESP teachers said that they had to find out new areas of ESP knowledge before teaching them Nevertheless, a few of ESP teachers explained that the change in the status of English Language Teaching was the challenge for teaching ESP contentsubject knowledge The solution to ESP teachers in teaching ESP content-subject knowledge was asked in order for ESP teachers to overcome challenges in teaching ESP content-subject knowledge The solution to ESP teachers was divided into three different aspects namely the solution to the lack of knowledge of familiarity with the content subject, the solution to an unknown concept/ a term in the content subject and the solution to the topics in teaching material in the content subject Most ESP teachers had a positive attitude towards the solution in teaching ESP content-subject knowledge Through the solution to ESP teachers in teaching ESP content-subject knowledge, teaching ESP content-subject knowledge was the challenges for specialized ESP teachers In order to teach ESP content-subject knowledge more effectively, ESP teachers pay much attention to the necessary following solutions: 40 - Search for the content subject syllabus in an academic context - Look up reference materials in the content subject - Ask a subject specialist check and comment on the content of teaching materials before you have prepared - Develop teaching materials with content subject teachers - Look up both an ESP English-Vietnamese dictionary and an ESP monolingual English dictionary - Surf online resources - Consult the content subject students The majority of ESP teachers applied strategies to teaching ESP contentsubject knowledge at three colleges in Hue city In addition to the advantages of strategies, those ESP teachers faced many different challenges in teaching ESP contentsubject knowledge However, they always make their efforts to overcome them In conclusion, this thesis brings an overall picture of strategies of ESP teachers in dealing with challenges related to content-subject knowledge at three colleges in Hue city It emphasizes that ESP strategies in dealing with challenges related to content-subject knowledge were taken into consideration with many efforts Many efforts in teaching ESP content-subject knowledge help ESP teachers overcome challenges easily 5.3 Implications The findings of the research paper suggest the following implications for teachers with the hope to improve and promote the use of ESP teachers‟ strategies in dealing with challenges related to content-subject knowledge at three colleges in Hue city in the future ESP teachers play an important part in teaching ESP content-subject knowledge effectively In order to teach ESP content-subject knowledge, ESP teachers have to build many appropriate lesson plans before coming to class Next, ESP teachers make a main concentration on central knowledge in order to provide necessary specialized knowledge for their students ESP teachers should make their students more attractive and interested in periods of ESP content-subject knowledge In addition to studying in class, ESP teachers should encourage their 41 students to study at home in order that they can receive much important specialized knowledge from self-study It is essential that ESP teachers should organize class activities better Through the class activities, students can be achieved not only specialized knowledge but also content-subject knowledge for the future Finally, ESP teachers should set up the collaboration between ESP teachers and students so that ESP teaching and studying become more easily and deeply The application of ESP teachers‟ strategies in teaching ESP content-subject knowledge depends on each college With these three colleges, the application of ESP teachers‟ strategies in teaching ESP content-subject knowledge relies on the specific characteristics of many various specialized types of ESP Therefore, these strategies should be skillfully applied to many types of ESP and ESP teachers become more active in using the types of strategies, which brings much success in teaching ESP content-subject knowledge at colleges in general 5.4 Limitations In spite of many efforts into this research paper, it still has shortcomings Firstly, due to the limitations of research materials and other conditions, it is impossible to investigate the research paper sufficiently and deeply Furthermore, questionnaire and interview should have been designed longer and more carefully in order to collect necessary information and important data for this research paper Finally, there was the lack of time to fulfill this research paper better and perfectly Supposing that there was much more time, I would my best to better this research paper 5.5 Suggestions for further studies ESP teachers‟ strategies are very important and necessary for ESP teachers who participate in teaching ESP content-subject knowledge at universities and colleges in general and at three colleges in Hue city in particular Thus, those ESP teachers at three colleges pay much attention to using strategies in teaching ESP content-subject knowledge My research paper deals with ESP teachers‟ strategies in dealing with challenges related to content-subject knowledge at some colleges in Hue city However, in order to attain an overall picture of ESP teachers‟ strategies in dealing 42 with challenges related to content-subject knowledge, further studies should be done at other colleges and vocational training schools Furthermore, there should have many research papers for investigating ESP teaching and learning deeply in order that ESP teaching and learning become better and effectively in the next time Finally, ESP teachers‟ strategies should be put in use practically and logically at colleges 43 REFERENCES Barturkmen, H (2006) Ideas and Options in English for Specific Purposes The University of Uckland Cater, D (1983): Some Propositions about ESP, The ESP Journal, 2, 131-137 Early, P (1981) The ESP teacher‟s role-implications for the „knower-client‟ relationship In English Language Teaching Document 112 The ESP Teacher: Role, Development and Prospects London: British Council Evans, D T (1998) Developments in English for Specific Purposes: A multidisciplinary approach Cambrigde University Press Ghanbari, B & Rasekh, A E (2012) ESP Practitioner Professionalization through Apprenticeship of Practice: the Case of Two Iranian ESP Practitioners English Language Teaching Hoang Thi Hai Duong (2011) Teachers‟ linguistics and pedagogical challenges in teaching ESP vocabulary to the third-year students of Electronics and Engineering at Ho Chi Minh University of Industry based in Thanh Hoa province University of Languages and International Studies Hutchinson, T., & Waters, A (1987) English for Specific Purposes A learningcentred approach Cambridge University Press Hutchison, T., & Waters, A (1993) English for Specific Purpose: A learningcentred approach Cambridge: Cambridge University Press Kasper, L F (1997) The impact of content-based instructional programs on the academic progress of ESL students English for Specific Purposes Knight, K., Lomperis, A , van Naerssen, M & Westerfield, K (2010) English for Specific Purposes: An Overview for Practionners and Clients (Academic and Corporate) McMillan, J H (1993) Research in Education A conceptual Introduction HarperCollinsCollegePublishers Nguyen Le Bao Ngoc (2006) Designing samples units for ESP students of Mathematics at Hue city Unpublished MA Thesis Hue Foreign Language University, Vietnam 44 Nguyen Vo Hoang Anh (2010) An investigation into ESP teachers’ role in teaching English for Medical Purposes at College of Medicine and Pharmacy, Hue University Unpublished MA Thesis Hue Foreign Language University, Vietnam Orr, T (2009) An interview with Thomas Orr, August 2009 Unversity of Aizu Robinson, P.C (1991) ESP today: A Practitioner‟s Guide Hemel Hempstead: Prentice Hall International Robinson, P.C (2010) ESP Today: A Practitionner‟s Guide Centre for Applied Language Studies University of Reading English Language Teaching Richards, J C (1999) Reflective Teaching in Second Language Classrooms Cambridge Language Education Sargsyan, C (2009) Difficulties of teaching ESP Strevens, P (1998) ESP after twenty years: A re-appraisal In M Tickoo (Ed.) SEAMEO Regional Language Center Tran Thi Thanh Thuong (2008) Exporing strategies used by ESP teachers in teaching classes at Hue University College of Economics Unpublished MA Thesis Hue Foreign Language University, Vietnam Wu, H., & Badger, R G (2009) In a strange and uncharted land: ESP teachers‟ strategies for dealing with unpredicted problems in subject knowledge during class English for Specific Purposes, 19-32 http://en.wikipedia.org/wiki/English_for_specific_purposes// http://www.academia.edu/6197746/ESP_at_the_Tertiary_Level_Current_Situation_ Application_and_Expectation http:// www.pef.uni-lj.si/atee/978-961-6637-06-0/487-497.pdf 45 APPENDIX 1A: QUESTIONNAIRE QUESTIONS FOR TEACHERS The questionnaire aims to survey ESP teachers‟ strategies in dealing with challenges related to content-subject knowledge at some colleges in Hue city Through the results obtained, some suggestions will be made in order to teaching and studying ESP at some colleges in Hue city better and more effectively Your cooperation will make an invaluable contribution to my thesis Certainly, the data collected from the questionnaires will be only used in my thesis, without other purposes Please answer the following questions by ticking appropriate answers and expressing your opinions as well as thoughts I am very grateful for your cooperation! The term “ Strategies” used in this study means specific informed solutions ESP teachers develop over the course of their teaching practice to solve the problems they face in teaching situations in an active, informed and reflective manner (Ghanbari & Rasekh, 2012) A Personal Information Your name: Your age Gender Years of teaching experiences B Necessary Information Is ESP teaching more difficult than General English teaching? Much more difficult More difficult Less difficult Easier When teaching ESP, how often you use strategies in dealing with challenges related to content-subject knowledge? Aways Often Sometimes 46 Rarely Do you think that strategies in dealing with challenges related to contentsubject knowledge play an important part in teaching and learning ESP? Very important Important Not important Other(s) What kinds of ESP have you taught so far? English for Business English for Techniques English for Science English for Waiters English for Tourism English for Medical Professionals Other(s)………………………………………………… What is the role of ESP teachers in teaching ESP related to content-subject knowledge? a) Providing appropriate ESP courses to introduce students to concepts from their disciplines b) Supplying the language and subject knowledge by the necessary content c) Organising specific activities related to the students‟ ESP content subjects d) Focusing on content-based instruction Other(s)…………………………………………………………………… Which challenges ESP teachers face in teaching ESP content-subject knowledge? a) The lack of specialized ESP content-subject knowledge b)The new areas of ESP knowledge c) The change in the status of English Language Teaching Other(s)……………………………………… What are the advantages of strategies in teaching ESP content-subject knowledge? 47 The advantages of strategies Agree in teaching ESP content- Strongly Neutral Disagree Agree subject knowledge Building lesson plans successfully Focusing on central knowledge Making students more energetic in class Encouraging students to develop self-study Developing class activities better and more actively Improving the collaboration between ESP teaching and studying effectively Outside class, which of the following you solve the lack of knowledge of familiarity with the content subject? You can tick (V) more than one choice: a) find out about the content subject syllabus in an academic context or the tasks the students have to carry out in a work or business situation b) consult/ read reference materials in the content subjects c) let a subject specialist/ a content subject teacher check and comment on the content of teaching materials that you have prepared d) develop teaching materials with content subject teachers e) Other(s) ……………………………………………… Outside class, what you when you not understand a concept/ a term in the content subject? You can tick (V) more than one choice: a) look up an ESP English-Vietnamese dictionary (e.g, English-Vietnamese medical dictionary, English-Vietnamese pharmaceutical dictionary) b) look up an ESP monolingual English dictionary 48 c) look up online resources d) consult a content subject teacher/ subject specialist e) consult the content subject students f) Other(s) ……………………………………………… Outside class, what you when you not understand the topics in teaching material in the content subject? You can tick (V) more than one choice: a) look up the content subject material in the Vietnamese language b) look up the content subject material in the English language c) look up online resources d) consult a content subject teacher/ subject specialist e) consult the content subject students f) Other(s) ……………………………………………… In class, which strategies you use in teaching ESP content-subject knowledge? - Taking a positive attitude to teaching ESP Risk-taking - Literal translation used with new and strange terms - Asking students when ensure of the meaning of unfamiliar terms - Moving to next topic when disussing a subject matter that you are not sure about Avoidance - Changing example sentence when discussing an unfamiliar subject matter - Focussing on morphology/ vocabulary analysis when having limited subject knowledge Cognitive - Setting timelines to manage the time in the most strategies suitable way Meta-cognitive strategies Teaching-related Social - Planning strategies to anticipatory actions in the class - ESP curriculum development including collaborative teaching and learning - Consulting with subject knowledge instructors 49 10 In your opinion, which of the above strategies is/ are appropriate and useful in teaching ESP content-subject knowledge at your college? - Thank you for your contribution 50 APPENDIX 1B: INTERVIEW QUESTIONS FOR TEACHERS Do you think strategies in dealing with challenges are important and necessary in teaching and studying ESP content-subject knowledge? Why and why not? How often you use strategies in dealing with challenges in teaching ESP content-subject knowledge? What kinds of strategies you often use in teaching ESP content-subject knowledge? And why you use them? What kinds of ESP have you taught? What you think about it? In your opinion, what is the role of ESP teachers in teaching ESP contentsubject knowledge? According to you, which challenges ESP teachers face in teaching ESP content-subject knowledge? How can ESP teachers overcome these challenges in teaching ESP contentsubject knowledge? Can you give some valuable advice in teaching ESP content-subject knowledge? What you think about teaching ESP content-subject knowledge at your college? -Thank you for your contribution 51