(Luận án tiến sĩ) ESP teachers’ practice of developing curriculum for non english majors at some universities in ho chi minh city

Rationale

The effectiveness of English teaching in Vietnam is increasingly important due to international integration and the necessity of English for global communication As an EFL teacher in Ho Chi Minh City, the researcher has shifted focus from teaching methodologies to fostering a learner-centered environment that emphasizes student self-study However, she identified two significant challenges: students' lack of motivation and the disconnect between their university English education and the language skills required in the workplace These issues prompted the researcher to conduct field trips to various workplaces to better understand the English language needs of her students.

Field trips to learners' future workplaces highlighted the significance of an English for Specific Purposes (ESP) curriculum aligned with their current and future job requirements This alignment not only addresses societal needs but also boosts students' motivation in learning English, as it connects their university studies with their career aspirations In revising the ESP curriculum, the researcher focused on the crucial role of ESP teachers, as described by Dudley-Evans and St John (1998), who emphasize that ESP teachers serve as 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 the realm of English for Specific Purposes (ESP), it is often essential for teachers to supplement textbooks with additional materials, as suitable published resources may not always be available for specific needs ESP educators play a crucial role in selecting appropriate published content, adapting existing materials, or even creating original resources when necessary Furthermore, they must evaluate the effectiveness of both published and self-produced teaching materials While the responsibilities of course design and material provision can be challenging for newcomers to ESP, these demands also contribute to the engaging nature of teaching in this field.

Research in English for Academic Purposes (EAP) has seen significant growth, particularly in genre analysis, as highlighted by Bhatia (1993) and Swales (1990) It is crucial for English for Specific Purposes (ESP) teachers to stay informed about this evolving research landscape Those involved in needs analysis, course design, or teaching material development must integrate research findings effectively Additionally, practitioners in specific ESP contexts should possess a strong understanding of essential skills, such as written communication Dudley-Evans and St John emphasize that ESP practitioners must advance beyond the initial needs analysis stage, focusing on the Target Situation.

The Analysis (TSA) focuses on identifying key target events, skills, and texts to observe how students utilize these skills in various situations This process requires ESP teachers to conduct research to comprehend the discourse of the texts that students engage with.

They also specify the role of ESP teachers as collaborator with the specialist teachers or subject experts and as evaluator of both the learners and the course and materials

According to Johnson (1989), there is a significant risk of misalignment between educational policy and the learning outcomes achievable by the implemented curriculum Rodgers (1989) argues that decisions made during the curriculum planning phase, influenced by "policy factors," have a more profound effect on curriculum development success than those made during implementation Johnson identifies three approaches to curriculum development: traditional or specialist, learner-centered, and integrated In the traditional approach, teachers play no role in planning, as specialists dictate the curriculum, which can lead to mismatches throughout the development process Conversely, the learner-centered approach involves all stakeholders, including policymakers and learners, in every stage, though it may lack clear accountability The integrated approach ensures that all participants are aware of and contribute to the curriculum decisions, fostering a collaborative environment Johnson emphasizes that curriculum development is a continuous and cyclical process of development, revision, maintenance, and renewal, essential for the curriculum's longevity.

From the perspective of course development, Graves (1996) emphasizes that teachers possess valuable experience in course development, as it encompasses not only planning but also teaching and modifying courses This cycle involves four stages: planning, teaching, modifying, and reteaching Teachers are experts in their contexts, and their past experiences serve as bridges to new situations Engaging in course development allows teachers to connect theoretical knowledge with practical application, enhancing their understanding of concepts such as needs assessment tools and course syllabi Successful course design relies on teachers making sense of their actions through reflection, thereby fostering a dynamic relationship between practice and theory.

Teacher involvement in the curriculum development process is crucial, as highlighted by Bartlett and Butler (1985), who emphasize that a learner-centered approach increases the professional responsibilities of teachers They must engage in various curriculum processes, including needs analysis, goal setting, and selecting methodologies and materials Similarly, Richards (1990) argues that the effectiveness of language programs extends beyond teaching, with teachers fulfilling multiple roles such as monitors of student learning, motivators, organizers, counselors, and evaluators.

The researcher aims to enhance the ESP curriculum development process by actively involving ESP teachers, who are crucial to instruction in the Vietnamese context This initiative seeks to create a coherent curriculum that aligns with the societal needs of students' current or future workplaces As a preliminary step, the study focuses on assessing the current level of ESP teachers' involvement at several universities in Ho Chi Minh City and identifying key factors that influence an effective and cohesive ESP curriculum development process.

Statement of purpose

This study investigates the involvement of ESP teachers in the curriculum development process for non-English majors at universities in Ho Chi Minh City, aiming to enhance this process It seeks to gather reliable insights into their practices and perceptions regarding curriculum development, focusing on their views about each step in the process Additionally, the study aims to identify the advantages and challenges faced by ESP teachers and to gather their recommendations for improving the curriculum development process.

To achieve the aims of the study, three research questions are formulated as follows:

1 What are ESP teachers’ perceptions of developing curriculum for non- English majors at some universities in Ho Chi Minh City?

2 What is their practice of developing ESP curriculum for non-English majors?

Involvement in curriculum development at universities presents both advantages and challenges for educators Key benefits include the opportunity to influence educational outcomes and adapt programs to meet evolving industry needs However, difficulties such as limited resources, bureaucratic hurdles, and insufficient collaboration can hinder the process To enhance curriculum development, educators suggest fostering open communication among stakeholders, providing adequate training and support, and incorporating feedback mechanisms to ensure continuous improvement.

Scope of the study

This study investigates the practices of English for Specific Purposes (ESP) teachers in developing curricula for university students who are non-English majors It aims to understand their perceptions of the curriculum development process, as well as the benefits and challenges they face Additionally, the research seeks recommendations for improving this process, focusing specifically on four universities in Ho Chi Minh City where ESP is taught to non-English majors.

Significance of the study

This study enhances the ESP curriculum development process by examining the involvement of ESP teachers in creating curricula for non-English majors at various universities in Ho Chi Minh City It investigates their engagement in essential stages, including needs analysis, setting course objectives, content selection and sequencing, teaching methodologies, material compilation, assessment methods, and curriculum evaluation Additionally, the research explores ESP teachers' perceptions of these steps, the challenges they face, and their recommendations for improving the curriculum development process.

Structure of the study

This study is structured into five chapters Chapter One provides an overview, including the rationale, purpose, scope, significance, and outline of the research Chapter Two presents a Literature Review, focusing on the theoretical framework of ESP curriculum development and previous studies on ESP teaching and teacher involvement, highlighting the research gap this study addresses Chapter Three details the Research Methodology, outlining the design, data collection methods, and analysis procedures Chapter Four presents and discusses the study's findings Finally, Chapter Five summarizes the key findings and offers recommendations to enhance the ESP curriculum development process.

Chapter Two outlines the theoretical framework of the study by first defining key terms and addressing general issues in language curriculum development, including prevalent approaches and procedures It then delves into the seven detailed steps of the curriculum development process, establishing the study's theoretical foundation Additionally, it reviews previous research on teacher involvement in curriculum development to provide a comprehensive overview of the topic.

The research gap is then pointed out to give drive to the study.

Definitions of key terms

Curriculum

The term "curriculum" is interpreted variably by scholars, often defined as a structured plan aimed at achieving educational goals (Tyler, 1949; Taba, 1962) This definition reflects a linear perspective, emphasizing a sequential approach to education Similarly, Saylor et al (1981) describe curriculum as "a plan for providing sets of learning opportunities for persons to be educated" (p 10), reinforcing the notion of a deliberate framework for facilitating learning experiences.

Curriculum, as defined by Pratt (1980), refers to an organized set of formal education and training intentions Dubin and Olshtain (1986) expand this definition, indicating that curriculum encompasses broader contexts for language instruction planning at both national and international levels This general concept involves a comprehensive consideration of various philosophical, social, and administrative factors that influence the development of educational programs.

Wiles & Bondi (2014) view curriculum as a development process that (1) identifies a philosophy; (2) assesses student ability; (3) considers possible methods of instruction; (4) implements strategies; (5) selects assessment devices; and (6) is continually adjusted

Although the terms “syllabus” and “curriculum” are sometimes used interchangeably, there is a clear distinction between them As Dubin and Olshtain

The term "curriculum" refers to the comprehensive framework for language instruction planning at national or international levels, encompassing various philosophical, social, and administrative factors essential for developing educational programs In contrast, a "syllabus" is a specific document tailored for a particular group of learners, serving as a component of the broader curriculum For example, while a curriculum may outline objectives for an entire academic year, a syllabus focuses on specific lesson content that guides learners toward achieving those goals, as noted by Krahnke (1987).

Shaw (1987) distinguishes between curriculum and syllabus, defining the syllabus as a plan for a specific portion of the curriculum while omitting the aspect of curriculum evaluation He emphasizes that the syllabus should be considered within the framework of an ongoing curriculum development process.

In this study, curriculum is defined as the comprehensive set of planned learning opportunities provided to students by educational institutions, which are continuously refined to achieve specific educational objectives.

English for Specific Purposes

Since its emergence in the 1960s, English for Specific Purposes (ESP) has been extensively studied by scholars Hutchinson and Waters (1987) define ESP as an approach rather than a fixed product, indicating that it does not adhere to a specific type of language, teaching material, or methodology The fundamental question driving ESP is the learner's motivation: Why do they need to learn a foreign language? Consequently, the purpose of learning English becomes central to the ESP framework.

Strevens (1988) defines English for Specific Purposes (ESP) by highlighting two main characteristics: absolute and variable Absolute characteristics indicate that ESP is tailored to meet the specific needs of learners, focusing on language related to particular disciplines, occupations, and activities, including the relevant syntax, text, discourse, and semantics In contrast, variable characteristics suggest that ESP may concentrate on specific language skills, such as reading, and does not adhere to a predetermined teaching methodology.

Robinson’s (1991) definition of ESP is based on two criteria: 1) ESP is normally

Goal-directed English for Specific Purposes (ESP) courses are designed based on a thorough needs analysis to identify the specific tasks students must perform in English These courses are typically constrained by a limited timeframe for achieving their objectives and are taught to adult learners in homogeneous classes, focusing on their respective professional or specialized studies.

While various definitions of English for Specific Purposes (ESP) possess merit, they also exhibit limitations Anthony (1997) highlighted a significant ambiguity in Hutchinson and Water’s definition, specifically regarding the boundaries between ESP and General English courses This overlap is evident as many non-specialist ESP instructors incorporate ESP methodologies, tailoring their syllabi based on learner needs and their own expertise in English for effective communication.

Strevens’ definition suggests that English for Specific Purposes (ESP) is inherently linked to subject content, a view echoed by Robinson's emphasis on homogenous classes However, much of ESP focuses on a shared core of language and skills that span various academic disciplines and business activities Therefore, ESP instruction must align with the fundamental concepts and practices of the specific discipline This understanding led Dudley-Evans and St John (1998) to refine Strevens’ original definition of ESP.

1 Absolute characteristics: a) ESP is designed to meet specific needs of the learner; b) ESP makes use of the underlying methodology and activities of the disciplines it serves; and c) ESP is centered on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities

2 Variable characteristics: a) ESP may be related or designed for specific disciplines; b) ESP may use, in specific teaching situations, a different methodology from that of general English; c) ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation; it could be used for learners at secondary school level; d) ESP is generally designed for intermediate or advanced learners; and e) Most ESP courses assume basic knowledge of the language system, but it can be used with beginners

The evolution of English for Specific Purposes (ESP) has sharpened its definition, yet its core remains centered on specific needs As Robinson (1989) notes, ESP emerged to address the requirements of non-native speakers using English for defined practical purposes Hutchinson and Waters (1987) emphasize that ESP is distinguished from general English by its focus on these needs Consequently, an effective ESP course must commence with a thorough needs analysis, which serves as the foundation for designing a relevant program In this study, ESP is defined as the instruction of specialized English at the tertiary level for adult learners, equipping them to utilize the language effectively in their future careers.

Language curriculum development

Language curriculum components

Planning, design, and development are interconnected elements of curriculum creation, as noted by Print (1993) Once a curriculum is conceptualized, it undergoes a structured process of planning and design, leading to its development into a written document This document is subsequently implemented and evaluated to ensure its effectiveness.

(2017) hold that curriculum development is a plan for structuring the learning environment and coordinating personnel, materials, and equipment

Tyler (1949), known as the father of the curriculum movement, identified four key components of curriculum development, framed as essential questions: objectives (What educational purposes should schools aim to achieve?), instructional strategies and content (What educational experiences will help achieve these objectives?), organizing learning experiences (How can these experiences be effectively organized?), and assessment and evaluation (How can we measure the attainment of these objectives?) Brady (1992) notes that these four components are often simplified to focus primarily on "objectives."

Nunan (1988) focuses on creating a learner-centered curriculum that encompasses essential components such as initial planning procedures, which involve data collection and learner grouping It emphasizes the importance of content selection and gradation, along with the methodology that includes choosing appropriate learning activities and materials Additionally, the framework highlights the necessity of ongoing monitoring, assessment, and evaluation to ensure effective learning outcomes.

These key elements are similar to traditional ones but they focus more on the learner in that the curriculum is a collaborative effort between teachers and learners

Brown (1995) presents a systematic model for designing and maintaining language curricula, encompassing needs analysis, goal setting, testing, materials development, teaching, and program evaluation, while highlighting the interaction of these components in specific teaching contexts The needs analysis emphasizes the importance of understanding learners' needs alongside those of teachers, administrators, employers, and society, which collectively influence language education Identifying the needs of language students leads to the establishment of goals, which are broad statements outlining what must be achieved to meet these needs In contrast, objectives are detailed statements specifying the content or skills students must acquire to reach a particular goal.

Effective test development is essential for achieving a program's diverse goals, such as student placement, language proficiency, diagnostic, and achievement testing By conducting thorough needs analyses and clearly defining objectives, it becomes easier to adopt or adapt materials for the program Brown (1995) emphasizes the interconnectedness of students' needs, objectives, tests, teaching, and program evaluation, suggesting that these elements influence each other and the selection of materials Consequently, the choices made regarding materials will impact and be shaped by insights gained from the other components of the program.

Brown (1995) emphasizes the importance of curriculum development that grants teachers greater flexibility in their teaching methods It is crucial for both teachers and students to understand the course objectives and assessment methods To achieve this, teachers require support and active participation in the curriculum development and revision process.

Collaborative efforts are essential for effective program evaluation, as individual teachers often lack the time and expertise to perform these tasks adequately Supporting teachers in their roles is crucial for enhancing educational outcomes Program evaluation is an ongoing process involving the collection, analysis, and synthesis of information aimed at continuously improving curriculum elements based on their interrelationships This continuous evaluation allows for the assessment and maintenance of curriculum quality over time.

Nation and Macalister (2010) present a curriculum design model featuring three outer circles—principles, environment, and needs—surrounding a subdivided inner circle These outer elements encompass practical considerations crucial for guiding course production, including learners' existing knowledge, available resources, teacher skills, and the curriculum designer's strengths and limitations Ignoring these factors can lead to courses that are ill-suited for their intended audience, resulting in ineffective and inefficient learning experiences The curriculum design process incorporates three key sub-processes: environment analysis, needs analysis, and the application of educational principles.

The analysis of the environment yields a prioritized list of factors that impact design, while needs analysis produces a realistic inventory of language, ideas, or skills based on learners' current proficiency and future aspirations Implementing key principles is essential, as it ensures that the design process is effectively monitored, resulting in a course that maximally supports learning According to Nation and Macalister (2010), the curriculum consists of both outer and inner circles, with the inner circle specifically representing the syllabus.

Figure 2.1: A model of the parts of the curriculum design process (adapted from

The inner circle emphasizes the significance of establishing clear overarching goals for a course It encompasses the essential content and its sequencing, highlighting the specific topics to be learned and the order of their presentation Additionally, it underscores the importance of using ideas and concepts as tools to facilitate learning rather than viewing them as objectives in their own right.

Language courses should prioritize the inclusion of relevant language content, even if it isn't explicitly outlined as a separate component This focus on content ensures that learners acquire valuable knowledge that enhances their language proficiency, ultimately maximizing the benefits of their learning efforts.

Principles usefulness of what they will meet in the course, and that they are covering all the things they need to cover for a balanced knowledge of the language

The inner circle of the course design encompasses the format and presentation of lessons, highlighting the techniques and activities that facilitate learning, which learners are most familiar with It is crucial that this aspect adheres to the best teaching and learning principles Additionally, the monitoring and assessment component emphasizes the importance of observing learning outcomes, testing results, and providing feedback to learners regarding their progress, a feature often overlooked in commercially designed courses This feedback can influence changes across various elements of the curriculum design process Encompassing this model is a larger outer circle that symbolizes evaluation.

Evaluation can involve looking at every aspect of a course to judge if the course is adequate and where it needs improvement.

Common approaches in language curriculum development

Bobbitt (1924) emphasized that curriculum development is akin to planning an individual's growth and abilities, with the primary focus on identifying activities that shape students' lives and the essential skills for effective participation He argued that 20th-century education should foster wisdom through real-life experiences, enabling students to make informed judgments The goal of education is to prepare students to be competent contributors to society, the economy, and family life Bobbitt criticized the lack of thoughtful curriculum design before the 20th century, advocating for a scientific approach to develop curricula that align with the activities necessary for a productive life, taking into account all human experiences.

Bobbitt's advocacy remains relevant today, influencing modern task analysis methods (Jonassen et al., 1999) and aligning with the principles of backward design as described by Wiggins and McTighe (1998).

Today, Charters (1923) also believed in activity analysis but he noted that

Changes in the curriculum are driven by evolving educational aims, which significantly impact the selection of school content and experiences Educators are encouraged to align these aims with the activities undertaken by students To construct an effective curriculum, four essential steps should be followed: selecting objectives, categorizing them into ideals and activities, analyzing them into manageable units, and gathering methods for successful implementation.

Bobbitt (1924) and Charters (1923) laid the foundation for scientific curriculum development, emphasizing the importance of creating a meaningful educational program They highlighted the significance of aligning goals, objectives, and activities, viewing goal selection as a normative process while considering the selection of objectives and activities as empirical and scientific.

Bobbitt and Charters indicated that curricular activity can be planned and systematically studied and evaluated

The Tyler Model: Four basic principles

In 1949, Tyler proposed a systematic approach to curriculum and instruction that involves several key steps First, those engaged in curriculum inquiry must clarify the school’s purposes, which he defined as general objectives Next, they should identify educational experiences that align with these objectives and determine how these experiences are organized Additionally, evaluating the purposes is essential Tyler emphasized the importance of gathering data from subject matter, learners, and society to identify these objectives Finally, curriculum planners should refine the general objectives by aligning them with the school’s philosophy and principles of learning, ultimately leading to the development of specific instructional objectives.

In his 1949 work, Tyler emphasized the importance of selecting educational experiences that align with learning objectives, considering learners' perceptions and prior knowledge He advocated for a systematic organization and sequencing of these experiences to maximize cumulative learning effects Tyler argued that integrating ideas, concepts, values, and skills into the curriculum could create meaningful connections across subjects Additionally, he highlighted the significance of evaluating educational plans and actions to assess program effectiveness.

Figure 2.2: Tyler’s Curriculum Development Model (adapted from Tyler, 1949)

Critics argue that Tyler's approach is overly linear and heavily dependent on objectivity, relying on assumptions about cause and effect This methodology permits the justification of all educational experiences based on the objectives they aim to fulfill.

Tyler's curriculum development approach continues to be widely embraced by schools and influences universities due to its practicality and effectiveness Its adaptability makes it appealing to a diverse range of educators, regardless of their philosophical beliefs (Hunkins & Hammill, 1994).

The Taba Model: Grassroots rationale

Taba (1962) emphasized a structured approach to developing a dynamic curriculum, advocating for teacher involvement in the process, which contrasts with Tyler's (1949) top-down model While Tyler's framework was not limited to central office use, early educators believed that curriculum development should be guided by central authorities Typically, administrators provided teachers with ideas from experts and monitored their implementation In contrast, Taba proposed that curricula should be created by their users, starting with specific teaching-learning units tailored to students before moving to a broader design She championed an inductive approach, focusing on specifics first rather than the traditional deductive method of beginning with a general framework.

Taba’s (1962) grassroots model entails seven major steps:

1 Diagnosis of needs The teacher (curriculum designer) identifies the needs of the students for whom the curriculum is being planned

2 Formulation of objectives The teacher specifies objectives

3 Selection of content The objectives suggest the curriculum’s content The objectives and content should match The content’s validity and significance also are determined

4 Organization of content The teacher organizes the content into a sequence, taking into consideration learners’ maturity, academic achievement, and interests

5 Selection of learning experiences The teacher selects instructional methods that engage the students with the content

6 Organization of learning activities The teacher organizes the learning activities into a sequence, often determined by the content The teacher must bear in mind the particular students who will be taught

7 Evaluation and means of evaluation The curriculum planner determines which objectives have been accomplished Students and teachers must consider evaluation procedures

Taba was a pioneer in curriculum design, introducing a systematic approach that remains relevant today Modern curriculum designers typically follow her seven-step process, starting with an analysis of the current situation and learners' needs Next, they establish clear instructional goals and objectives The third step involves organizing instruction and creating effective learning environments by selecting appropriate learning experiences and activities Finally, they assess both learner outcomes and the overall effectiveness of the instructional program.

The "backward design" model of curriculum development, advocated by Wiggins & McTighe (1998), emphasizes starting with desired outcomes and is rooted in task analysis and principles from architecture and engineering This approach consists of two stages, with the first stage focused on identifying the goals of the school program Wiggins and McTighe outline three levels of decision-making in this stage: first, educators align goals with national, state, and local content standards; second, curriculum developers select essential content and skills to achieve these goals; and finally, they narrow down specific courses and content, identifying "enduring understandings" that represent the key ideas students should retain long after the details fade.

In the second stage of the backward-design model by Wiggins and McTighe (1998), educators focus on evaluating the curriculum's effectiveness by determining how to assess whether students meet established standards and what evidence will be collected This model encourages teachers to adopt an assessor's mindset before creating curriculum units and lessons Various assessment methods can be employed, such as informal checks, student observations, dialogues, quizzes, tests, and performance tasks Once curriculum goals are clearly defined and assessment strategies are established, educators can effectively plan instructional activities Key questions for curriculum developers and teachers at this stage include considerations about the alignment of assessments with learning objectives.

What knowledge and skills do students need to succeed in the course?

What activities enable students to master the requisite knowledge and skills?

What should be taught, and how should it be taught, for students to become knowledgeable and skillful in the identified content realm?

What materials foster student success in the curriculum?

Does the overall design of the course or unit fulfill the principles of curriculum development?

Identify expected endpoints ➔ Determine evidence ➔ Plan learning experiences

• Narrow choices to important contents

• Select the final enduring contents

Figure 2.3: Backward-design model (adapted from Wiggins and McTighe, 1998)

Task-analysis models, despite their variations, universally emphasize the identification of crucial content and skills necessary for effective learning in both educational and real-world contexts (Brown & Green, 2006).

Basically, there are two types of task analysis: subject-matter analysis and learning analysis

Subject matter analysis, as outlined by Brown and Green (2006), begins with the identification and breakdown of content into manageable components To effectively understand government knowledge, it is essential to organize and structure this information into distinct parts.

Common procedures in language curriculum development

In 1962, Taba proposed a systematic approach to curriculum development consisting of seven key steps: first, diagnosing needs; second, formulating objectives; third, selecting content; fourth, organizing content; fifth, choosing learning experiences; sixth, organizing those experiences; and finally, determining evaluation criteria and methods.

Figure 2.4: Flowchart presentation of the Taba-Tyler curriculum development model (adapted from Taba,1962; Tyler, 1949, 1969)

Wheeler (1967) advocated for a cyclical approach in curriculum development, emphasizing the interdependence of each element within the process This approach consists of five key phases: (1) defining aims, goals, and objectives; (2) selecting appropriate learning experiences to meet these aims; (3) choosing relevant content to facilitate those experiences; (4) organizing and integrating the learning experiences and content in relation to the teaching-learning process; and (5) evaluating each phase and assessing the achievement of goals.

Figure 2.5: Procedures of curriculum process (adapted from Wheeler, 1967)

Nunan (1988) outlines essential components of a curriculum model, which encompass initial planning procedures such as data collection and learner grouping, content selection and gradation, methodology involving the choice of learning activities and materials, and ongoing monitoring, assessment, and evaluation He emphasizes that the curriculum process begins with gathering information about learners to identify their objective needs, as described by Richterich (1972) Collecting this information prior to class assignments allows for effective initial placement of students.

The history of language curriculum development begins with syllabus design, which involves selecting and organizing course content (Richards, 2001; White et al., 1991) However, developing an English for Specific Purposes (ESP) curriculum is a more comprehensive process than mere syllabus design According to Richards (2001), curriculum development encompasses identifying learner needs, establishing program aims and objectives, selecting appropriate syllabi and course structures, determining teaching methods and materials, and evaluating the resulting language program This approach highlights that ESP curriculum development consists of interrelated stages that require an organized methodology for effective implementation.

Figure 2.6: Systematic Approach to Designing and Maintaining Language

Brown (1995) presents a systematic model for designing and maintaining language curricula, making it applicable for the upkeep of existing language courses This model views curriculum development as a dynamic process that evolves to meet new conditions and requirements, such as shifts in learner needs, attitudes, environmental factors, or available resources.

The six components illustrated in Figure 2.6 are interconnected, indicating that a change in one element will impact the others and the overall process This interrelation highlights the importance of understanding how each component influences the entire system, as noted by Brown.

Curriculum evaluation is a vital element that integrates all components of curriculum development, as highlighted by (1995) This ongoing process begins with a needs analysis, which informs the arrangement of subsequent components Goals and objectives are then established based on learners’ needs, followed by the creation of assessment procedures aligned with these goals The insights gained from the needs analysis, along with the defined goals and assessments, guide the selection and development of suitable instructional materials Finally, continuous evaluation of all components and the overall course ensures their relevance and effectiveness.

Curriculum development, as defined by Richards (2001), involves a systematic process to identify learners' needs, establish program aims and objectives, select suitable syllabi, course structures, teaching methods, and materials, and evaluate the resulting language program This definition highlights that developing an English for Specific Purposes (ESP) curriculum consists of interconnected stages, necessitating a structured approach to address each component effectively.

Various models of language curriculum development have then been suggested by curriculum design experts (Brown, 1989; White et al., 1991; Graves, 1996a;

Curriculum development is an ongoing cycle that can be adapted to achieve course goals and objectives, as highlighted by various models (Richards, 2001; Nation & Macalister, 2010) Despite differing emphases and components, these models share this fundamental principle.

Steps in ESP curriculum development

Specification of course goals or objectives

In curriculum discussions, the terms "goal" and "aim" are often used interchangeably to describe the general purposes of a curriculum, while "objective" refers to a more specific and concrete description of these purposes (Richards, 2001) Brown (1995) emphasizes that identifying the needs of language students leads to the specification of goals, which are general statements outlining what must be achieved to meet students' needs In contrast, objectives are precise statements detailing the content or skills students must master to reach a specific goal.

When establishing goals based on perceived needs, it is essential to consider four key points: first, goals represent general statements about the program's purposes; second, they should focus on future achievements, particularly what students are expected to accomplish upon completing the program; third, these goals can inform the creation of specific, measurable objectives; and fourth, goals should remain flexible and adaptable, as perceived needs can evolve over time Changes in language and situational needs may arise, especially with the introduction of new student demographics into the program.

Richards (2001) outlines key characteristics of effective objectives, stating that they should define a clear learning outcome, align with curriculum goals, be precise to avoid ambiguity, and be feasible within the course's timeframe Brown (1995) further elaborates on the process of transforming student needs into actionable program goals and instructional objectives This involves conducting a needs analysis, articulating these needs into achievable program goals, breaking down these goals into smaller, logical units, and then formulating specific objectives that detail what students must know or do to meet these goals.

Selection and sequencing of content

In standard curriculum models, planners follow a systematic approach that begins with needs assessment and progresses through goal setting and instructional content specification Taba’s model outlines seven key steps: diagnosing needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation methods In the context of language teaching, the selection and organization of content are typically referred to as syllabus design.

Syllabus design focuses on the selection and organization of instructional content (Richards, 1990) Rabbani (2006) defines a syllabus as a component of a curriculum, particularly when language is taught alongside other subjects or within a different departmental context He argues that a syllabus functions as an independent framework when foreign languages are taught as standalone subjects in educational institutions Widdowson (1990) further elaborates on the concept of a syllabus.

A teaching program or pedagogic agenda outlines a specific subject tailored for a distinct group of learners This specification not only characterizes the content and formalizes knowledge or behavior in pedagogic terms but also organizes this content into a sequence of interim objectives, focusing on the selection and arrangement of what will be taught.

The syllabus serves as a crucial component of educational policy, embodying pedagogical goals Once these goals are established, it is essential to ensure alignment between pedagogical objectives and the ideological framework of the educational system, while also prioritizing pedagogical effectiveness.

Conceptions of the nature of a syllabus are closely related to the view of language and second language learning that the curriculum designers subscribe to

Traditionally, language syllabuses were structured around grammar, sentence patterns, and vocabulary due to grammar-based views of language However, with the rise of communicative theories in language learning, there has been a shift toward syllabuses that focus more on communication According to Richards (1990), various types of syllabuses, or combinations thereof, are now commonly utilized in current English as a second language (ESL) courses and materials.

1 Structural (organized primarily around grammar and sentence patterns)

2 Functional (organized around communicative functions, such as identifying, reporting, correcting, describing)

3 Notional (organized around conceptual categories, such as duration, quantity, location)

4 Topical (organized around themes and topics, such as health, food, clothing)

5 Situational (organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket)

6 Skills (organized around skills, such as listening for gist, listening for specific information, listening for inferences)

7 Task or activity-based (organized around activities, such as drawing maps, following directions, following instruction)

Despite the growing body of literature on syllabus design, there remains a lack of empirical evidence supporting a specific approach to syllabus development In practice, educators often utilize a combination of methods, aligning with Johnson's (1981) perspective on the importance of flexibility in syllabus design.

A syllabus functions as a job specification, clearly outlining the tasks to be performed and the standards required Debates regarding the effectiveness of notional, situational, or topic-based syllabuses are as irrelevant as discussing whether a construction contract should specify foundations, steel frameworks, or interior design The reality is that all aspects must be addressed comprehensively.

Nation and Macalister (2010) outline two primary approaches to course content sequencing: a linear development, where each lesson builds on prior learning, and a modular arrangement, allowing lessons to be completed independently Most language courses typically adopt a linear approach, starting with simple concepts that lead to more complex ones However, the linear model can be flawed if it assumes that once a topic is introduced, it no longer requires review, contradicting memory research (Baddeley, 1990) To address this, variations of linear progression, such as spiral curriculums, matrix models, revision units, and field approaches, have been developed to incorporate the necessity of repetition in learning (Nation & Macalister, 2010).

The modular approach to sequencing in education involves dividing a course into independent, non-linear units, which can consist of lessons or groups of lessons (Nation & Macalister, 2010) Each module stands alone and does not require prior knowledge from previous units In language courses, this structure allows for various organization methods, such as skill-based modules focusing on listening, speaking, reading, and writing, as well as their respective subskills Additionally, modules can be centered around language functions or specific situations, addressing the language needed for everyday activities like shopping, emergency services, travel, and banking.

Methodology and support for effective teaching

Before deciding on teaching methodologies in language curriculum development, it is essential to establish clear goals, objectives, and content This phase emphasizes identifying the instructional strategies needed to meet course objectives According to Richards (1990), methodology in curriculum development should not focus solely on selecting a specific 'method.' Instead, effective teaching methodologies emerge from the dynamic interactions within the teaching process Nonetheless, it is still possible to plan and conceptualize effective teaching strategies ahead of time.

Brown (1995) outlines four key ways a language program's curriculum can support teachers: orienting them to the new curriculum, aiding their teaching efforts, monitoring instruction, and offering opportunities for self-renewal The orientation process involves providing essential information to teachers, particularly newcomers, to preemptively address common questions and concerns This can be achieved through orientation meetings, comprehensive teacher’s guides, or other helpful reference materials, ensuring teachers have the necessary resources to perform effectively without wasting time searching for answers.

A successful curriculum, as highlighted by Brown (1995), should offer diverse forms of teacher support, including clarifying teachers' roles in relation to students, encouraging reflection on teaching practices, and providing both administrative and curricular frameworks to navigate the complexities of language programs While monitoring teachers' classroom performance can be perceived as a challenge to their autonomy, it serves as a vital tool for enhancing teaching quality and fostering professional growth Regularly scheduled observations and evaluations, whether from administrators, peers, or students, should be designed to alleviate teachers' defensiveness and promote a constructive dialogue about effective teaching strategies Additionally, recognizing teachers as creative individuals with personal challenges necessitates the inclusion of support mechanisms within the curriculum to maintain their motivation and positivity Brown emphasizes that teachers who do not engage in professional development risk stagnation, underscoring the importance of incorporating self-improvement opportunities within the curriculum.

Selection or compilation of materials

Materials development involves the creation of resources by writers, teachers, or learners to enhance language input and optimize the chances of intake, ultimately fostering language acquisition (Tomlinson, 1998) According to Dudley-Evans & St John (1998), practitioners in English for Specific Purposes (ESP) are frequently responsible for course planning and material provision.

In the realm of English for Specific Purposes (ESP), it is often necessary to supplement textbooks with additional materials, as suitable published resources may not always be available ESP teachers play a crucial role in selecting appropriate published content, adapting existing materials when necessary, or creating original resources when no suitable options exist Furthermore, it is essential for ESP educators to evaluate the effectiveness of both published and self-produced teaching materials used in their courses.

Effective instructional materials are crucial for successful teaching, as they help define objectives, set learning tasks, guide learners, offer practice opportunities, provide feedback, and enhance skill retention According to Richards (1990), quality materials in language teaching should be grounded in sound learning principles, engage learners' interest, cater to their needs, illustrate language use, facilitate meaningful activities, and promote authentic communication Addressing these elements is vital for designing effective instructional resources.

Jolly and Bolitho (1998) outline a comprehensive process for materials writing, which includes six key steps: identifying the need for materials, exploring that need, realizing materials contextually and pedagogically, producing the materials for student use, and evaluating them against established objectives The evaluation step is crucial as it prompts the teacher or writer to assess whether the objectives have been met, highlighting that any shortcomings may stem from earlier steps in the process For instance, initial ideas about a language exercise can lead to reconsiderations about the language focus, and thoughts on material production can trigger contextualization insights Therefore, in addition to evaluation, it is essential to envision various pathways and feedback loops that render the materials writing process dynamic and self-regulating.

In 1998, it was noted that addressing the reasons behind the failure of language materials can lead to concrete improvements in their development and application This insight offers valuable clues for enhancing these resources, both during the writing process and after their implementation.

Figure 2.7: A teacher’s path through the production of new or adapted materials

Determination of assessment methods and contents

In educational contexts, assessment is associated with students’ language achievement and test performance (Lynch, 2003, p 11) Nunan (1990, p 27) notes that

In language teaching, assessment is crucial for evaluating a learner's proficiency It involves measuring the outcomes of a language course through various tests According to Guba and Lincoln (1981), these tests provide valuable insights into students' progress and achievements.

While the focus often lies on individuals, there is a lack of emphasis on the programs and curricula that educated them Common testing types, such as diagnostic, placement, progress, achievement, and performance tests, play crucial roles in both formative and summative assessments, evaluating learners' understanding and progress.

Curriculum evaluation

Program evaluation is an ongoing process of gathering, analyzing, and synthesizing information to enhance curriculum elements based on interrelated insights (Brown, 1995) It involves collecting evidence and making judgments about the curriculum's overall effectiveness, including its planning, design, and implementation (White et al., 1991) Evaluation is crucial for determining necessary modifications to a course to ensure that objectives are met, especially when certain learners struggle to achieve the set goals (Nunan, 1988b) Ultimately, course evaluation assesses both the effectiveness of the curriculum in improving students' language abilities and its overall value (Fink, 1995).

Course evaluation is essential for assessing both the relevance of its content and the effectiveness of learning and teaching activities According to Dudley-Evans and St John (1998), evaluation can reveal weaknesses or unsuitable features for specific learner groups Thus, incorporating evaluation into course development serves as a valuable tool for identifying problem areas and addressing any shortcomings.

Evaluation is defined as a systematic process of gathering information to inform judgments or decisions, encompassing both qualitative and quantitative data (Lynch, 1996, p 2) While this definition captures the essence of evaluation, it may be considered overly broad.

Course evaluation, as defined by Brown (1995), is the systematic collection and analysis of relevant information aimed at improving curriculum and assessing its effectiveness within specific institutions However, this definition overlooks the roles of evaluators and their audience A comprehensive definition should encompass key aspects such as the types of information required, methods for data collection and analysis, intended purposes of the evaluation, contextual specifications, and the stakeholders involved in the evaluation process.

Evaluating the effectiveness of a course requires a product-oriented approach, incorporating both quantitative and qualitative data, while assessing its appropriateness demands a process-oriented evaluation with similar data collection methods In English for Specific Purposes (ESP), the appropriateness of a course is crucial, as it focuses on meeting learners' needs A course is deemed appropriate when its content and methodology align with its objectives, which should reflect the needs of stakeholders.

Assessment and evaluation are often used interchangeably, but they have distinct meanings in educational contexts According to Popham (1975), evaluation involves a broader judgment about the value or effectiveness of a program or method, while assessment focuses on measuring specific learning outcomes Understanding the differences between these terms is crucial for educators to effectively gauge student progress and program effectiveness.

‘consists of a formal assessment of the “worth” of educational phenomena’ Formal assessment suggests the use of only quantitative measurements (such as tests) (Lynch,

2003, p 5), which, in state-of-the-art course evaluation practice, constitute only one means of information collection According to Streiff (1970, p 365), measurement

Quantitative descriptions of behavior, objects, or events should be referred to as measurement, whereas evaluation encompasses a wider range of assessments, including measurement Therefore, while the use of tests in evaluation studies is common and often beneficial, it is not always a requirement.

Teacher’s involvement in the curriculum development process

Engaging in school-level curriculum decision-making enables teachers to gain a comprehensive understanding of curriculum concepts and processes (Print, 1993, p 23) For effective participation in curriculum-related activities, it is essential for educators to become well-versed in the fundamental principles of curriculum design and development.

Doll (1992) emphasizes the importance of teachers in the curriculum development process, arguing that they should play an active role in every phase, from planning to implementation, at the classroom, school, and district levels While he acknowledges the curriculum expert as primarily a subject chair or principal, he stresses that teachers are essential to creating an effective curriculum.

“specific goals, materials, content, and methods.” Teachers should have a curriculum

“coordinating body” to unify their work and develop “relationships with supervisors and other teachers” involved in curriculum (Doll, 1992, p 334)

Oliva (2012) has a broader view of the teacher’s role For him, teachers are the

Teachers play a crucial role in curriculum development, serving as the primary group within curriculum committees and councils They are responsible for developing, implementing, and evaluating educational programs This involves initiating and reviewing proposals, conducting research, engaging with parents and the community, creating curriculum materials, gathering feedback from students, and assessing program effectiveness.

Doll and Oliva advocate for a bottom-up approach to curriculum development, emphasizing the pivotal role of teachers Taba (1962) further popularized this perspective in her influential work on curriculum development Rugg (1930) argued for the necessity of freeing teachers from classroom responsibilities to focus on course preparation and curriculum design Additionally, Caswell and Campbell (1935) envisioned teachers actively engaging in curriculum committees at various levels, contributing during summer months and through special assignments throughout the academic year.

Glickman et al (2010) outline three levels of teacher involvement in curriculum development At level one, teachers maintain the curriculum by using prescribed materials such as textbooks and workbooks In level two, they engage in a meditative role, refining and modifying existing content Level three represents a creative stage where teachers actively examine and regularly change the curriculum at the departmental or school level, taking on greater professional responsibility in curriculum decisions.

Beane et al (1986) emphasizes a reduced role for teachers in the educational process, suggesting that while teachers can take on leadership roles in the curriculum, the primary responsibility for curriculum development and implementation should rest with administrative and supervisory personnel This shift aims to enhance support and guidance in curriculum work, ensuring effective educational practices.

Effective budget development, grant writing, and collaboration with school boards are essential responsibilities of supervisors and administrators to enhance curriculum planning Ultimately, the school district must hire support personnel proficient in curriculum planning, which may encompass teachers, school officials, and community members.

Glatthorn (1987) adopts a top-down approach to educational structure, with minimal emphasis on teacher input He highlights the roles of district-level coordinators and school-level administrators, such as principals and assistant principals In his vision, the "teacher specialist" is primarily a member of subject or grade-level teams, specifically at the elementary level, focusing predominantly on reading and math.

Previous studies on teacher’s involvement in curriculum development and ESP teaching

Teacher involvement in curriculum development has garnered significant research interest, particularly in understanding effective strategies for various educational contexts Powell (1992) examined a regional modern languages project, outlining its goals and methods for monitoring and evaluation The article primarily focused on the perceptions and emotions of teachers participating in the program, highlighting their dual roles as clients of professional development and creators of language teaching materials for students aged 16-19 Findings from open-ended questionnaires and diary entries revealed a diverse range of feelings among teachers, emphasizing the advantages of networking and the critical role of external support in writing activities Additionally, the research identified positive outcomes for curriculum development at the institutional level.

Eisenbach (2012) explored reform initiatives aimed at enhancing curriculum mandates and teacher accountability, resulting in the rise of scripted curriculums in secondary education He raised critical questions about the conflicts between teaching ideologies and mandated curriculums, examining how teachers navigate these challenges when their personal beliefs clash with curricular expectations Through the experiences of three middle school teachers—the accommodator, the negotiator, and the rebel—Eisenbach highlighted the complexities of integrating a scripted curriculum in language arts classrooms He urged educators to reflect on their ethical responsibilities when implementing a curriculum that contradicts their personal teaching philosophies.

In his reflective piece, Banegas (2014) discussed the process of developing a new unifying initial English language teacher education curriculum in the province of

In Chubut, Argentina, trainers and trainees from various institutions collaborated to democratize curriculum development and foster greater involvement among stakeholders This process revealed tensions regarding cultural and ideological representations of English, the integration of interculturality, the unification of knowledge fields, and the significance of subject matter in teacher education Ultimately, the article noted that despite efforts to incorporate trainers' perspectives, the curriculum remained largely viewed as compartmentalized knowledge.

Voogt et al (2011) explored the processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation

The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was utilized to analyze nine studies from six countries regarding teachers' collaborative curriculum design This analysis revealed that collaborative curriculum design promotes significant learning processes among teachers Initially intended to highlight individual teacher learning, the model effectively identifies the collective learning experiences fostered within teacher teams engaged in collaborative curriculum development.

In 2011, Banegas explored an in-service program for EFL teachers in Argentina that began in 2007, addressing their concerns about the secondary education curriculum The Ministry of Education sought his expertise to create a program that reflected teachers' suggestions for a more participatory curriculum Banegas structured the program into three phases: the first focused on curriculum evaluation, the second on specific didactics, and the third on developing a new curriculum aimed at future implementation.

In their qualitative study, Lam et al (2013) explored the teaching and learning perspectives of eleven Singapore teachers regarding the implementation of an integrated curriculum Interviews indicated that their views on integration reflected a wide range of ideas found in existing literature While the teachers acknowledged the advantages of integration, such as increased student engagement, they also identified significant challenges, including their own perceived lack of subject knowledge and misalignment with the assessment system The study's findings, consistent with prior research in various countries, underscored the difficulties of implementing integrated curricula in environments dominated by high-stakes examinations and discipline-based approaches.

In Vietnam, several studies have also been carried out concerning ESP teaching and ESP curriculum development Nguyễn Thị Tố Hoa and Phạm Thị Tuyết Mai

A 2016 empirical study surveyed 362 teachers and students from eleven universities in Hanoi, revealing significant challenges in teaching English for Specific Purposes (ESP) in Vietnam Despite increasing student demand, the focus remained predominantly on grammar and vocabulary, neglecting essential communication skills, which adversely affected graduates' job prospects Additional issues included the quality of lectures and course materials, which emphasized theoretical content over practical application Respondents highlighted that teachers' qualifications and teaching methods posed major obstacles, with many educators possessing English certificates yet lacking the necessary listening skills to effectively teach ESP Furthermore, while some teachers excelled in the four core English skills, their lack of specialized knowledge resulted in unengaging lectures.

Nguyễn Bửu Huân (2020) investigated how ESP lecturers at a Vietnamese university adapted their teaching strategies to align with their beliefs about active learning Utilizing qualitative action research methods, including interviews and classroom observations over three semesters, the study focused on the perceptions and implementations of active learning strategies by five lecturers The findings revealed that the lecturers held positive beliefs regarding the change process and recognized the necessity for evolving their roles in teaching, linking change to their agency The study also addressed pedagogical implications for policymakers and ESP educators.

Lê Thị Kiều Vân (2017) investigated the significance of English for Mathematical Purposes (EMP) among Mathematics students through a survey that gathered their opinions via a questionnaire Utilizing SPSS for data analysis, she presented descriptive statistics and reports based on the collected information The findings indicated that developing a training program tailored to learners' needs was crucial yet complex, necessitating immediate action Due to an incomplete understanding of students' demands, creating engaging materials and organizing effective EMP classes proved challenging.

The study highlights the significance of English for Medical Purposes (EMP) for educators, emphasizing the need to understand learners' needs and overcome teaching challenges By doing so, EMP students can enhance their learning autonomy and discover effective learning styles, facilitating the EMP teaching and learning process The author recommends future projects focused on designing English for Specific Purposes (ESP) curricula tailored for those seeking professional knowledge and skills Implementing such initiatives would equip future generations of students to meet societal challenges and adapt to workforce demands in Vietnam.

Hồ Thị Quỳnh Như (2019) investigated the English communication needs in workplace settings and evaluated the existing ESP curriculum at Hue Industrial College Utilizing a mixed-method approach, the study incorporated both quantitative and qualitative analyses through surveys and interviews conducted with employees from eleven different corporations.

The study identified gaps between the existing English for Specific Purposes (ESP) curriculum and the communication needs of business administration students in the workplace This comparison supports the proposal for a revised ESP curriculum tailored to enhance students' English proficiency and equip them with essential professional communication skills for today's globalized environment Therefore, developing and promoting a new ESP curriculum aligned with students' workplace requirements is both valuable and necessary within the current educational framework.

In 2014, Trần Tín Nghị collaborated with students and colleagues at Ho Chi Minh City University of Food Industry (HUFI) to create interactive network-based materials for English for Specific Purposes (ESP) students Prior to this initiative, Internet technology was not utilized in HUFI's ESP classrooms The study's findings indicated that the introduction of online supplementary materials significantly improved the mastery of ESP subjects among both ESP and graduate students, enhancing their online learning experience.

In her 2014 study on English language use in the Vietnamese hospitality industry, Vũ Thị Hồng Vân emphasized the significance of effective English communication for tourism and hospitality employees While English for Specific Purposes (ESP) courses, such as English for Tourism and Hotel Management, are included in Vietnamese educational programs, they primarily rely on textbooks from abroad and are taught in classroom settings Recent research highlights the necessity of teaching language in authentic contexts, making it crucial to understand real-life English usage in Vietnam's tourism sector Vân's findings, derived from analyzing authentic language interactions between guests and staff in four Vietnamese hotels, showed that workplace communication often involved short, incomplete, and informal utterances, with staff and guests using various strategies to achieve their communicative objectives To better prepare ESP students for this dynamic environment, she recommended a strong focus on developing interactional strategies, enabling students to effectively initiate and sustain conversations with guests.

Teaching materials and classroom pedagogy must be adapted to fit the Vietnamese context, especially since many English interactions occur between staff and non-native English-speaking guests In this setting, the emphasis should shift from grammatical accuracy and complex vocabulary to the ability to effectively negotiate successful interactions.

Summary of the chapter

This chapter presents a literature review that establishes the conceptual framework for the study, focusing on key definitions and various aspects of language curriculum development It explores essential components of language curriculum, common approaches and procedures, the seven steps involved in the curriculum development process, and highlights the critical role of teachers in this process.

This article reviews previous studies on teacher involvement in curriculum development and English for Specific Purposes (ESP) teaching to identify gaps in the existing literature The following chapter will outline the research methodology, detailing the data collection and analysis processes employed in the study.

This study aims to explore how ESP (English for Specific Purposes) teachers develop curricula for non-English majors at various universities in Ho Chi Minh City, Vietnam This chapter outlines the methodology employed for data collection to address the research questions, starting with an overview of the research design It includes a detailed description of the participants involved and the methods used for data collection, along with an explanation of the data analysis techniques applied.

Research Design

The methodology of this study was deployed to seek for the answers to the three following research questions:

1 What are ESP teachers’ perceptions of developing curriculum for non- English majors at some universities in Ho Chi Minh City?

2 What is their practice of developing ESP curriculum for non-English majors?

Involvement in curriculum development offers several advantages, such as fostering collaboration among faculty and enhancing educational outcomes for students However, challenges may arise, including limited resources and bureaucratic hurdles that can hinder progress To improve the curriculum development process, stakeholders suggest increasing transparency, encouraging faculty input, and providing adequate training and support to ensure effective implementation.

This study utilized a descriptive research design to explore the practices of English for Specific Purposes (ESP) teachers in curriculum development Descriptive research focuses on assessing the current status of subjects and situations, aiming to describe existing achievements, attitudes, behaviors, and characteristics within a specific group (McMillan & Schumacher, 1993).

This mixed-method study employed various techniques for data collection and analysis, integrating both quantitative and qualitative data to achieve a comprehensive understanding of the research problem.

Ivankova and Creswell (2009) emphasize the importance of utilizing both quantitative and qualitative methods in research, a view supported by Richards (2001) in the context of investigating English for Specific Purposes (ESP) teachers and courses Richards argues that these approaches fulfill distinct objectives and can effectively complement one another, enhancing the overall quality of the research (p 297).

Researchers have varying definitions of qualitative and quantitative methods, but generally, quantitative research focuses on numerical data and statistical analysis, while qualitative research emphasizes textual data and interpretive analysis The distinction between these methods is not always clear, as both types of data can coexist and provide insights into the same phenomena This continuum suggests that integrating both qualitative and quantitative approaches, often referred to as triangulation of data collection, can enhance the depth and validity of research findings.

This study employs mixed methods to gather data on teachers' perceptions and practices in curriculum development, acknowledging the complexities and limitations of research methods Utilizing both questionnaires and interviews allows for self-reported data collection, which, as defined by Levin-Aspenson and Watson (2018), involves individuals sharing their own symptoms, behaviors, beliefs, or attitudes While self-reporting is convenient and participants are typically comfortable with questionnaires (Salters-Pedneault, 2020), it is important to recognize the inherent biases that can affect the accuracy of the information collected, as noted by Devaux & Sassi (2016).

In addition to questionnaires and interviews, collecting documents and artefacts serves as a valuable research method These artefacts, which encompass curriculum samples and related documents, reflect the process of curriculum development Integrating document analysis with semi-structured interviews enhances the validity of the research through triangulation (Pole & Lampard, 2002) As noted by Robson (1993), documents can provide insights that surpass interview responses and reveal information that may not be directly observable They can offer early insights into a research topic, stimulate theoretical development, and expand researchers' understanding of the subject matter (Pole & Lampard, 2002) In educational studies, relevant documents may include written curricula and course outlines (Robson, 1993).

In the current study, document analysis served as a crucial data collection method, allowing the researcher to gather essential information about the ESP course's objectives, content, and methodology This approach facilitated the identification of key issues to be explored in subsequent interviews and questionnaires (Lynch, 1996; Patton, 1987; Richards, 2001) The documents analyzed included the ESP course description, curriculum, aims and objectives statements, syllabus, course materials, tests, final grades, reports from ESP meetings, and correspondence with course administrators, all of which were produced before and during the curriculum development process This comprehensive documentation provided valuable insights into the teaching practices involved in the ESP course.

All instruments for data collection and analysis used in this study will be described in detail in the subsequent sections of this chapter after the description of the participants.

Participants

This study focused on English for Specific Purposes (ESP) teachers from four universities in Ho Chi Minh City, each with English departments catering to either English majors or non-English majors The selection of these universities aimed to explore the practices of ESP teachers in developing curricula specifically for non-English major students.

The four universities featured well-established Departments of English with a significant number of full-time faculty members They offered various programs catering to non-English majors, with University One, Two, and Three developing their English for Specific Purposes (ESP) curricula through their Faculties of Foreign Languages, while University Four relied on its specialist faculties Notably, University Two had a single ESP curriculum due to its unique characteristics, whereas the other three universities created multiple ESP curricula for various specialties, either through the Faculty of Foreign Languages or the specialist faculties.

A total of eighty-six English for Specific Purposes (ESP) teachers from four universities were invited to participate in this study, with eighty-one agreeing to take part Out of these, seventy-eight teachers completed all the closed questions in the questionnaire, including twenty-four from University One, nineteen from University Two, eight from University Three, and twenty-seven from University Four.

Table 3.1 reveals that the teaching staff comprises twenty-eight male and fifty female teachers, with ages ranging from under 25 to over 50 Specifically, there is one teacher under 25, four between 25 and 30, eighteen aged 31 to 35, seventeen from 36 to 40, thirty-one between 41 and 50, and seven over 50 Additionally, among the seventy-eight teachers, there are six with bachelor's degrees, fifty-four holding master's degrees, five pursuing doctoral studies, twelve who have earned doctoral degrees, and one associate professor.

The study revealed diverse teaching experiences among ESP instructors, with ten teachers having one to three years of experience, sixteen with four to seven years, nineteen with eight to twelve years, and thirty-three boasting over twelve years Notably, not all ESP teachers are EFL teachers; in University Four, only seven out of twenty-seven teachers were EFL qualified, while the remaining twenty were specialists in their fields This preference for specialist teachers over EFL instructors stems from the university's conclusion that ESP is best taught by those with subject expertise Consequently, the responsibility for ESP instruction lies primarily with specialist departments, although some EFL teachers are still engaged to fill gaps in staffing.

In a study involving seventy-eight teachers who completed a questionnaire, twenty-four expressed willingness to participate in interviews Ultimately, twenty-one teachers were able to attend the interviews due to scheduling constraints.

Data collection methods

Documentation and artefacts

Incorporating documents and artefacts into a comprehensive research design allows for the triangulation of data, enhancing the validity of findings when combined with semi-structured interviews (Pole & Lampard).

2002) Documents “may sometimes speak louder than a response to an interview question, or tell us about something we were not in a position to observe” (Robson,

Pole and Lampard (2002, p.151) have broadly defined the term “document” as

Human-manufactured objects encompass a wide range of forms, including written materials like books, letters, and web pages, as well as spoken content such as audio and video recordings (Pole & Lampard, 2002; Robson, 1993) In educational settings, these documents can include written curricula, course outlines, and other related literature (Robson, 1993, p 274).

According to Pole and Lampard (2002, p.152), documents serve as valuable resources for researchers in the initial stages of their studies, offering insights into specific topics or settings, fostering theoretical development, and enhancing various aspects of the research process.

This implies that documents can play a role in broadening researchers’ horizons in terms of the topic being investigated

In this study, document analysis was utilized as a supplementary data collection method, as recommended by Patton (1987) and Lynch (1996) This approach allowed the researcher to gather essential information about the processes, objectives, content, and methodology of the ESP course, thereby highlighting key issues for further exploration in interviews and questionnaires The documents analyzed included the ESP course description, curriculum, meeting reports, and correspondence with course administrators, all of which provided valuable insights into teachers’ practices and their roles in developing ESP curricula for non-English majors at the selected universities.

During the data collection process, a variety of documents and artifacts were gathered, including the ESP curriculum and syllabus, ESP coursebooks, teaching materials, tests, conference proceedings, academic articles, and student feedback forms.

The analysis revealed a total of thirty-two curricula/syllabi, six conference proceedings, eighteen coursebooks and teaching materials, fourteen tests, twenty-two articles, and one student feedback form However, it is important to note that there were no official documents specifically outlining guidelines for teaching English for Specific Purposes (ESP) or for developing ESP curricula, apart from general curriculum development guidelines.

The questionnaire

The questionnaire was created after a thorough literature review focusing on curriculum development theories, particularly in English for Specific Purposes (ESP), referencing key works by Brown (1995), Dudley-Evans & St John (1998), Hutchinson & Waters (1987), Nation & Macalister (2010), and Richards (2001) It was initially drafted in English and then translated into Vietnamese to streamline the response process and enhance the validity of the answers To aid teachers' understanding, certain English terms were retained in the Vietnamese version The design of the questionnaire also incorporated guidelines from Robson (1993), Dornyei (2003), and Cohen et al (2007).

The current research utilized a questionnaire structured into three key sections: (1) participants' ethnographic information, (2) their perceptions and practices regarding ESP curriculum development, and (3) the advantages and challenges faced during the ESP curriculum development process, along with suggestions for improvement In the second section, participants' insights and practices were categorized into seven groups, corresponding to the seven steps of the ESP curriculum development process, with the number of items for each cluster detailed in Table 3.3 For the complete questionnaire, refer to Appendices 1 and 2.

Sections Content No of items

II Teachers’ viewpoints and the actual practice in the ESP curriculum development process

2 Procedures of ESP curriculum development

The participants’ general perceptions of ESP curriculum development procedures

The participants’ perceptions and practice of step one, analyzing ESP needs

4 Specification of the course goals/ objectives in the ESP curriculum

The participants’ perceptions and practice of step two, specifying

3 Closed & open-ended (combined) development process the course goals or objectives

5 Selection and sequencing of the course contents in the ESP curriculum development

The participants’ perceptions and practice of step three, selecting and sequencing the contents

6 Determination of teaching and learning methodology

The participants’ perceptions and practice of step four, determining teaching and learning methodology

7 Selection/ compilation of coursebooks/ teaching materials in ESP curriculum development

The participants’ perceptions and practice of step five, selecting or compiling coursebooks or teaching materials

8 Specification of assessment methods and contents in the ESP curriculum development

The participants’ perceptions and practice of step six, determining methods and contents of assessment

The evaluation of the participants' perceptions and practices is a crucial step in the development of the English for Specific Purposes (ESP) curriculum This involves assessing the effectiveness of the implemented curriculum through various channels and tools, including open-ended feedback mechanisms By focusing on these evaluations, educators can refine and enhance the curriculum to better meet the needs of learners.

III Advantages, difficulties and recommendations on ESP curriculum development

10 The advantages and difficulties the participants have during the process of developing ESP curriculum and their suggestions for improvement

Interview

A primary method for gathering qualitative data in this study involves interviewing ESP teachers from selected universities Recognized as the "gold standard of qualitative research" (Silverman, 2000, p 51), interviews provide valuable insights and depth to the research findings.

In "conversation with a purpose," Burgess (1984) emphasizes the importance of exploring individuals' experiences and perspectives, allowing researchers to delve deeper into issues and gain insights from each participant's viewpoint (Richards) This approach fosters a richer understanding of diverse opinions and experiences.

The current study utilized interviews to delve deeper into key issues related to three research questions It examined the perceptions of English for Specific Purposes (ESP) teachers regarding the development of ESP curriculum, their practical experiences in curriculum development, the advantages and challenges they encounter, and their suggestions for enhancing the process within their specific context.

The present study made use of the semi-structured interviews scheduled to serve as a guide to the researcher and to enable the participants to provide detailed answers

The interview questions were designed based on the seven steps of the ESP curriculum development process, allowing participants to provide in-depth insights into their perceptions and practices related to ESP curriculum development at their universities Additionally, the questions explored the advantages and challenges faced by participants in this process, along with their suggestions for improvement For a complete list of the main interview questions, please refer to Appendix 3.

Piloting data collection

The questionnaire was initially piloted with nine ESP teachers from a university in Ho Chi Minh City, sharing similar traits with the intended study participants However, four teachers did not finish the questionnaire, and subsequent interviews indicated that its length and some ambiguous items were issues To enhance its validity and reliability, the questionnaire was revised based on feedback from the interviewed teachers and guidance from the supervisor.

To optimize completion time for teachers, five clusters were omitted from the questionnaire, which included the characteristics of course goals, course objectives, criteria for selecting course content, procedures for compiling ESP coursebooks, and the structure of each unit within the compiled ESP coursebook.

To enhance clarity and brevity in the questionnaire, certain items were omitted or modified Specifically, for questions 9A, 9B, and 9C, three items regarding students’ difficulties and communication challenges were removed Additionally, three new items were introduced, incorporating the phrase “at the students’ future workplaces” for better comprehension Furthermore, questions 12A and 12B were updated to include the English equivalents of the syllabus frameworks, aligning the terminology with the respondents' familiarity.

Data collection procedure

Once the research topic and questions were established and the research instruments were developed and tested, the researcher reached out to target participants within her academic network and through mutual connections.

Teachers received a consent form outlining the study's purpose, participant tasks, and confidentiality assurances Participants were informed of their right to withdraw from the study at any time without facing any penalties.

Eighty-six teachers participated in the data collection process, with eighty-one completing the questionnaire Out of these, seventy-eight questionnaires were fully answered, ensuring all closed questions were addressed.

Twenty-five participants who submitted correctly answered questionnaires were invited for interviews, and all agreed to participate However, due to the teachers' busy schedules, only twenty-one interviews were conducted and recorded, each lasting between thirty to forty-five minutes The interviews were conducted in English to facilitate understanding and were scheduled at times and locations convenient for the respondents.

Data analysis methods

Analysing documents and artefacts

In total, a comprehensive collection of documents was gathered, comprising thirty-two curricula and syllabi, six conference proceedings, eighteen coursebooks and teaching materials, fourteen tests, twenty-two articles, and one student feedback form.

The researcher meticulously analyzed a comprehensive dataset to gain insights into the curriculum design processes at various universities, focusing on the contextual factors involved By examining sample curricula and documents related to the English for Specific Purposes (ESP) curriculum development, the study illuminated both the practices employed and the challenges encountered during this process.

Analysing questionnaire data

The analysis of the questionnaire data, particularly the closed items, was conducted using SPSS software to investigate teachers' perceptions and practices For the open-ended items that yielded qualitative data, the researcher utilized content coding to examine the data, identify themes, and label them for presentation in the findings, directly addressing the research questions.

Analysing interview data

In the meantime, the interviews were transcribed and translated into English

The pre-coding phase included analyzing transcripts to identify key ideas and issues pertinent to the research questions Subsequently, the interview data was coded to extract and categorize themes and topics, facilitating easy identification and retrieval This process enabled the labeling of significant trends and patterns within the data.

Reliability refers to the consistency of a study's results, while validity indicates how well a research instrument measures its intended purpose (Brown & Rodgers, 2002; Dornyei, 2007) In this study, the reliability of the questionnaire was assessed using Cronbach’s alpha, appropriate for scenarios with multiple response options (Mackey & Gass, 2005) This statistical test evaluated the interrelatedness of closed items within each questionnaire cluster, with results detailed in Appendix 5 Cronbach’s alpha ranges from 0 to 1, with higher values signifying stronger relationships among questionnaire items (Dornyei, 2007; Vanderstoep & Johnston, 2009) The elevated Cronbach’s alpha values reported in Appendix 5 confirmed the reliability of the questionnaire clusters.

One of the factors that helped ensure the reliability of the study’s qualitative data was the researcher’s prolonged engagement with the researched context (Dornyei, 2007;

With over twenty years of experience at a university similar to the study's setting, the researcher established strong relationships with participants, facilitating the collection of accurate and in-depth data that enhanced the study's reliability (Rallis & Rossman, 2009).

The most important procedure for establishing and ensuring reliability, however, was triangulation, i.e using multiple data collection and analysis methods or multiple participant samples (Brown & Rodgers, 2002; Dornyei, 2007; Rallis & Rossman, 2009)

To gather comprehensive insights into the curriculum development practices of ESP teachers for non-English majors, a combination of methods including interviews, document analysis, and questionnaires was employed Quantitative data was collected through questionnaires, while qualitative insights were obtained via semi-structured interviews and document analysis, enabling cross-verification of findings The study utilized triangulation by gathering the same data types and employing consistent methods across multiple sites, specifically four universities where ESP is a mandatory subject for non-English majors (Freeman, 1998, p 97).

To enhance the validity and reliability of the study, pilot testing of the questionnaires and interviews was conducted with a sample of ESP teachers similar to the target group This process aimed to evaluate the effectiveness of these methods in gathering necessary data and to identify any issues related to question clarity and ambiguity (Dornyei, 2007, p 75) Prior to the pilot study, the questionnaire and interview questions were reviewed by experts, including professors and experienced ESP teachers, leading to modifications based on their valuable feedback This iterative process significantly contributed to improving the study's overall validity and reliability.

Summary of the chapter

This chapter outlines the methodology used to address the research questions, detailing the research design and methods, including documentation, questionnaires, and interviews It provides an overview of the participants along with their ethnographic information, and elaborates on the data collection, analysis, and research procedures The next chapter will present the findings from the data analysis and discuss the study's results in depth.

CHAPTER FOUR: FINDINGS AND DISCUSSION

This chapter presents the research data and findings related to the research questions, beginning with an exploration of teachers' perceptions regarding the development of English for Specific Purposes (ESP) curriculum for non-English majors at various universities in Ho Chi Minh City The subsequent section highlights teachers' actual involvement in the ESP curriculum development process Finally, the chapter concludes with an analysis of the advantages and challenges teachers face in participating in this process, along with their recommendations for enhancing ESP curriculum development and implementation.

Teachers’ perceptions of developing ESP curriculum for non-English majors

Teachers’ general perceptions of developing ESP curriculum

The study aimed to explore teachers' perceptions regarding the development of the English for Specific Purposes (ESP) curriculum To achieve this, question 7A of the questionnaire focused on the significance of each step in the ESP curriculum development process Additionally, questions 7B and 7C assessed teachers' views on the implementation level by the university or faculty and their personal involvement in the curriculum development process.

Table 4.1: Teachers’ general perceptions of the ESP curriculum development steps

The data from question 7A indicates that teachers have a strong understanding of the seven steps in the ESP curriculum development process, with all mean scores at 4.28 or higher The most critical step identified was specifying course goals or objectives, which received the highest mean score of 4.68 Other highly regarded steps included selecting or compiling course materials (mean of 4.50), sequencing content (mean of 4.49), analyzing ESP needs (mean of 4.47), and determining teaching methodologies (mean of 4.44) Conversely, the steps perceived as slightly less important were assessing methods and contents (mean of 4.35) and evaluating the curriculum through various channels (mean of 4.28) This questionnaire data aligns with interview findings, where all participating teachers affirmed the high importance of these seven steps in the ESP curriculum development process.

Teachers' perceptions of the ESP curriculum development process at their institutions varied significantly across different steps The highest mean score of 3.42 indicated that the determination of teaching and learning methodology was perceived to be implemented at an average level, slightly above average Other steps, such as determining assessment methods and contents (mean of 3.27), selecting and sequencing content (mean of 3.18), and compiling coursebooks or teaching materials (mean of 3.14), were also viewed as being executed at an average level or slightly higher.

Table 4.2: Teachers’ general perceptions of the university/faculty’s implementation level of the ESP curriculum development steps

Teachers perceived the final three steps of the curriculum process as below average, with course goals averaging a mean of 2.86, curriculum evaluation at 2.00, and ESP needs analysis at 1.85, as shown in Table 4.2 This data aligns with interview findings indicating that ESP needs analysis was not thoroughly conducted Consequently, the specification of course goals lacked a solid foundation in ESP needs analysis Additionally, the evaluation of the curriculum through various tools was also seen as inadequate, as interviewees noted the absence of standardized implementation criteria Further details on these steps will be discussed in section 4.2 of this chapter.

Teachers' perceptions of their involvement in the ESP curriculum development process vary across different stages Using a scale from 1 to 5, with 1 indicating no involvement and 5 indicating very high involvement, the highest mean score of 3.31 was recorded for the determination of teaching and learning methodology This suggests that teachers feel they participate more in this step compared to others, although their level of involvement is only slightly above average.

The assessment methods and content determination scored an average of 3.08, while the selection or compilation of coursebooks and teaching materials received an average score of 3.01, indicating a comparable level of importance in both areas.

Table 4.3: Teachers’ general perceptions of their participation in the ESP curriculum development steps

Table 4.3 also revealed that the teachers’ general involvement level into the ESP curriculum development was below the average or at low level regarding certain steps

Teachers showed a slightly below-average engagement in selecting and sequencing content for the ESP curriculum, with a mean score of 2.97, and in defining course goals or objectives, scoring 2.81 However, their overall involvement in ESP curriculum development was notably low, particularly in evaluating the implemented curriculum, which had a mean score of 2.24, and in analyzing ESP needs, scoring just 2.22.

The interview data corroborated the questionnaire findings, revealing that teachers generally did not engage in a structured evaluation process for the ESP curriculum, aside from occasional learner feedback on teaching and curriculum Most teachers reported a lack of involvement in formal needs analysis prior to the development of the ESP curriculum, which was typically carried out by the dean or a designated team leader Consequently, teachers had minimal participation in defining course goals or objectives.

This data can also be triangulated by the standard deviation displayed in Table 3, which ranged from 999 to 1.190.

Teachers’ perceptions of the steps in developing ESP curriculum

This section will present the findings on teachers' perceptions regarding each of the seven steps in the ESP curriculum development process These steps include: Step One - Analyzing ESP needs; Step Two - Specifying course goals or objectives; Step Three - Selecting and sequencing content; Step Four - Determining teaching and learning methodologies; Step Five - Selecting or compiling coursebooks and teaching materials; Step Six - Determining assessment methods and content; and Step Seven - Evaluating the implemented curriculum using various channels or tools.

4.1.2.1 Step One: Analyzing ESP needs

A study on teachers' perceptions regarding the significance of instruments for ESP needs analysis revealed that they generally consider these tools important The results indicated that questionnaires ranked highest with a mean score of 4.08, followed by seminars at 4.01, observations at 3.97, interviews at 3.96, exam or test results at 3.86, and existing documents and materials at 3.79.

Table 4.4: Teachers’ perceptions of the ESP needs analysis tools

Table 4.4 indicates that a number of teachers rated questionnaires, seminars, observations, and interviews between 2 to 5, while exam results and existing documents were rated from 1 to 5, highlighting a lack of perceived importance of these tools for investigating English for Specific Purposes (ESP) needs Additionally, interview responses revealed that some teachers did not consider these instruments relevant to their ESP teaching, as they had not engaged in the needs investigation or analysis process.

In the ESP needs analysis, teachers rated all aspects from question 9A as important, with the highest mean of 4.60 for the relevance of using English in students' future workplaces, marking it as the most crucial element Other significant factors included challenges in English usage (mean of 4.44), current English proficiency (mean of 4.33), communication frequency in the workplace (mean of 4.26), conducive teaching and learning conditions (mean of 4.19), linguistic element frequency (mean of 4.17), recommendations for overcoming difficulties (mean of 4.12), students’ preferences for teaching activities (mean of 4.06), and common error frequency (mean of 3.87) Overall, these results indicate that teachers held strong perceptions regarding the essential contents of ESP needs analysis.

Table 4.5: Teachers’ perceptions of the contents to be collected in ESP needs analysis

Table 4.6: Teachers’ perceptions of the stake-holders involved in ESP needs analysis

Question 10A of the questionnaire explored teachers' perceptions regarding key stakeholders for the ESP needs investigation As indicated in Table 4.6, teachers identified several stakeholders as crucial for this survey process, with alumni or staff in relevant fields receiving the highest mean score of 4.37 ESP teachers followed closely with a mean of 4.36, while students scored 4.33, and managers, employers, or professionals had a mean of 4.29 Specialist teachers were rated with a mean of 4.15 These findings were further corroborated by interview data, which revealed that teachers consistently valued the input of these specified stakeholders in the ESP needs assessment.

4.1.2.2 Step Two: Specifying the course goals or objectives

In specifying course goals or objectives, teachers emphasized the importance of situational needs, which received the highest mean score of 4.62, indicating its critical role Other significant factors included learners' needs (mean of 4.44), the experience of curriculum developers in ESP teaching (mean of 4.41), and the standards outlined in the curriculum framework regarding students' entrance and outcome levels (mean of 4.32) Additionally, language needs (mean of 4.14), learning needs (mean of 4.12), and Vietnam's 6-level foreign language proficiency framework (mean of 3.94) were also recognized as important bases for goal specification.

The interview and questionnaire data revealed that teachers emphasized the importance of aligning course goals and objectives with analyzed ESP needs They highlighted that understanding situational and target needs in real working conditions, along with learning needs, is crucial for meaningful and informed goal specification This alignment is essential for the overall development of the ESP curriculum.

Table 4.7: Teachers’ perceptions of the bases of goals or objectives specification

4.1.2.3 Step Three: Selecting and sequencing the contents

Table 4.8: Teachers’ perceptions of the ESP syllabus framework types

In a survey regarding the most important syllabus framework for ESP curriculum development, teachers ranked the topical or content-based syllabus as the top choice, with a mean score of 1.83 Following this, the situational syllabus received a mean of 3.28, the skills syllabus scored 3.38, and the task-based syllabus had a mean of 3.51, all indicating their significance Conversely, the functional syllabus (mean 4.29), lexical syllabus (mean 5.03), text-based syllabus (mean 6.12), and an unclassified syllabus type (mean 7.81) were deemed less important or unimportant by the teachers.

4.1.2.4 Step Four: Methodology and support for effective teaching

The study aimed to explore teachers' perceptions regarding effective methodologies and support for the ESP curriculum Question 13A revealed that teachers held positive views on various elements that contribute to the curriculum's effectiveness, as shown in Table 4.9 Key aspects identified included the importance of providing feedback mechanisms for students (mean: 4.19), supporting student learning and self-study (mean: 4.18), organizing orientation sessions to clarify course objectives (mean: 4.09), conducting needs assessments through questionnaires (mean: 4.03), and developing tailored learning options for different student abilities (mean: 3.99).

Table 4.9: Teachers’ perceptions of the elements ensuring the ESP curriculum effectiveness

Teachers emphasized several key activities that are crucial for the successful implementation of the ESP curriculum These include compiling test banks and evaluation profiles, which received the highest importance rating of 4.51, followed by training teachers in ESP teaching at 4.44 Additionally, creating a system of reference materials for teaching was rated 4.42, while organizing orientation sessions and discussions with teachers before, during, and after the ESP course garnered a mean score of 4.27 Other significant activities included training teachers in specialist subjects (4.22), developing tools for managing students' self-study, such as self-study tests and marking schemes (4.17), and creating survey tools for both students and teachers, which received a mean score of 4.13.

Table 4.10: Teachers’ perceptions of the activities supporting the ESP curriculum implementation

4.1.2.5 Step Five: Selecting or compiling coursebooks or teaching materials

The fifth step in ESP curriculum development involves the selection or compilation of coursebooks and teaching materials Question 15A explored teachers' perspectives on this selection process, while question 16A focused on the criteria they consider when choosing or compiling these resources.

Teachers consider coursebooks as essential in ESP curriculum development, with a high average rating of 4.60 Additionally, teacher's books and workbooks are also viewed as important, receiving mean scores of 4.29 and 4.26, respectively Materials related to specific specialties are similarly valued, highlighting the significance of diverse teaching resources in enhancing the learning experience.

The study revealed that CDs, DVDs, or software received the highest importance rating with a mean score of 4.05, followed closely by vocabulary materials at 4.01 Reading skills resources averaged 3.90, while speaking skills materials scored 3.83 Writing skills and listening materials had mean scores of 3.79 and 3.78, respectively Additionally, pronunciation and grammar resources were deemed of average importance, with mean scores of 3.49 and 3.37.

Table 4.11: Teachers’ perceptions of types of ESP coursebooks and materials

In the development of English for Specific Purposes (ESP) curricula, teachers identified several key factors as crucial for selecting and compiling coursebooks and materials The most significant aspects included curriculum goals or objectives (mean = 4.69), determined content (mean = 4.58), and analyzed ESP needs (mean = 4.55) Additionally, teachers regarded their experience (mean = 4.44), methods of testing and assessment (mean = 4.36), and viewpoints on language teaching and learning (mean = 4.33) as important Other notable factors included the time allotted for the course (mean = 4.22), unit structure (mean = 4.13), and perspectives on language (mean = 3.99).

Table 4.12: Teachers’ perceptions of the bases for selecting or compiling ESP coursebooks and materials

4.1.2.6 Step Six: Determining methods and contents of assessment

To evaluate teachers' perceptions regarding the sixth step in ESP curriculum development, question 17A focused on their opinions about the specification of assessment methods and content Meanwhile, question 18A explored their views on the foundational principles for establishing testing and evaluation requirements within the ESP curriculum development process.

Table 4.13: Teachers’ perceptions of the specification of the assessment methods and contents in ESP curriculum development

Teachers’ actual participation in the process of developing ESP curriculum at some

Step One: Analyzing ESP needs

To investigate teachers' involvement in the initial stage of analyzing English for Specific Purposes (ESP) needs, a questionnaire was developed with targeted questions Specifically, questions 8B and 8C assessed the usage levels of tools employed in ESP needs analysis by faculty and ESP teachers Meanwhile, questions 9B and 9C aimed to identify the types of content that should be gathered during the ESP needs analysis process Additionally, questions 10B and 10C concentrated on identifying the stakeholders who should be surveyed as part of the ESP needs analysis.

The analysis of tool usage for needs assessment in English for Specific Purposes (ESP) revealed that the overall utilization level by universities or faculties was below average Among the tools evaluated, the highest mean score was attributed to the use of existing documents and materials (m = 2.96), while interviews ranked the lowest with a mean score of 2.04.

Table 4.16: The ESP needs analysis tools used by the university/faculty

In interviews, teachers revealed that needs analysis for course materials was often either not conducted or performed informally For subjects with readily available coursebooks, faculties typically selected a compulsory textbook along with supplementary materials, a decision that will be elaborated upon in later sections regarding coursebook selection Conversely, when suitable materials were lacking, teachers had to create their own coursebooks, yet formal needs analysis was still not executed due to various challenges Instead, they relied on informal discussions with content teachers or students to gather a general understanding of their needs, which served as a foundation for EFL faculties to identify or develop appropriate course materials.

At University Two, faculty members distributed a standardized questionnaire to gather student feedback on teachers, teaching methods, and course materials at the end of the course In contrast, University Four's teachers opted for an individual approach, conducting their own questionnaires to obtain student opinions with minimal faculty influence.

Table 4.17: The ESP needs analysis tools used by the teachers

The usage level of ESP needs analysis tools among ESP teachers was primarily below average, with the exception of exam or test results, which had a mean score of 3.13, indicating some variation among teachers The second most utilized tool was existing documents and materials, with a mean of 2.94, while questionnaires were the least used tool, scoring a mean of only 1.91.

Among the four universities, only one administered a questionnaire at the conclusion of the English course, encompassing both General English and ESP modules This questionnaire gathered students' feedback on the instructor, the teaching and learning process, and the course materials While it provided insights into student needs and learning preferences, it failed to address situational needs, which are crucial for effective ESP curriculum development.

Table 4.18: The contents collected for ESP needs analysis by the university/faculty

The analysis of the data collected from questions 9B and 9C reveals that both faculties and teachers exhibited below-average practices in gathering the specified contents for ESP needs analysis, with means ranging from 2.05 to 2.74 for faculties and 2.21 to 2.73 for teachers This under-implementation highlights a significant issue, as ESP needs analysis was not conducted in a formal and proper manner.

Table 4.19: The contents collected for ESP needs analysis by the teachers

The interview data concerning the contents the faculties and the teachers collected during ESP needs investigation is in alignment with the questionnaire data

At all four universities, the development of the English for Specific Purposes (ESP) curriculum was entrusted to a select group of senior educators, primarily faculty heads or team leaders with extensive experience in ESP teaching.

The ESP curriculum was crafted by an experienced faculty head or designated team leader, without a formal needs analysis Instead, we relied on the specialty's name and relevant keywords to identify suitable coursebooks and supplementary materials available online Occasionally, we consulted content teachers about specific ESP requirements, materials, and vocabulary, but these interactions were often informal and based on personal relationships.

Due to this way of practice, systematic contents needed for ESP needs analysis were not sufficiently and properly collected during the ESP curriculum development process

Table 4.20: The stake-holders involved in ESP needs analysis by the university/faculty

The study examined the involvement of stakeholders in English for Specific Purposes (ESP) needs analysis, highlighting the practices of faculties and teachers According to the questionnaire responses, particularly questions 10B and 10C, the engagement of students, ESP teachers, specialist teachers, managers, employers, professionals, alumni, and staff in the needs analysis process was found to be below average Specifically, the faculties' average involvement ranged from 2.10 to 2.83, while teachers' engagement fell between 2.22 and 2.81, as detailed in Tables 4.20 and 4.21.

Table 4.21: The stake-holders involved in ESP needs analysis by the teachers

Interviews with faculty heads and teachers revealed challenges in engaging directly with industry professionals, including managers, employers, and alumni Many educators overlooked the importance of involving these stakeholders and instead relied on their personal experiences, informal discussions with students, and insights from specialist and ESP teachers within the university.

Step Two: Specifying the course goals or objectives

In examining teachers' participation in defining course goals and objectives, questions 11B and 11C focused on the practices of faculty members According to Table 4.25, faculties primarily relied on the ESP teaching experience of curriculum developers, which had a mean score of 3.36 However, as shown in Table 4.22, other bases for specifying course goals were generally rated below average Specifically, the faculties referenced students' entrance and outcome standards (mean of 2.96), learning needs (mean of 2.72), language needs (mean of 2.63), learners' needs (mean of 2.44), Vietnam's 6-level foreign language proficiency framework (mean of 2.31), and situational needs (mean of 2.23) at low levels These findings indicate that, while these bases are significant, faculties tended to prioritize curriculum developers' experience over essential objective information when establishing course goals and objectives.

Table 4.22: The bases for goals or objectives specification by the university/faculty

The teachers' practices were not aligned with the specified standards, as evidenced by the data presented in Table 4.23 The average ratings revealed that teachers relied on their experience in English for Specific Purposes (ESP) teaching (mean of 2.87) more than on the curriculum framework's specified entrance and outcome standards (mean of 2.69) Additionally, they considered learners' needs (mean of 2.60), language needs (mean of 2.60), and learning needs (mean of 2.58) to a lesser extent, while situational needs (mean of 2.23) and Vietnam’s 6-level foreign language proficiency framework (mean of 1.86) were the least prioritized.

Table 4.23: The bases for goals or objectives specification by the teachers

The interview findings aligned with the questionnaire results, revealing that teachers acknowledged the goals and objectives were primarily stated in general terms These were largely influenced by the curriculum developers' experiences instead of being grounded in data from a systematic and scientific needs analysis for English for Specific Purposes (ESP).

Teacher 9, the vice dean and the ESP curriculum developers at University Two, stated that:

We initially selected the coursebook, which subsequently shaped the course content and informed the objectives for our English for Specific Purposes (ESP) course, focusing on both knowledge and skills However, aligning these ESP goals with Vietnam's 6-level foreign language proficiency framework proves challenging, as the framework's descriptors primarily emphasize General English rather than the specific needs of ESP.

The ESP course goals across four universities were broadly defined, focusing on knowledge, skills, and attitudes For example, University One's syllabus for English for Construction 1 clearly outlined specific objectives.

This module aims to equip students with essential English terminology and knowledge pertinent to the construction industry, preparing them for future careers Through focused training, students will enhance their listening, speaking, and reading comprehension skills related to construction documents, while also practicing translation and interpretation Additionally, the course reinforces fundamental English grammar, enabling students to achieve an A1 to A2 level according to European standards upon completion.

Step Three: Selecting and sequencing the contents

Table 4.24: The types of ESP syllabus framework developed at the university/faculty

In the exploration of content sequencing in ESP curriculum development, teachers ranked various syllabus frameworks, revealing that the most utilized was the topical or content-based syllabus, with a mean score of 1.40 Following this, the skills syllabus (mean 3.54), lexical syllabus (mean 3.97), task-based syllabus (mean 4.04), functional syllabus (mean 4.13), and situational syllabus (mean 4.62) were also employed Conversely, the text-based syllabus and the absence of a specified syllabus type were the least recognized, scoring means of 6.15 and 7.94, respectively Teachers emphasized that due to ESP's focus on specific fields, a topical or content-based approach is essential for equipping students with the relevant language for their respective disciplines.

Interviews regarding the selection and sequencing of content for English for Specific Purposes (ESP) courses revealed a notable disparity between specialties with abundant coursebook options and those lacking such resources In specialties with numerous available coursebooks, faculties conducted professional meetings, allowing teachers to share insights on selecting appropriate coursebooks and supplementary materials, as well as specific chapters or units to include in the ESP curriculum Teacher 11 from University Three, responsible for developing the ESP curriculum, emphasized the collaborative nature of this process.

Once the faculty chooses a market coursebook and identifies the relevant chapters or units for the curriculum, these selections are documented as specific content This content serves as the foundation for developing the course's goals and objectives.

Faculties lacking sufficient coursebooks and supplementary materials were required to create their own teaching resources The deputy dean of the faculty, who also teaches English for Specific Purposes (ESP) at University Two, elaborated on this necessity.

We appointed teachers to develop an English for Specific Purposes (ESP) coursebook tailored for specific student groups During faculty meetings, we frequently discussed various ESP topics, identified by key terms that gained traction within the university, such as immigration, investigation, and cybersecurity The coursebook writers then selected relevant content for inclusion, organizing it based primarily on their discretion, as establishing a definitive sequence for the materials proved challenging.

The ESP syllabuses demonstrate that the course content is carefully chosen and organized from mandatory coursebooks, which may be sourced from renowned publishers like Oxford and Cambridge or authored by faculty members.

Step Four: Methodology and support for effective teaching

Step four of the ESP curriculum process, which focuses on determining the teaching and learning methodology, is crucial for meeting the objectives of the ESP course To assess the quality of the teaching and learning process, several questions were included in the questionnaire to explore the mechanisms and elements involved.

Questions 13B and 13C focused on the elements, activities or mechanisms that ensured the effectiveness of the ESP curriculum while questions 14B and 14C addressed the activities that supported the ESP curriculum implementation

Table 4.25 reveals that the effectiveness of the ESP curriculum is being implemented at a below-average level by faculties and universities The data shows that mechanisms supporting student learning and self-study are established with a mean score of 2.88 Additionally, feedback mechanisms for students regarding the teaching and learning process are in place, scoring a mean of 2.83 The development of diverse learning options for both stronger and weaker students has a mean of 2.46 Orientation sessions and seminars aimed at enhancing student awareness of course objectives and teaching methods have a mean score of 2.38 Lastly, investigations using questionnaires to assess students' needs related to motivation, learning styles, and teaching activities scored a mean of 2.27.

Table 4.25: The elements or mechanisms implemented by the university/faculty to ensure the effectiveness of the ESP curriculum

The implementation of essential elements and activities by individual ESP teachers to enhance the effectiveness of the curriculum was found to be below average, as indicated in Table 4.26 The ranking of their efforts showed that establishing mechanisms to support student learning and self-study had a mean score of 2.88, while providing feedback channels for the teaching and learning process scored 2.83 Additionally, developing diverse learning options for students, particularly those who are struggling, received a mean score of 2.46 Organizing orientation sessions and seminars to clarify course objectives and teaching methods had a mean of 2.38, and conducting investigations through questionnaires to assess students' needs regarding motivation and learning styles scored the lowest at 2.27.

Table 4.26: The elements or mechanisms implemented by the teachers to ensure the effectiveness of the ESP curriculum

Interviews with teachers from four universities revealed that only one institution organized orientation sessions to inform students about course goals, teaching methods, and self-study practices In contrast, most educators at the other universities reported adhering strictly to the syllabus, occasionally discussing relevant topics with students when time permitted Additionally, one university utilized a questionnaire to gather student feedback at the end of the course, addressing both general English and ESP modules, focusing on course materials, teaching methodologies, and student learning preferences.

Table 4.27: The university/faculty’s activities to support the ESP curriculum implementation

The investigation into the effectiveness of the ESP curriculum revealed that the support activities implemented by universities were largely below average Specifically, while compiling test banks and evaluation profiles achieved an average score of 3.03, other critical activities such as organizing orientation sessions and discussions with teachers scored only 2.73 Additionally, the compilation of reference materials for teaching received a mean score of 2.72 Several initiatives were notably underperformed, including the development of survey tools for students and teachers at 2.46, the creation of self-study management tools at 2.38, training for teachers in specialist subjects at 2.29, and ESP teaching training at a low mean of 2.12.

Table 4.28: The teachers’ participation in the supportive activities for the ESP curriculum implementation

In interviews, teachers from one university noted that while they collaborated with another institution in Ho Chi Minh City for a one-week training on English for Specific Purposes (ESP), the initiative was deemed more appreciated than effective Most ESP teachers indicated that they relied on assigned coursebooks and sought additional resources from the Internet or specialist colleagues, lacking a systematic understanding of the subject and failing to implement a communicative approach essential for preparing students for their future careers Instead, they primarily conveyed their understanding of specific content in English and utilized traditional teaching methods Nonetheless, they acknowledged receiving support through shared test banks and unit tests compiled by their peers.

The analysis of documents collected from various sources, including ESP syllabuses, conference proceedings, classroom questionnaires, and training materials, revealed a fragmented approach to ESP teaching among faculties While University Two hosted a conference addressing specific aspects of ESP, such as vocabulary and reading, it overlooked crucial skills like speaking and writing Additionally, discussions on ESP curriculum tended to emphasize theoretical frameworks rather than practical applications relevant to the university's context Despite these limitations, the articles produced from these conferences represent a foundational step towards advancing research on ESP teaching and curriculum development Conversely, University One's conference leaned more towards general English, with limited focus on ESP, exemplified by a singular article on teaching reading in ESP.

Step Five: Selecting or compiling coursebooks or teaching materials

In the ESP curriculum development process, the fifth step involves selecting or compiling coursebooks and teaching materials This process is assessed through questionnaire questions 15B and 15C, which evaluate the sufficiency of these materials at the university and the participation of ESP teachers in their selection Additionally, questions 16B and 16C investigate how faculties and teachers apply specified criteria when choosing or compiling coursebooks and teaching materials during the ESP curriculum development.

Table 4.29: The sufficiency of the ESP coursebooks and materials at the university/faculty

Table 4.29 indicates that four materials exceeded the average sufficiency level: coursebooks (mean: 3.60), workbooks (mean: 3.17), reading skills materials (mean: 3.13), and vocabulary materials (mean: 3.08) In contrast, other materials fell below the average, including specialty books (mean: 2.96), writing skills materials (mean: 2.96), teacher's books (mean: 2.95), grammar materials (mean: 2.82), listening resources (mean: 2.71), speaking skills materials (mean: 2.69), and multimedia resources like CDs and DVDs (mean: 2.67), with pronunciation materials at the lowest mean of 2.60.

Table 4.30: Teachers’ participation in selecting or compiling the ESP coursebooks and materials

The participation level of ESP teachers in selecting or compiling coursebooks and materials varies significantly According to Table 4.30, teachers reported an above-average involvement in choosing coursebooks, with a mean score of 3.23 However, their participation in selecting other ESP materials was generally below average, with workbooks averaging 2.96, reading skills materials at 2.94, and vocabulary resources at 2.78 Specialty materials scored even lower, with means of 2.71 for writing skills, 2.67 for teacher's books, 2.49 for grammar, and 2.47 for listening materials The lowest involvement was noted for speaking skills at 2.45, followed by multimedia resources like CDs and DVDs at 2.40, and pronunciation materials at 2.33.

Step Six: Determining methods and contents of assessment

In the sixth step of the ESP curriculum development process, the focus shifts to determining assessment methods and content Questions 17B and 17C in the questionnaire investigated how faculty members specify assessment methods and the involvement of ESP teachers in creating these assessment tools Additionally, questions 18B and 18C explored the principles and criteria used by faculty and ESP teachers to establish testing and evaluation requirements during the curriculum development phase.

Table 4.31: Assessment methods and contents specified by the university/faculty

The faculties developed the final achievement test for the ESP course, achieving a mean score of 4.18, indicating its significance Other assessments, such as progress tests after each lesson (mean of 3.83) and the mid-term achievement test (mean of 3.65), were also created at an above-average level Additionally, proficiency tests were administered at the end of the course (mean of 3.50) and at the beginning (mean of 3.08), along with a placement test (mean of 3.04) However, tests designed for students' self-assessment were the least implemented, with a mean score of 2.86.

Table 4.32: Assessment methods and contents specified by the teachers

ESP teachers actively participated in developing assessment tools during the curriculum development process, with a notable emphasis on creating the final achievement test (mean of 3.97) and progress tests after each lesson (mean of 3.94) They also developed mid-term achievement tests (mean of 3.59) and proficiency tests at the end of the course (mean of 3.37) at an above-average level However, they engaged in developing other tests, such as the proficiency test at the beginning of the course (mean of 2.91), self-assessment tests (mean of 2.78), and placement tests (mean of 2.72), at a below-average level.

The evaluation of testing requirements revealed that faculties utilized three key principles at an above-average level: the ability to develop exam question banks (mean of 3.32), providing information to enhance future teaching processes (mean of 3.10), and exhibiting a positive washback effect on subsequent learning (mean of 3.08) Conversely, two principles were applied below average, namely compatibility with content and learning methods (mean of 2.90) and the ability to assess learning outcomes against established goals (mean of 2.74).

Table 4.33: The university/faculty’s reference to the bases for selecting or compiling

Table 4.34 reveals that ESP teachers demonstrated an above-average application of key principles in developing assessment tools They effectively provided information to enhance future teaching and learning processes, with a mean score of 3.24 Additionally, they developed exam question banks, achieving a mean of 3.21, and ensured a positive washback effect on subsequent teaching and learning, reflected in a mean score of 3.14.

ESP teachers utilized two key principles in creating assessment tools: ensuring compatibility with content and learning methods, which received a mean score of 2.79, and measuring learning outcomes against established goals and specified outcomes, with a mean score of 2.37.

Table 4.34: Teachers’ reference to the bases for selecting or compiling ESP coursebooks and materials

Step Seven: Evaluating the performed curriculum through different channels or tools 124 4.3 Advantages and difficulties in the ESP curriculum development process

The final step in the ESP curriculum development process involves evaluating the implemented curriculum using various tools and methods Specifically, Question 19B of the questionnaire assessed the faculty's engagement with the specified content during the curriculum evaluation, while Question 19C focused on the ESP teachers' utilization of this content in their evaluation practices.

The evaluation of the English for Specific Purposes (ESP) curriculum across four universities revealed a concerningly low level of implementation Key areas assessed, such as the teaching process (mean: 2.71), student progress (mean: 2.41), and teacher training and development (mean: 2.40), were all rated below average Furthermore, other critical aspects showed even lower engagement, including teaching materials (mean: 2.23), facilities and learning environments (mean: 2.14), curriculum content development (mean: 2.14), student motivation (mean: 2.01), overall curriculum development (mean: 1.96), and decision-making processes (mean: 1.92).

Table 4.35: The university/faculty’s practice of evaluating ESP curriculum

Table 4.36: Teachers’ practice of evaluating ESP curriculum

The evaluation of the ESP curriculum by ESP teachers, as shown in Table 4.36, indicates a low level of application across various content areas Specifically, the teaching process and students' progress were noted at below-average levels, with means of 2.74 and 2.68, respectively Other areas such as curriculum content development (mean of 2.49), teaching materials (mean of 2.47), facilities and learning environment (mean of 2.38), students' motivation (mean of 2.19), training and development of teaching staff (mean of 2.18), curriculum development (mean of 1.96), and decision making (mean of 1.90) also reflected low levels of engagement from the teachers.

4.3 Advantages and difficulties in the ESP curriculum development process

This section addresses the third research question regarding the advantages and challenges faced by ESP teachers in the curriculum development process, as well as their suggestions for improvement at their universities To gather qualitative data, nine open-ended questions were included in the questionnaire, complemented by interview questions The findings from these sources reveal valuable insights into the experiences of ESP teachers in curriculum development.

Step One: Analyzing ESP needs

The study highlighted several benefits of conducting needs analysis in English for Specific Purposes (ESP) courses Teachers were able to perform needs assessments at both the beginning and end of the course, allowing for timely updates through surveys and discussions each semester Notably, at one university involved in the research, ESP instructors, being specialists in their fields, effectively understood student needs due to their expertise and regular interactions with students, alumni, and industry professionals.

Conducting a needs analysis for English for Specific Purposes (ESP) faces several challenges, including limited time for meaningful discussions with students in large classes Additionally, when utilizing questionnaires, students often provide mechanical and superficial responses that fail to accurately reflect their true needs The varying levels of English proficiency among students further complicate the situation, as many lack the foundational language skills necessary for effective ESP learning, resulting in a lack of homogeneity within the class.

Interviews with faculty heads and teachers revealed challenges in engaging directly with industry professionals, including managers, employers, and alumni Many educators overlooked the importance of involving these stakeholders, instead relying on their personal experiences, informal discussions with students, and insights from specialist and ESP teachers within the university.

ESP teachers recommended reducing class hours to allow more time for conducting needs analysis in the ESP curriculum development process They emphasized the importance of fostering open-mindedness in discussions with learners, enabling students to articulate their ESP needs more effectively Additionally, to enhance understanding of students' target needs, it was suggested that universities facilitate visits for ESP teachers to students' future workplaces, providing them with practical insights into the tasks that require English proficiency.

Step Two: Specifying the course goals or objectives

The collected data indicated that ESP teachers rarely engaged in defining the course goals and objectives, which were typically established by the faculty dean or experienced ESP instructors However, respondents noted several advantages, such as the university's comprehensive curriculum featuring clear learning outcomes This alignment allowed ESP teachers to understand and utilize these specified goals as helpful guides in their teaching and learning processes.

Concerns about the ESP course goals and objectives significantly outweighed positive remarks, with respondents noting that these goals were too vague and not tailored to the specific needs of ESP learners The unclear identification of entrance levels and learning outcomes hindered the effectiveness of the course, particularly in developing speaking skills, which students found challenging to practice Additionally, the generally low English proficiency among students made it difficult for the course goals to align with their capabilities and target needs, rendering many objectives nearly unachievable The lack of information regarding target needs further compounded the issue, as it limited the scientific basis for defining ESP goals and prevented teachers from adapting the curriculum to better prepare students for their future work environments.

To enhance the effectiveness of the ESP course, it is essential for the university and faculty to assist teachers in clearly defining course goals, objectives, and learning outcomes Establishing a stronger connection between the university and local businesses is crucial, as this collaboration can better align educational programs with workplace needs Additionally, organizing conferences that feature industry specialists can provide valuable insights into the specific English language requirements for various fields, such as the Maritime sector, which emphasizes the importance of oral communication skills for its students.

Step Three: Selecting and sequencing the contents

The selection and sequencing of ESP course contents are significantly influenced by the availability of relevant coursebooks and materials in the market For specialties with accessible ESP resources, faculty can easily choose and organize course content from existing materials Professional developers from reputable publishers like Oxford, Pearson, and Longman often handle the sequencing, providing a substantial advantage for ESP curriculum developers in those fields.

The selection and sequencing of content in English for Specific Purposes (ESP) courses face significant challenges, particularly due to limited time and insufficient information about target needs, which hampers the alignment of course materials with students' future workplace requirements In fields with scarce resources, educators often resort to content that does not meet learners' needs or specified goals Some specialties lack available ESP materials altogether, forcing faculty to create their own, a task that proves difficult for teachers without a solid scientific foundation for material development.

Step Four: Methodology and support for effective teaching

Universities and faculties have actively supported English for Specific Purposes (ESP) teachers through various initiatives, including well-equipped facilities and organized conferences at both faculty and university levels, involving stakeholders like the Management Board and specialist teachers They have compiled banks of testing items for ease of use and conducted training sessions for ESP teachers, which included group formations of five to seven teachers responsible for specific subjects This collaborative approach has made ESP teaching across multiple specialist faculties more manageable and effective.

While there are advantages to teaching English for Specific Purposes (ESP), the data indicates significant challenges faced by ESP teachers who are primarily EFL instructors Many of these teachers lack formal training in their specific subject areas, leading them to rely on self-directed research, often using the Internet or informal assistance from university specialists As a result, their acquisition of specialized knowledge is gradual and insufficient, hindering their ability to effectively explain concepts or translate technical terms for students Additionally, the shortage of qualified instructors forces some ESP teachers to cover multiple specialties simultaneously, compromising the overall quality of ESP instruction.

Step Five: Selecting or compiling coursebooks or teaching materials

When choosing or compiling ESP coursebooks and teaching materials, educators benefit from a wide variety of resources readily available both in the market and online Faculty members can select materials based on specific criteria, allowing them to effectively tailor the content for their ESP syllabus by deriving relevant information from these resources.

Many ESP (English for Specific Purposes) teachers struggle with the lack of suitable coursebooks and materials tailored to their students' specific needs, often leading them to create their own resources This process is complicated by challenges in identifying the necessary specialist knowledge and understanding the precise target needs of their students Additionally, even specialist teachers in ESP face difficulties due to insufficient knowledge in second language acquisition and effective language teaching methodologies, hindering their ability to present materials in a way that facilitates student learning and acquisition.

Summary of the chapter

This chapter presents the findings of the research, detailing the qualitative and quantitative data collected through the seven steps of the ESP curriculum development process The analysis of this data effectively addresses the research questions, revealing that ESP teachers have a strong and clear perception of most aspects within each step of the curriculum development process.

ESP teachers recognize the significance of a well-structured curriculum development process, emphasizing the need for careful execution of each step However, both faculty and ESP teachers typically implement these steps at an average or low level, with some exceptions in certain areas This shortcoming largely stems from inadequate and incomplete needs analysis in the initial phase, which undermines the subsequent steps and results in a curriculum development process lacking a solid scientific foundation.

CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS

Chapter Five summarizes the key findings of the study on ESP teachers' perceptions and practices in developing curricula for non-English majors, highlighting the advantages and disadvantages faced during this process It also includes recommendations from the teachers for enhancing the ESP curriculum development at their universities Additionally, the researcher offers her own recommendations for improvement, discusses the limitations of the study, and suggests areas for further research.

Summary of key findings

The present study investigates ESP teachers' perceptions regarding the steps involved in curriculum development The findings reveal that these educators consider the curriculum development steps to be crucial, emphasizing the importance of executing them in a logical and reflective manner They identified all seven steps—analyzing ESP needs, specifying course goals, selecting and sequencing content, determining teaching methodology, compiling coursebooks and materials, establishing assessment methods, and evaluating the curriculum—as essential for effective ESP curriculum development.

ESP teachers recognized that many issues in ESP teaching stem from a lack of scientific and comprehensive needs analysis They identified that the four critical aspects of needs analysis—target situation analysis, present situation analysis, learning situation analysis, and means analysis—had not been systematically addressed This oversight has resulted in challenges during subsequent stages of ESP curriculum development, particularly in defining course goals, selecting content, determining teaching methods, and evaluating the curriculum To rectify these issues, it is essential to conduct a thorough analysis of these four aspects of ESP needs, providing a solid foundation for refining later stages of the curriculum development process.

The study investigated the practices of ESP teachers throughout the curriculum development process, focusing on seven key steps: analyzing ESP needs, specifying course goals, selecting and sequencing content, determining teaching methodologies, compiling course materials, assessing testing methods, and evaluating the curriculum Qualitative and quantitative data were collected to inform each step of this process The analysis revealed that ESP teachers generally implemented these steps at an average or low level, with some aspects showing better adherence.

ESP teachers primarily engaged in defining teaching methodologies and assessment methods, while they were less involved in needs analysis, course objectives, and curriculum evaluation This lack of involvement stemmed from inadequate and incomplete needs analysis, which hindered the subsequent steps from being grounded in a solid scientific foundation for effective ESP curriculum development.

ESP teachers experienced both advantages and challenges throughout the curriculum development process, from the initial needs analysis to the final evaluation stage Their existing knowledge and skills in teaching and lesson planning significantly contributed to the benefits they encountered during this process.

General English, availability of coursebooks and teaching materials for certain specialties, support and encouragement from their faculties and universities, and individual help from specialist teachers in the same universities

ESP teachers frequently face challenges in curriculum development due to poorly defined workplace target needs and ambiguous course goals This issue stems from insufficient analysis of ESP target needs, hindering teachers' ability to set practical and meaningful objectives Additionally, the heavy workload of managing multiple classes and professional responsibilities leaves little time for ESP research and curriculum enhancement.

The challenges faced in English for Specific Purposes (ESP) education include a shortage of suitable coursebooks and materials, insufficient specialist knowledge, and inadequate support from universities and faculties in developing ESP curricula Additionally, there is a need for effective tools to analyze learner needs, assess learning outcomes, and evaluate the implemented ESP curriculum.

To enhance the ESP curriculum development process, teachers recommend conducting a comprehensive needs analysis to establish a scientific foundation for subsequent stages This involves defining clear goals and objectives based on the analysis, selecting and sequencing content aligned with these needs, and using this information to guide the selection of coursebooks and teaching materials Additionally, they advocate for providing teachers with specialized knowledge training, creating a supportive teaching and learning environment, and implementing effective assessment tools for ongoing needs analysis and curriculum evaluation.

Recommendations

To enhance the quality of English for Specific Purposes (ESP) teaching, it is essential to improve the ESP curriculum development process Given that this process is cyclical (Brown, 1995; Nations & Macalister, 2010), universities should regularly assess the effectiveness of their current ESP curriculum in meeting situational, learning, and learner needs, taking into account feedback from ESP teachers A systematic analysis of these needs should serve as the foundation for refining the curriculum development process Additionally, since ESP teachers play multiple roles—including collaborator, course designer, material provider, researcher, and evaluator (Dudley-Evans & St John, 1998)—it is crucial for universities to implement thoughtful and practical plans that involve teachers at every stage of the curriculum process to enhance its overall effectiveness.

To effectively analyze English for Specific Purposes (ESP) needs, universities should host conferences that bring together ESP teachers, specialists, and relevant stakeholders, including industry professionals, leaders, and alumni currently working in the field These conferences provide a valuable platform for discussing ESP requirements, establishing course objectives aligned with these needs, and identifying essential content to be covered in the curriculum.

To effectively meet the needs of English for Specific Purposes (ESP), universities should foster connections with businesses and workplaces Organizing field trips for ESP teachers to visit students' current or prospective workplaces can provide valuable hands-on experiences and insights into the practical tasks students will undertake This approach enables educators to better tailor their ESP courses and actively engage in curriculum development Furthermore, it is essential for ESP teachers to cultivate an open-minded environment that encourages dialogue with students about their specific needs, facilitating clearer communication of those needs.

In the second step of developing an English for Specific Purposes (ESP) course, it is crucial for universities and faculties to engage ESP teachers in defining the course goals and objectives based on identified ESP needs These needs encompass language requirements, situational contexts, and learner characteristics, as well as frameworks such as Vietnam’s six-level foreign language proficiency standard and the curriculum's entrance and outcome benchmarks The formulated goals and objectives should align closely with the analyzed ESP needs and adhere to established principles, ensuring they are relevant, specific, measurable, and achievable This careful specification provides a solid foundation for the entire teaching and learning process.

In step three, it is essential to involve ESP teachers in the discussion and decision-making regarding the selection and sequencing of course content, as they possess a clear understanding of the ESP needs and specified course objectives The course materials must align closely with the four key aspects of ESP needs: target needs, learners’ needs, learning needs, and means analysis, as outlined by Dudley-Evans and St John (1998) and Hutchinson & Waters (1987) This alignment will guide the selection and compilation of coursebooks and teaching materials.

In step four of determining the teaching and learning methodology, ESP teachers should actively engage in discussions to establish mechanisms that support curriculum implementation This includes organizing orientation sessions and seminars to enhance students' understanding of course objectives and teaching methods Additionally, conducting investigations through questionnaires and other tools can help identify students' needs regarding motivation, learning styles, and preferred teaching activities During the development of the ESP curriculum, universities and faculties must also plan various supportive activities for ESP teachers, such as providing training in specialized subjects and ESP teaching, as well as creating ready-to-use resources like survey tools and student self-study management tools.

In the process of selecting coursebooks and teaching materials, universities and individual ESP teachers should prioritize the analyzed ESP needs and defined course objectives Additionally, when choosing assessment methods and content, it is crucial to ensure they effectively measure learning outcomes against the established goals, providing valuable feedback for future teaching and learning processes.

Step seven of the ESP curriculum development process requires significant improvement, emphasizing the need for universities and faculties to implement continuous and cyclic evaluations of each step and the overall effectiveness of the curriculum To facilitate this, comprehensive checklists of criteria should be established for evaluating both individual steps and the entire development process Additionally, specific evaluation tools such as questionnaires, interviews, feedback forms, and observation forms should be created Engaging in evaluation activities, including organizing relevant conferences, field trips to students' workplaces, and promoting research on curriculum development, is essential for enhancing the quality of the ESP curriculum.

To enhance the involvement of ESP teachers in curriculum development, it is essential to reduce the number of classes and class hours, allowing them more time for ESP research, including needs analysis Unlike General English, where teachers primarily implement the curriculum, ESP educators should actively participate in the entire curriculum development process.

Reducing the ESP teachers’ workload, therefore, is an essential and prerequisite condition for them to make time for the involvement in the curriculum development process.

Contributions of the study

This doctoral dissertation offers significant theoretical and empirical contributions, grounded in established theories of curriculum development (Brown, 1995; Nation & Macalister, 2010; Richards, 2001) and English for Specific Purposes (Dudley-Evans & St John, 1998; Hutchinson & Waters, 1987) It develops a conceptual framework that encompasses seven essential steps in ESP curriculum development: conducting needs analysis, specifying course goals and objectives, selecting and sequencing content, employing effective teaching methodologies and support, compiling or selecting ESP materials, determining assessment methods, and evaluating the curriculum.

This study enhances the ESP curriculum development process by examining the extent of ESP teachers' involvement in creating curricula for non-English majors at various universities in Ho Chi Minh City.

Research indicates that ESP teachers must engage actively in every stage of the curriculum development process This includes conducting a thorough ESP needs analysis to inform subsequent phases, establishing clear goals and objectives, and organizing content based on the findings Such a needs analysis serves as a foundation for selecting or creating coursebooks and teaching materials Additionally, it is essential to provide teachers with specialized training, foster a supportive teaching and learning environment, and implement effective assessment tools, alongside ongoing needs analysis and curriculum evaluation.

Limitations of the study

The limitations of this study are evident, particularly as the researcher discovered that at one of the four universities, the ESP teachers were not EFL teachers but rather specialists This distinction led to intriguing findings regarding their differences in the ESP curriculum development process; however, it compromised the homogeneity of the participants, making it challenging to present the research findings clearly Consequently, the generalization of the study's results was also impacted.

The research instruments used in this study posed significant limitations, particularly in distinguishing between ESP teachers who had and had not written the ESP syllabus This lack of clarity hindered the presentation of findings, making them less obvious and insufficient for readers Additionally, the documentation process was flawed, as many activities reported by teachers during the ESP curriculum development were not properly collected due to both objective and subjective factors, further impacting the sufficiency and persuasiveness of the findings.

Suggestions for further studies

This study serves as a preliminary exploration of ESP teachers' roles in the curriculum development process at various universities in Ho Chi Minh City To enhance the findings, future research should focus on two key areas: conducting case studies at additional tertiary institutions to validate and generalize the results, and delving deeper into each stage of the ESP curriculum development process to improve its effectiveness.

Summary of the chapter

This concluding chapter highlights the main findings of the study and offers recommendations for enhancing the ESP curriculum development process at various universities in Ho Chi Minh City It also addresses the study's limitations and suggests avenues for future research, providing valuable insights for those interested in the field of ESP curriculum development.

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The questionnaire (English version)

I am conducting a thesis on the development of English for Specific Purposes (ESP) curricula for non-English majors, focusing on the involvement of ESP teachers in this process I would greatly appreciate it if you could share insights related to the practical aspects of ESP curriculum development Rest assured, all information will be kept anonymous and confidential, used solely for research purposes Thank you for your valuable contributions.

1 Age: a Below 25 b From 25 to 30 c From 31 to 35 d From 36 to 40 e From 41 to 50 f Over 50

3 Qualification: a Bachelor b Master c Doctoral student d Doctor e Professor/ Associate professor

4 Years of ESP teaching to non-English majors: a 1-3 years b 4-7 years c 8-12 years e Over 12 years

5 Are there many ESP materials related to your specialty published in Vietnam and in the world? a A great many b Many c An average amount d Few e Almost none

6 What kind of ESP coursebooks does your University/ Faculty use? a Coursebooks on the market b Self-compiled coursebooks c Combining market coursebooks and self-compiled coursebooks/ materials

II TEACHERS’ VIEWPOINTS AND THE ACTUAL PRACTICE IN THE ESP CURRICULUM DEVELOPMENT PROCESS v PROCEDURES OF ESP CURRICULUM DEVELOPMENT

7 Please give your viewpoint/ opinion (column 7A) and actual practice (columns 7B, 7C) of the following steps of ESP curriculum development:

Faculty’s level of implementation when developing the ESP curriculum

7C ESP teachers’ level of participation in the steps of developing curriculum

In developing an English for Specific Purposes (ESP) curriculum, it is crucial to conduct a thorough analysis of needs, which includes specifying course goals and objectives, selecting and sequencing content, and compiling appropriate course materials Additionally, determining effective teaching methodologies and assessment methods plays a significant role in ensuring the curriculum meets learners' needs Evaluating the implemented curriculum through various channels and tools is essential for continuous improvement.

8 Teachers’ viewpoints/ opinions on the following tools in ESP needs analysis and the actual practice in ESP curriculum development:

Faculty’s level of using these tools when developing the ESP curriculum

8C ESP teachers’ level of using these tools when developing the ESP curriculum

The assessment of various factors reveals a range of importance levels, categorized from "not important" to "very important." Additionally, usage levels are classified from "totally not used" to "a lot." The evaluation methods include exam/test results, existing documents and materials, observations, interviews, seminars, questionnaires, and other relevant sources.

9 Teachers’ viewpoints/ opinions on the following contents in ESP needs analysis and the actual practice in the ESP curriculum development:

Faculty’s level of implementation when developing the ESP curriculum

9C ESP teachers’ level of participation in conducting these contents when developing the ESP curriculum

In the context of students' future workplaces, the use of English can vary significantly, ranging from minimal involvement to high proficiency Many students experience difficulties in utilizing English effectively, which can impact their communication frequency across various channels It's essential to assess students' current English abilities and understand their preferences for different teaching and learning activities Additionally, common errors in language use need to be addressed, alongside recommendations for overcoming these challenges Organizational and environmental conditions play a crucial role in fostering effective English teaching and learning Overall, enhancing students' English skills is vital for their future professional success.

10 Teachers’ viewpoints/ opinions on the stake-holders that need to be surveyed in ESP needs analysis and the actual practice in the ESP curriculum development:

Faculty’s level of implementation when developing the ESP curriculum

10C ESP teachers’ level of participation in conducting the surveys to these subjects

The development of an English for Specific Purposes (ESP) curriculum involves a clear specification of course goals and objectives It is essential to assess the involvement and engagement levels of various stakeholders, including students, ESP teachers, specialist educators, managers, employers, professionals, alumni, and staff Their input is crucial in determining the importance of the curriculum elements, ranging from not important to very important, and evaluating the effectiveness of the course delivery, which can vary from not conducted to very well executed This collaborative approach ensures that the curriculum meets the specific needs of all participants involved.

11 Teachers’ viewpoints/ opinions on the following bases when specifying the course goals/ objectives and the practice actually deployed:

Faculty’s level of implementation when developing the ESP curriculum

11C ESP teachers’ level of participation in identifying the curriculum goals

In developing an English for Specific Purposes (ESP) curriculum, it is crucial to assess various factors, including the experience of curriculum developers, situational needs, learners’ needs, and specific language requirements Additionally, understanding students' entrance and outcome standard levels, as outlined in the curriculum framework, is essential The curriculum should align with Vietnam’s 6-level foreign language proficiency framework to ensure effective learning outcomes Proper selection and sequencing of course content will significantly enhance the relevance and effectiveness of the ESP curriculum.

12 Teachers’ viewpoints/ opinions on the type of ESP syllabus framework and the practice actually deployed:

12A In your opinion, what type of syllabus framework is the most important? (Number the items from most important to least important (1: most important))

At our university, the selected syllabus framework prioritizes a topical or content-based approach, followed by a functional syllabus, and then a task-based syllabus Additional frameworks include a skills syllabus, situational syllabus, lexical syllabus, and text-based syllabus, with some instances where no specific syllabus type is indicated Other methodologies and support systems are also in place to enhance effective teaching.

13 Teachers’ viewpoints/ opinions on the elements/ activities/ mechanisms that ensure the effectiveness of the ESP curriculum and the actual practice in curriculum development:

Faculty’s level of implementation when developing the ESP curriculum

13C ESP teachers’ level of participation in these activities

To enhance student engagement and learning outcomes, it is crucial to organize orientation sessions and seminars that clearly communicate course goals and teaching methods Conducting investigations through questionnaires can help identify students' needs regarding motivation, learning styles, and preferred teaching activities Establishing support mechanisms for student learning and self-study is essential, along with providing multiple channels for feedback on the teaching process Furthermore, developing diverse learning options tailored for both advanced and struggling students will foster a more inclusive educational environment.

14 Teachers’ viewpoints/ opinions on the activities that support the ESP curriculum implementation and the actual practice in curriculum development

Faculty’s level of implementation when developing the ESP curriculum

14C ESP teachers’ level of participation in these activities

Effective training for teachers in English for Specific Purposes (ESP) is crucial, focusing on both specialized subjects and teaching methodologies It is essential to organize orientation sessions and discussions with educators before, during, and after the ESP course to enhance their engagement and effectiveness Compiling a comprehensive system of reference materials and creating test banks with evaluation profiles will support the teaching process Additionally, developing tools for managing students’ self-study, such as self-study tests and marking schemes, is vital for promoting independent learning Implementing survey tools for feedback from students and teachers will further improve the curriculum Lastly, careful selection and compilation of coursebooks and teaching materials are fundamental in the development of an effective ESP curriculum.

15 Teachers’ viewpoints/ opinions on selecting/ compiling the following coursebooks and teaching materials in ESP curriculum development and the practice actually deployed:

15A Importance 15B Level of development/ completion/ sufficiency of these materials at the University/ Faculty

15C ESP teachers’ level of participation in selecting/ compiling the coursebooks/ materials

When evaluating the importance of various educational resources, coursebooks and students' books are deemed very important, while teacher's books hold significant value as well Workbooks, CDs, DVDs, and software are also important, contributing to a comprehensive learning experience Materials focusing on grammar, vocabulary, pronunciation, listening, speaking, reading, writing skills, and specialized subjects are considered quite sufficient for effective learning Overall, the involvement of these resources ranges from totally uninvolved to a lot, indicating varying levels of engagement in the educational process.

16 Teachers’ viewpoints/ opinions on the following bases in selecting/ compiling the coursebooks and materials and the level of applying them in the process of ESP curriculum development

Faculty’s level of analysing/ applying these bases when developing the ESP curriculum

16C ESP teachers’ level of analyzing/ applying these bases when selecting/ compiling the coursebooks/ materials

The development of an English for Specific Purposes (ESP) curriculum requires a comprehensive analysis of various factors, including the viewpoints on language, language teaching, and learning It is essential to establish clear curriculum goals and objectives while determining the content based on analyzed ESP needs The time allotted for instruction, unit structure, and effective methods of testing and assessment also play a crucial role Additionally, teacher experience and other relevant considerations must be factored in to ensure a well-rounded approach to ESP curriculum development.

17 Teachers’ viewpoints/ opinions on the specification of assessment methods and contents and the actual practice in the process of ESP curriculum

Faculty’s level of implementation when developing the

17C ESP teachers’ level of participation in designing these assessment tools development ESP curriculum when developing curriculum

In evaluating student engagement and proficiency, various tests are implemented throughout the course These include a proficiency test at the beginning and end of the course, a placement test, and progress tests following each lesson or group of lessons Additionally, a mid-term achievement test and a final achievement test are conducted to assess overall performance Self-assessment tests for students are also encouraged, along with any other relevant assessments This comprehensive testing strategy ensures a thorough understanding of student progress and proficiency levels.

18 Teachers’ viewpoints/ opinions on the bases/ principles to determine the requirements for testing and evaluations and the actual practice in the process of ESP curriculum development

Faculty’s level of analyzing/ applying these bases/ principles when developing the ESP curriculum

18C ESP teachers’ level of analyzing/ applying these bases/ principles

Curriculum evaluation is a crucial step in the development of the English for Specific Purposes (ESP) curriculum It involves assessing the effectiveness of the curriculum in achieving specified learning outcomes and goals Key factors include compatibility with content and learning methods, the ability to measure learning outcomes, and the development of exam question banks Additionally, a good washback effect on subsequent teaching and learning processes is essential, as is the provision of information that informs adjustments for future instruction.

19 Teachers’ viewpoints/ opinions on the contents to be evaluated in curriculum development and the actual practice

Faculty’s level of applying/ referring to these contents when evaluating the ESP curriculum

19C ESP teachers’ level of applying/ referring to these contents when evaluating the ESP curriculum

The importance of various educational factors is crucial for effective curriculum development and student success Key elements include the development of curriculum contents and teaching materials, which significantly impact teachers' instructional processes Additionally, the training and development of teaching staff play a vital role in enhancing students' progress and motivation A conducive learning environment and adequate facilities further support these efforts, while effective decision-making ensures that all components work harmoniously Overall, these interconnected factors contribute to a comprehensive educational experience.

III DIFFICULTIES AND RECOMMENDATIONS ON ESP CURRICULUM DEVELOPMENT

In developing the English for Specific Purposes (ESP) curriculum, our university successfully implemented several key steps, such as conducting thorough needs analyses and engaging with industry stakeholders However, areas that require improvement include the integration of feedback mechanisms and ongoing curriculum evaluation This lack of continuous assessment hinders our ability to adapt to evolving industry demands To enhance the ESP curriculum, I recommend establishing regular feedback loops with both students and employers, as well as investing in professional development for faculty to ensure they remain current with industry trends and teaching methodologies.

21 What difficulties do you face in the study of student needs? What are some recommendations, in your opinion?

22 What difficulties did you face in the process of determining the goals and outcome standards of the ESP program? What are some recommendations, in your opinion?

23 What difficulties did you face in the process of selecting and sequencing the content of the ESP curriculum? What are some recommendations, in your opinion?

24 What difficulties did you face in the process of selecting or compiling ESP coursebooks and teaching materials? What are some recommendations, in your opinion?

25 What activities and measures did the University/ Faculty have to ensure the teaching and learning quality? What are the difficulties and what are some recommendations, in your opinion?

26 What difficulties did you face in the teaching of the ESP program? What are some recommendations, in your opinion?

27 What difficulties did you face in the process of testing and assessing students? What are some recommendations, in your opinion?

28 What difficulties did you face in the evaluation of the ESP program? What are some recommendations, in your opinion?