“Factors demotivating the second-year Accounting major students to learn ESP at Hanoi College of Technology and Economics”

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* PHAN THỊ VÂN ANH FACTORS DEMOTIVATING THE SECOND-YEAR ACCOUNTING MAJOR STUDENTS TO LEARN ENGLISH FOR SPECIFIC PURPOSES AT HANOI COLLEGE OF TECHNOLOGY AND ECONOMICS Những nhân tố gây ảnh hƣởng tiêu cực cho sinh viên năm thứ hai ngành Kế toán học tiếng Anh chuyên ngành trƣờng Cao đẳng Công nghệ Kinh tế Hà Nội M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* PHAN THỊ VÂN ANH FACTORS DEMOTIVATING THE SECOND-YEAR ACCOUNTING MAJOR STUDENTS TO LEARN ENGLISH FOR SPECIFIC PURPOSES AT HANOI COLLEGE OF TECHNOLOGY AND ECONOMICS Những nhân tố gây ảnh hƣởng tiêu cực cho sinh viên năm thứ hai ngành Kế toán học tiếng Anh chuyên ngành trƣờng Cao đẳng Công nghệ Kinh tế Hà Nội M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: DƢƠNG THỊ NỤ, PhD Hanoi, 2014 DECLARATION I hereby certify that the thesis entitled “Factors demotivating the second-year Accounting major students to learn ESP at Hanoi College of Technology and Economics” is the result of my own research in the fulfillment of the requirement for the Degree of Master of University of Languages and International Studies and the thesis has not been submitted for any degree at any other university or tertiary institution Hanoi, August 17th, 2014 Signature Phan Thị Vân Anh i ACKNOWLEDGEMENTS I would like to send my thanks to all people who have supported me in doing this minor thesis Firstly, I would like to express my deepest gratitude to Dr Dương Thị Nụ, my supervisor, for her invaluable guidance and encouragement in the completion of my research paper Secondly, I gratefully acknowledge all the lectures at Faculty of Post-Graduate Studies, University of Languages and International Studies for providing us with knowledge from precious and helpful lectures Thirdly, I would like to express my sincere thanks to all my colleagues and my students at Hanoi College of Technology and Economics for providing support and assistance in completing my minor thesis Last but not least, my hearted thanks go to my family and my friends for their enormous spiritual support Hanoi, August 2014 ii ABSTRACT For recent years, English for Specific Purposes (ESP) has been an important area in English language teaching and learning However, there has been very little research reported on demotivation of students in the course of learning ESP, especially in learning English for Accounting The aim of this study was therefore to investigate factors demotivating the second-year Accounting major students to learn ESP at Hanoi College of Technology and Economics (HCTE) A survey questionnaire was carried out by 97 Accounting major students at HCTE Furthermore, in order to back up the validity of the collected data from the questionnaire, semi-structured interviews were conducted with 10 randomly selected students who had already done the survey questionnaire Other semistructured interviews were also conducted with four teachers who were teaching ESP at HCTE at that time The findings of the study revealed four demotivating factors including: students’ lack of self-confidence due to their experience of failure and lack of specialized background knowledge, teachers’ behaviors, competence and teaching methods, considered as a strongly demotivating factor, the course book and teaching facilities Based on the findings, some solutions were provided to help students to overcome their demotivation in learning ESP It is hoped that the results of this study will be helpful to improve ESP teaching and learning at HCTE iii TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv List of abbreviations vi List of tables vii PART A: INTRODUCTION 1 Rationale Aims of the study Research questions Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Conceptions of motivation 1.2 Conceptions of demotivation 1.3 Factors affecting students’ demotivation 1.4 Related issues of ESP 1.4.1 The definition of ESP 1.4.2 Classification of ESP 1.4.3 ESP teachers 1.4.4 ESP learners 10 1.4.5 ESP materials 11 1.5 Previous studies on demotivation in the world and in Vietnam 12 CHAPTER 2: RESEARCH METHODOLOGY 14 2.1 Research questions 14 2.2 Situation analysis 14 2.2.1 Setting of the study 14 2.2.2 Participants of the study 15 2.3 Data Collection 16 iv 2.3.1 Questionnaire for students 16 2.3.2 Interviews for students 16 2.3.3 Interviews for teachers 16 2.4 Data analysis 17 CHAPTER 3: RESULTS AND DISCUSSIONS 18 3.1 Results 18 3.1.1 Data analysis of students’ survey questionnaire and interviews 18 3.1.1.1 Personal information of the students taking part in the survey 18 3.1.1.2 Student-related demotivating factors 18 3.1.1.3 Teacher-related demotivating factors 20 3.1.1.4 The course book 22 3.1.1.5 Teaching and learning conditions 23 3.1.1.6 Solutions suggested by the students 23 3.1.2 Data analysis of teacher interviews 24 3.2 Major findings and discussion 26 3.3 Pedagogical implications 27 3.3.1 Improving ESP teachers’ specialized knowledge 27 3.3.2 Improving ESP teachers’ behaviors and teaching methods 27 3.3.3 Helping students to enrich their background knowledge 28 3.3.4 Adapting the current course book 28 3.3.5 Improving the facilities and learning conditions 28 PART C: CONCLUSION 30 Conclusions 30 Limitations of the study 31 Suggestions for further study 31 REFERENCES 32 APPENDIX I APPENDIX III APPENDIX V APPENDIX VI v LIST OF ABBREVIATIONS ESP: English for specific Purposes ELT: English Language Teaching EAP: English for Academic Purposes EOP: English for Occupational Purposes GE: General English HCTE: Hanoi College of Technology and Economics vi LIST OF TABLES Table 1: Students’ profiles (Total number of the students: 97) 18 Table 2: Student-related demotivating factors 19 Table 3: Teacher-related demotivating factors 20 Table 4: The course book 22 Table 5: Teaching and learning conditions 23 vii PART A: INTRODUCTION The first part of this thesis is to introduce the rationale, the aims of the study as well as the research questions which the study was to carry out to find out the answers It also presents the significance of the study, the scope of the study, an overview of the methods employed to conduct the research, as well as its design Rationale English for Specific Purposes (ESP) is an important area in English language teaching and learning today ESP is also a compulsory subject for students who passed General English (GE) courses at Hanoi College of Technology and Economics (HCTE) Moreover, having a good knowledge of GE and especially ESP is considered to be necessary means for any graduates to get better jobs However, after teaching ESP for several years, especially English for Accounting, I have come to realize that most of the students in HCTE meet the difficulties in learning ESP They seem to lack motivation in learning ESP Moreover, motivation is considered to be one of the most important elements in language learning There are a variety of factors affecting students’ motivation Among these factors are their learning purposes, instructional content or teaching methods… Up to now, many researchers have examined motivation and demotivation in learning GE However, there has been very little research reported on demotivation of students in the course of learning ESP Therefore, the purpose of this study is to ascertain factors that demotivated the second-year Accounting major students to learn ESP at HCTE I hope that the results of the study can help students to overcome their demotivation in learning ESP and help teachers to improve the effectiveness of teaching ESP at HCTE Aims of the study With the above rationale, the study was conducted with the following aims: - To identify factors demotivating the second-year accounting major students to learn ESP at HCTE - To recommend some suggestions for teachers and students at HCTE to get better ESP teaching – learning Research questions In order to achieve the above-mentioned aims, the following research questions were asked in the study: Concerning students’ lack of self-confidence, over half of the teachers supposed that teachers should create a friendly atmosphere for students, so that they can take part in activities in lessons Teachers should establish relationship of mutual trust and respect with the students The last solution given by the teachers is to reduce students’ lack of specialized background knowledge Most teachers thought that all students need enriching their background knowledge They said that students should be taught the specialized subjects before the ESP course In addition, some teachers suggested that students should be provided supplementary materials frequently to develop students’ competence when learning ESP 3.2 Major findings and discussion: In line with the findings of Dörnyei (2001), data analysis revealed four demotivating factors: a Lack of self-confidence b Teachers’ behaviors, competence and teaching methods c The course book used in the class d Teaching facilities The findings showed that both teachers and students affirmed that the biggest source of the students’ demotivation in ESP class is lack of self-confidence This was explained by various reasons Many students in the interview admitted that they felt nervous when being asked by the teacher They often failed to answer their teacher’s questions They were afraid of losing their face in front of their peers and their teacher in ESP class However, this fact was rooted from students’ limited vocabulary, grammar points as well as lack of specialized background knowledge One more demotivating factor identified in this study is teachers’ behaviors, competence and teaching methods However, within the demotivation categories related to teachers, teaching methods were the most prominent The majority of the students complained that their teachers did not organize activities to make the lesson more interesting In addition, it was teachers’ unclear instructions and insufficient explanation that demotivated them in ESP lessons On the other hand, teachers’ lack of caring learners’ need analysis was a strong cause of demotivation As a result, there was the mismatch between teachers’ teaching methods and students’ preference Therefore, as a teacher in 26 the interview said that need analysis was a very important thing in teaching ESP in order to select appropriate teaching methods or materials It is obvious that teaching and learning may not be affective if teaching methods not match students’ learning styles Another demotivating factor found in this study is the course book Most of the students claimed that there were too many specialized words in reading texts and topics in the course were not closer to their major In addition, while they wanted to improve speaking and listening skills to need for their future careers, the course book only focused on reading and writing skills As a result, ESP teachers have not adjusted the course book to meet the demand of the learners The last demotivating factor in the study is teaching facilities Many students said that teaching facilities were insufficient and they did not have a lot of chances to improve their skills Thus, most students expected that each classroom would be equipped with teaching assistance devices such as projectors, video, computers…and their teachers would make use of the available equipment to better their teaching However, both teachers and students can improve teaching facilities themselves in learning ESP 3.3 Pedagogical implications On the basis of the findings, the researcher put forward some solutions which can help teachers and students to improve ESP teaching and learning at HCTE 3.3.1 Improving ESP teachers’ specialized knowledge According to Hutchison and Waters (1987, p.161), ESP teachers should “know something about the subject matters of ESP materials” It is not necessary that ESP teachers should be an expert in the subject matter However, if they have good knowledge, they can perform well in class Besides, ESP teachers can enrich their knowledge by selfreading materials relating to students’ major both in English and Vietnamese or ask their colleagues In addition, the college should encourage the ESP teachers to take part in further training courses 3.3.2 Improving ESP teachers’ behaviors and teaching methods As revealed in the findings, there was the mismatch between teachers’ teaching methods and students’ preference It is undeniable that teaching methods play an important role in learning ESP Thus, ESP teachers should employ various techniques in order to make the lesson more interesting and efficient Moreover, ESP teachers should create a friendly atmosphere for students, so that they can take part in activities effectively in 27 lessons and establish relationship of mutual trust and respect with the students In addition, ESP teachers should frequently provide their students with supplementary materials to develop students’ competence in learning ESP 3.3.3 Helping students to enrich their background knowledge It is necessary to adjust the time of ESP course in the college curriculum All students have not been taught the specialized subjects before the ESP course As a result, they did not have enough specialized background knowledge In addition, ESP teachers should provide their students more chances to enhance their English ability as well as specialized knowledge Besides, ESP teachers should encourage their students to enrich their knowledge by self-reading materials relating to their major and instruct them how to memorize specialized words and phrases 3.3.4 Adapting the current course book The results of the survey questionnaire and the interviews show that it is necessary to narrow some specialized words in some reading texts and reduce the number of reading texts that are not related to students’ major For example, in unit “The balance sheet”, the reading text is too long (about over 300 words) including about over 50 new words for the second-year Accounting major students at HCTE In fact, it is difficult for students to understand the content of the text in this unit because they did not study specialized subjects Furthermore, in order to make it easier and interesting, the ESP teachers as course designers should add other tasks such as multiple choice questions, True- False statements into the reading comprehension part On the other hand, when designing ESP course book, ESP designers should base on learners’ need analysis “Needs analysis is neither unique to language teaching - needs assessment, for example, is the basic of training programs and aid-development programs - nor, within language training, is it unique to LSP and thus to ESP However, needs analysis is the corner stone of ESP ” (Dudley-Evans, & St John, 1998, p 122) Thus, it is necessary for ESP designers to be given enough time and be paid appropriately 3.3.5 Improving the facilities and learning conditions As suggested by the participants in the survey questionnaire and in the interviews, each classroom should be equipped with teaching assistance devices such as projectors, video, computers…When having such devices, ESP teachers should make use of the available equipment to better their teaching 28 Summary This chapter has presented a detailed analysis of the data obtained from the survey questionnaire and the interviews Then, discussions of the findings and solutions were suggested to improve ESP teaching and learning at HCTE 29 PART C: CONCLUSION This is the final part of the thesis with the purposes of summarizing the main issues discussed in the study and showing the limitations and suggestions for further study Conclusions The study aims at identifying the demotivating factors for the second-year Accounting major students in learning ESP at HCTE and find out some possible solutions to overcome their demotivation After the data were collected, analyzed and discussed, the following conclusions were reached In the study, four demotivating factors were found The first one was students’ lack of self-confidence due to their experience of failure and lack of specialized background knowledge The second one is teachers’ behaviors, competence and teaching methods Among of them, teaching methods were considered as the most prominent factor by most students There still existed the gap between the teachers’ perception and the students’ perception of the teachers as a source of demotivation Surprisingly, none of the teachers believed that they were also a demotivator to the students in learning ESP In addition, the study also found that the course book used in teaching English for Accounting considerably demotivated students in learning ESP because both of the students and the teachers agreed that most of the specialized reading texts are difficult for the students’ English ability and specialized background knowledge The last factor that demotivated students was teaching facilities Both teachers and students suggested that the teaching facilities should be enhanced to promote the students’ motivation in learning ESP Furthermore, the study also pointed out some suggestions from the teachers and the students in learning ESP Based on the findings, the expectations from the students and the ideas of the teachers on what should be done to minimize the demotivating factors of their students in learning ESP, five solutions are recommended in the previous part including improving ESP teachers’ specialized knowledge, improving ESP teachers’ behaviors and teaching methods, helping students to enrich their background knowledge, adapting the current course book and improving the facilities and learning conditions Among those, students’ lack of specialized background knowledge, and teacher’s teaching methods should be the most to be focused It is hoped that what has been discussed in this study might have effectiveness to both teachers and students at HCTE in particular and to ESP teachers and ESP learners in 30 general Limitations of the study Even though, the study was carried out carefully and based on reliable data, it still had some limitations In the first place, the study only uses the survey questionnaire and the interviews to investigate demotivating factors of the second-year Accounting-major students in ESP classes at HCTE, so to some extent, the findings may not be generalized to all ESP students at HCTE as well as in other colleges in Vietnam In addition, the study did not show the different levels among demotivating factor categories Suggestions for further study Due to the small scope and limited time, the study only focused on demotivating factors of the second-year Accounting major students in learning ESP at HCTE Therefore, the future researchers can focus on other types of English for specific purposes, other aspects of demotivation in ESP Furthermore, future researchers may specifically evaluate ESP course books in Vietnamese colleges to help students to learn ESP better 31 REFERENCES Deci, E L and Ryan, R M (1985) Intrinsic motivation and self-determination in human behavior Plenum, New York Dornyei, Z (2001) Motivational strategies in the Language Classroom Cambridge University Press Dornyei, Z (2001) Teaching and researching motivation Edinburgh: Pearson Education Limited Dornyei, Z (2001a) New themes and approaches in second language motivation research Annual Review of Applied Linguistics, 21, pp 43-59 Dudley-Evans, T., and St John, M (1998) Developments in ESP: A multidisciplinary approach Cambridge: CUP Ellis, M & C Johnson (1994) Teaching Business English Oxford University Press Falouta, J., Elwoodband, J., and Hood, M (2009) Demotivation: Affective states and learning outcomes System, Vol 37, pp 403.417 [Online] Available: http://dx.doi.org/10.1016/j.system.2009.03.004 Hang, N T M (2010) Investigation of demotivators in English speaking lessons of the 10th grade students at Nam Sach High School Unpublished, M.A Minor Thesis, ULIS Huyen, N T T (2012) Demotivating factors for the first year non-English major students in learning to speak English at Hai Duong college Unpublished, M.A Minor Thesis, ULIS 10 Hutchinson, T and Waters, A (1981) English for specific purposes Cambridge University Press 11 Hutchinson, T and Waters, A (1982) Creativity in ESP materials, Hello! I'm a blood cell Lancaster Practical Papers in English Language Education 5, 99-122 12 Hutchinson, T., and Waters, A (1987) English for Specific Purposes: a Learning –centered Approach, Cambridge: CUP 13 Johns, A., & Dudley-Evans, T (1991) English for Specific Purposes: International in scope, specific in purpose TESOL Quarterly, 25, pp 297-314 14 Keller, J.M (1984) The use of the ASC model of motivation in teacher training In K S A J T (Eds.) (Ed.) Aspects of Educational Technology (Vol XVII staff 32 Development and Career Updating) London: Kogan Page 15 Lewis, M and J Hill (1993) Course Book for Teaching EFL Oxford: Heinemann 16 Littlewood, W (1998) Foreign and Second Language Teaching Cambridge: CUP 17 Munby, J (1978) Communicative syllabus design Cambridge University Press 18 Oxford, R L (1998) The unravelling tapestry: Teacher and course characteristics Associated With demotivation in the language classroom Demotivation in foreign language learning Paper presented at the TESOL’98 Congress, Seattle, WA 19 Robinson, P.C (1991) ESP today: A practitioner’s guide Hertfordshire: Prentice Hall International UK, Ltd 20 Thu, V T (2012) Factors demotivating Electronics-major students to learn ESP at Sao Do University Unpublished, M.A Minor Thesis, ULIS 21 Sun Yun-Fang (2008) Motivation to speak: Perception and attitude of nonEnglish major students in Taiwan PhD thesis, Indiana University, USA 33 APPENDIX PHIẾU ĐIỀU TRA CHO SINH VIÊN Phiếu điều tra thiết kế nhằm phục vụ cho đề tài nghiên cứu “Những nhân tố gây ảnh hưởng tiêu cực cho sinh viên năm thứ hai ngành kế toán học tiếng Anh chuyên ngành Trường Cao Đẳng Công Nghệ Kinh Tế Hà Nội” Tôi đánh giá cao giúp đỡ bạn việc hoàn thành phiếu điều tra Tôi xin đảm bảo thông tin cá nhân ý kiến bạn đưa giữ bí mật hồn tồn Phần A: Thơng tin cá nhân: - Giới tính: (Nam/Nữ)…………………………… - Độ tuổi:…………………… - Bạn học tiếng Anh bao lâu? năm Phần B: Câu hỏi: Hãy cho biết ‎iđ‎nauqểm bạn lời phát biểu dƣới cách tích (√) vào cột tƣơng ứng (SD= không đồng ý; D= không đồng ý‎;N= ý kiến; A= đồng ý; SA= đồng ý) Lời phát biểu SD Các khóa giáo trình tiếng Anh chun ngành Kế tốn (TACNKT) có q nhiều từ Các khóa giáo trình TACNKT khó hiểu Các tập giáo trình TACNKT khó Các cấu trúc ngữ pháp phức tạp Các chủ điểm đưa không liên quan nhiều tới chuyên ngành Kế toán Giáo viên tập trung vào việc dạy thuật ngữ chuyên ngành Giáo viên khơng khuyến khích động viên học sinh Giáo viên nghiêm khắc cứng nhắc Giáo viên hạn chế kiến thức chuyên ngành 10 Giáo viên giảng nhanh I D N A SA 11 Giáo viên sử dụng phương pháp dịch thường xun 12 Giáo viên giải thích khó hiểu 13 Giáo viên tỏ thiên vị 14 15 Tôi không thích học tiếng Anh chun ngành bạn tơi khơng thích học tiếng Anh chun ngành Thư viện trường khơng có tài liệu tham khảo cho môn tiếng Anh chuyên ngành 16 Lớp học đông 17 Trang thiết bị dạy học hạn chế 18 Tơi cịn thiếu nhiều kiến thức chun ngành tơi học mơn tiếng Anh chun ngành 19 Tơi khơng có nhu cầu học môn tiếng Anh chuyên ngành 20 21 Khả tiếng Anh tơi khơng tốt để đáp ứng yêu cầu khóa học tiếng Anh chun ngành Tơi gặp khó khăn việc nhớ từ cụm từ chuyên ngành 22 Tôi thường không trả lời câu hỏi giáo viên 23 Tôi không tự tin tiếng Anh chuyên ngành 24 Tơi thấy khóa học tiếng Anh chun ngành khơng diễn mong đợi 25 Theo bạn, phải làm để gây hứng thú cho người học học tiếng Anh chuyên ngành? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Xin chân thành cảm ơn hợp tác bạn! II APPENDIX QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed in the hope of identifying “Factors demotivating the second-year accounting major students to learn ESP at Hanoi College of Technology and Economics” Your assistance in completing the questionnaire is highly appreciated The data collected will remain confidential and be used only for the study purpose Thank you very much for your cooperation! Part A: Personal information - Gender: Female Male - Age: …………… - How long have you been learning English? - ……… years Part B: Questions Please indicate your opinion about each statement by putting a tick (√) in the appropriate column (SD= Strongly Disagree; D= Disagree; N= Neutral; A= Agree; SA= Strongly Agree) Statements SD D There are a lot of new words in specialized reading texts in the course book It is difficult to understand the content of specialized reading texts in the course book Exercises in the course book are too difficult Grammar structures in the course book are complex Topics in the course book not relate to Accounting Teachers only focus on teaching specific lexicon and explaining specialized knowledge Teachers not encourage their students Teachers are too strict and inflexible Teachers not have enough specialized knowledge 10 Speed of teaching is too fast 11 Teachers use translation method too often III N A SA 12 Teachers’ explanations are not easy to understand 13 Teachers demonstrate favoritism 14 I not like learning ESP because my friends not like it 15 Teaching and learning facilities are insufficient 16 The number of the students in the class is too large 17 It is not enough materials in the library 18 19 20 21 I not have enough specialized background knowledge when I study ESP I have no need to study ESP My English ability is not very good to handle ESP course requirements It is very difficult for me to learn specialized words and phrases 22 I not answer teachers’ questions 23 I am not confident in ESP classes 24 The ESP course does not happen as I expect 25 In your opinion, what solutions can help the learners to overcome their demotivation? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………… Thank you for your co-operation! IV APPENDIX CÂU HỎI PHỎNG VẤN SINH VIÊN Em có nhận xét học tiếng Anh chuyên ngành nói chung? Theo em yếu tố ảnh hưởng đến việc gây hứng thú việc học tiếng Anh chuyên ngành? (Giáo trình, phương pháp giảng dạy giáo viên, trang thiết bị học tập …) Em bị hứng thú chưa? (Nếu có nào?) Theo em giải pháp gây hứng thú cho người học học tiếng Anh chun ngành? (Về mơi trường học, giáo viên, giáo trình…) V APPENDIX QUESTIONS FOR INTERVIEWING TEACHERS Main questions Possibly additional questions Clarifying questions - Do you think that specialized reading texts In your opinion, in the ESP course book are good for what factors students? demotivate - How does this your - What about teaching and learning facilities, factor affect your students in learning are they sufficient or not? ESP? students in ESP - Do you think that your students have classes? demand to study ESP? - Can you give me - Do you think your students’ English ability some examples? is good enough to learn ESP? - Can you explain What activities - Did you often use translation method in more? take place in ESP teaching ESP? - Can you tell me classes? - How you often teach specialized texts? anything else? - Have you ever taught ESP by modern devices? How often? - How you feel when your students make mistakes? - Have you ever encouraged your students? - Have you ever had difficulty in explaining the content of the specialized texts in the textbook? How often? - Did you ask your students to work in pair or group? Have you ever When you were teaching or when finishing analyzed your each ESP course or when you designed the students’ needs? course book? In your opinion, About teaching methods, course book, VI what solutions can materials or how to help students to enrich help your students their background knowledge? to overcome their demotivation in learning ESP? VII