INTRODUCTION
Rationale of the study
English for Specific Purposes (ESP) differs significantly from General English because it is tailored to learners' specific goals and professional needs ESP students typically have some background in English and aim to enhance their language skills to communicate effectively in their fields and perform particular job-related tasks Therefore, designing an ESP course requires careful assessment of learners’ purposes, needs, and the specific functions for which they require English proficiency to ensure targeted and effective learning.
Currently, universities are developing English for Specific Purposes (ESP) courses to meet learners’ future workplace needs ESP courses are increasingly gaining popularity in polytechnic universities due to government promotions and incentives Despite high expectations for quality teaching and learning in ESP, educational institutions, especially vocational schools and colleges, often use instructional content and course books that do not align with students’ needs Additionally, teachers’ methods and activities sometimes fail to satisfy learners’ learning expectations Therefore, exploring students’ needs and expectations is essential to provide targeted support and improve ESP instruction.
Our university, formerly managed by Vietnam National Textile and Garment Group, specializes in textile and garment technology training and is recognized as one of the top institutions in this field Currently, Vietnam's garment industry mainly operates by processing foreign orders, with most technical documents and transactions in English The ESP (English for Specific Purposes) program aims to prepare students to effectively function in professional workplaces and tackle industry challenges upon graduation As a result, the demand for ESP courses in this major is increasingly important This study explores students' perceptions of the usefulness of ESP courses for their future careers at a university in Hanoi overseen by this institution.
This study investigates garment technology students' perceptions of the usefulness of an ESP course in relation to their envisioned career paths at a university in Hanoi It aims to explore students' expectations from the ESP program and assess how well the curriculum aligns with their professional aspirations Understanding students' views helps determine the relevance and effectiveness of the ESP course in preparing them for their future careers The findings highlight the importance of tailoring ESP programs to meet students’ career needs and enhance their learning experience.
Aim of the study and research questions
This study aimed to explore third-year university students' perceptions of learning English for Specific Purposes (ESP), particularly among non-language majors The research focused on understanding students' attitudes, interests, and challenges associated with ESP learning The study's specific objectives included analyzing students' motivational factors, identifying perceived benefits and difficulties, and evaluating their overall attitudes toward ESP courses Ultimately, the findings provide valuable insights into how non-language major students perceive and engage with specialized English learning, informing future curriculum development and instructional strategies.
- to find out the purposes and needs of garment students for the English course for garment technology
- to explore how relevant the English course for garment technology provided is to students‘ expectations
This exploration could help the university review and develop their ESP curricula, and potentially enhance the quality of the university‘s English education
The research questions that guide the study are:
(1) What are students’ expectations of their ESP course? and
(2) To what extent are their expectations satisfied by the current ESP course?
Scope of the study
This study focuses on evaluating the satisfaction of third-year students at Hanoi Industrial Textile Garment's Department of Garment Technology with their ESP course It aims to identify how well these students feel the course meets their expectations and prepares them for their future careers Data will be collected through questionnaires and interviews to assess the students’ perceptions of course input and its relevance to their professional development.
Significance of the study
This survey study aims to inform curriculum developers and teachers about necessary changes to create a more learner-centered ESP course The findings highlight the importance of adapting the curriculum to meet learners' needs, ensuring student engagement and active participation Emphasizing learner-centered approaches aligns with the essential characteristics of an ESP program, enhancing its effectiveness Implementing these insights can lead to more personalized and relevant learning experiences, ultimately improving language acquisition outcomes.
Organization of the thesis
There are five chapters in this thesis including:
Chapter I: Introduction provides the rationale, the aims, the scope, the significance, the research questions and the organization of the study
Chapter II: Literature review: presents a review of literature concentrating on the issues related to ESP program, the matter of teaching ESP and leaners‘ perceptions of ESP courses It discusses the definition of ESP, the purposes of designing such kind of program and some problems in teaching ESP in the world in general and in Vietnam in particular The L2 learners needs for ESP program in term of academic and profession are studied alongside with the relevance of ESP course to their needs
Chapter III: Methodology focuses on the methodology employed in this thesis including the questionnaire and interviews conducted in non-English major students majoring in garment technology This part of the paper also presents data collection procedures
Chapter IV: Findings and discussion discusses the findings of the study; points out the learners‘ perceptions of the usefulness of ESP program to their imagined career life and suggests the recommendations for the course improvement
Chapter V: Conclusion provides a brief summary of all the major parts being presented in the study, the conclusions drawn out and suggestions for further research.
LITERATURE REVIEW
English for Specific Purposes
English has maintained its status as a global language for decades, with increasing numbers of people worldwide seeking to learn it for diverse reasons (Graddol, 1997) In the era of global integration, English for Specific Purposes (ESP) has gained significance beyond general language learning, addressing professional, occupational, and domain-specific needs The demand for ESP is particularly rising in EFL countries where English serves instrumental purposes across sectors such as science, tourism, technology, and business Scholars define ESP broadly as learning English tailored to specific fields in the labor market, reflecting its status as a dynamic and innovative area of language teaching and research ESP focuses on developing targeted skills to meet learners’ needs and global demands, with the field experiencing significant development over recent decades, as highlighted by Kern & Warschaeur (2000).
Figure 1: The development of ELT and ESP (Kern & Warschaeur, 2000:11)
ESP (English for Specific Purposes) represents the current trend in modern teaching, reflecting significant shifts in teaching methods, language perspectives, and pedagogical paradigms This approach not only influences how language is viewed but also shapes innovative teaching methodologies, making it a key focus for contemporary educators seeking to adapt to evolving educational standards.
The practice of teaching and learning English for Specific Purposes (ESP) began in the 1960s when foreign students came to Britain to study specialized majors (Starfiled, 2013) ESP is a flexible approach to language teaching, with various definitions depending on researchers' perspectives and focus areas; some define it as teaching English tailored to specific subject areas, contrasting with English for General Purposes, which covers broader knowledge and skills Hutchinson and Waters (1987) describe ESP as an approach where all decisions on content and methods are driven by learners’ specific language needs, emphasizing that ESP is an approach rather than a fixed product, and does not prescribe particular language features, materials, or techniques Strevens (1980) characterizes ESP as a specialized category within language teaching aimed at specific purposes, while Cindy et al (2008) note that ESP courses typically focus on imparting detailed content knowledge suited to vocational or professional contexts like engineering, business, or finance Richard and Platt (1985) highlight that ESP course content is determined by the particular needs of the targeted learner group, emphasizing its tailored nature for specific professional or occupational goals.
ESP course design is fundamentally focused on learners’ needs and interests in specific subject areas, ensuring the program is purpose-related Understanding learners' goals and perceptions is crucial to developing an effective ESP program that meets their academic or professional objectives Exploring these purposes provides valuable insights, enabling tailored instruction that enhances learners’ engagement and success in the course.
Over the past 60 years, English for Specific Purposes (ESP) has rapidly developed into a vital approach in English language teaching The perspective of English teachers toward ESP has significantly evolved since the 1960s, when practitioners primarily focused on teaching the technical vocabulary relevant to specific professions Krashen (1981) further contributed to the field by proposing foundational ideas that shaped modern ESP teaching methodologies.
The "natural language acquisition idea" underpins the ESP approach, emphasizing that the most effective way to learn a language is through meaningful use In an ESP context, this means applying language skills to achieve specific goals related to students' disciplines Teaching ESP is primarily characterized by a communicative approach, where learners focus on performing tasks relevant to their professional environment in the foreign language, fostering practical and purposeful language use.
Robinson (1991) classifies ESP into two categories: EAP (English for Academic Purposes) and EOP (English for Occupational Purposes) EOP courses focus on helping learners improve their English skills for work-related situations, aiming to enhance job performance For example, lawyers need English to communicate effectively with clients and colleagues, while technicians require it to read technical manuals The primary goal of EOP is to facilitate personal development and support long-term objectives of improving English communication skills for both professional and everyday life.
EAP is typically implemented within educational institutions to support students who need English for their academic studies, with teaching content tailored to their specific requirements Learners aim to acquire English skills necessary for academic success, often focusing on discipline-specific language at higher education levels, whether they are specializing or preparing to specialize According to Hutchinson & Waters (1987), ESP emphasizes understanding learners' specific language needs and focuses on how people learn, not just what they learn The current understanding of ESP, as highlighted by Huhta, Vogt, and Johnson, reflects a comprehensive approach to addressing these targeted language requirements in academic contexts.
Tulkki (2013) emphasized that teaching English for Specific Purposes (ESP) focuses on contextual and situational language use tailored to particular occupations In today's dynamic professional landscape, individuals often assume multiple social roles across different fields For example, a lawyer specializing in Civil Law may need to understand economic or financial English expressions when handling business lawsuits This highlights the importance of occupation-specific language skills for effective communication in various professional contexts.
Numerous researchers (Dudley-Evans & St-John, 1998; Hutchinson & Waters, 1987,
ESP courses are tailored to address both learners' current needs and their future language requirements, ensuring relevance and effectiveness Effective ESP course design involves understanding students' perceptions, identifying their specific needs, and aligning teaching methods with the particular curriculum context This approach enables targeted language instruction that prepares learners for both present and future communication demands in their professional or academic fields.
ESP programs are fundamentally designed around analyzing learners' specific goals and their associated communicative needs The primary objective of an ESP course is to address learners' particular needs, ensuring that English instruction aligns with their disciplines, occupations, and activities By focusing on relevant themes and topics, ESP effectively prepares learners for real-world contexts related to their fields.
2.1.3 Problems in teaching ESP for pre-service students
ESP (English for Specific Purposes) is entirely learner-centered and goal-oriented, requiring ESP teachers to assume greater responsibility and face a heavier workload compared to general English teachers Multiple studies (Alsolami, 2014; Chostelidou, Griva, & Tsakiridou, 2009; Kavaliauskiene & Janulevieiene, 2001; Kavaliauskiene, 2003; Luo) highlight the unique challenges and responsibilities involved in ESP instruction, emphasizing its demand for specialized teaching approaches tailored to specific learner needs.
According to Garner (2017), several factors influence the quality of teaching English for vocational education, including inappropriate instructional methods and students' vocabulary deficiencies Additionally, the lack of specialized pre-service training for ESP teachers, insufficient needs analysis of courses, and limited availability of ESP materials further hinder effective teaching Both students and teachers often lack functional academic literacy and relevant field knowledge, underscoring the importance of ESP practitioners possessing both specialized subject knowledge and proficient language-teaching skills to enhance learning outcomes.
Implementing an effective ESP program remains a significant challenge, as highlighted by Gatehouse (2001) and Chen (2005), due to many courses focusing predominantly on basic social English rather than work-related terminology and expressions Since communication skills are central to ESP learning, the question arises whether English should be the sole medium of instruction, as the lack of key ESP components can undermine program quality (Tsao et al., 2018) Additionally, both students and teachers often lack confidence in their readiness for ESP instruction, with students feeling inadequate in their competencies and teachers sharing similar concerns, further complicating successful implementation.
Chiung-Wen (2014) explored teachers' experiences with ESP instruction, revealing that ESP teachers face numerous challenges such as gaps between teacher education programs and classroom practices, which require strategic solutions like mentoring and addressing conflicts in pre-service training Data collected through interviews highlighted the importance of understanding these dilemmas to improve teaching quality Similarly, Khan (2016) studied 76 hospital professionals and trainees in Saudi Arabia, identifying difficulties in mastering medical terminology due to language barriers, complex word structures, and limited practice opportunities, especially after completing a 15-hour professional development program These studies underscore the need for targeted strategies to enhance ESP and domain-specific vocabulary proficiency.
Needs Analysis in ESP
Needs analysis (NA) is central to developing effective ESP curricula, as it involves gathering detailed information about learners to accurately identify their specific language needs and objectives According to Hutchinson and Waters (1987), understanding what learners need English for helps tailor the language instruction accordingly NA is characterized as being "accommodationist," "assimilationist," and "market-driven" (Belcher, 2006), emphasizing its flexible and market-responsive nature This process enables teachers to determine learners' key requirements and pinpoint areas where they lack skills, which is especially important since ESP participants have diverse motivations and language needs that are often limited to specific areas Ultimately, NA ensures the syllabus is realistic and relevant to each learner’s particular context, making it an essential component of ESP education.
Needs analysis (NA) is essential for identifying the key elements that significantly impact learners' language development, as defined by Nunan (1988), who described it as procedures for gathering information about learners and communication tasks for syllabus design Hutchinson & Waters (1987) categorize NA into target needs, focusing on what learners need to do in real-life situations, and learning needs, which relate to what learners must do to acquire the necessary skills According to Alsamadani (2017), various approaches to needs analysis exist, including deficiency analysis, sociolinguistic model, learning-centered approach, target situation analysis, and present situation analysis Deficiency analysis considers both present needs and target situation requirements, while the sociolinguistic model emphasizes achieving communicative competence relevant to authentic language use Moreover, the learning-centered approach prioritized by Hutchinson and Waters emphasizes analyzing learners' needs throughout the entire learning process, focusing on how to support learner development rather than just end-of-course knowledge.
In a learner needs-based approach, ESP educators focus on bridging the gap between students’ current and target competencies to meet their specific language learning goals Needs Analysis (NA) is crucial in ESP to accurately identify and address the particular needs of learners, rather than relying on generalized assumptions about language proficiency ESP specialists take responsibility for understanding what their students need to read, write, speak, and comprehend in specific contexts to achieve their objectives Investigating individual learning goals helps ESP teachers and course developers tailor instruction effectively, though these insights depend on students' awareness of their own needs and gaps.
Needs analysis (NA) is a crucial process in identifying what learners receive and determining the appropriate ESP course requirements It helps establish the 'how' and 'what' of a course by considering various aspects such as learners’ goals, backgrounds, language proficiency levels, reasons for taking the course, teaching and learning preferences, and specific communication situations they will encounter The primary goals of needs analysis are to understand learners’ intended language use and current competency levels, ensuring the course is tailored to meet their specific needs Additionally, collecting data on course materials plays a vital role in designing effective ESP programs aligned with learners’ requirements.
Second language learners‘ perceptions of their ESP learning program
Research indicates that understanding students' perceptions and needs is essential for designing effective educational programs tailored to their requirements (Brunton, 2009; Chew, 2005; Edwards, 2000; Holliday, 1994; Kaur & Lee, 2006; Yu & Xiao, 2013) Numerous studies, including those by Hua & Beverton (2013) and Arnos-Macià et al (2020), highlight the importance of exploring students' needs from both learner and content teacher perspectives to enhance educational outcomes.
Boran (1994) conducted a quantitative study involving 100 students, 10 tourism lecturers, and 3 ESP lecturers to assess the English communication needs of tourism students, revealing that speaking and listening are the most crucial skills for their future careers Despite their importance, these skills were seldom practiced in ESP classes, with students struggling due to gaps in grammar, vocabulary, and sentence structure The study also found a divergence in perceptions of translation’s importance: students and tourism lecturers regarded it as least important, while ESP lecturers considered it the third most vital skill after speaking and listening These findings highlight the need for ESP instructors to incorporate more practice of essential skills and to design tailored learning materials and methodologies that address these skill gaps, ensuring students are better prepared for professional communication in tourism.
According to Hua & Beverton (2013), Taiwanese vocational high school students recognize the global importance of English and the rising demand for English proficiency in the job market They believe that their school-based English learning will enhance their future career prospects by equipping them with the skills to communicate with foreigners Additionally, these students display instrumental motivation, primarily driven by the desire for career advancement through improved English language skills.
Alsamadani (2017) discovered that Saudi engineering students primarily need English for professional purposes, such as giving oral presentations, reading technical articles, and writing field-specific reports They also require English for academic tasks like exams, note-taking, and classroom participation His study highlighted the importance of an integrated skills approach; however, due to time constraints in ESP courses, it remains challenging to adequately prioritize practice across all language skills.
A survey study by Tsao et al (2018) involving 354 students and 23 instructors at a Taiwanese technological university revealed that students view English for Specific Purposes (ESP) as vital for technological students, emphasizing the need for a strong foundation in basic English skills before advancing to ESP Students believe ESP instruction should prioritize developing communication skills while integrating relevant terminology and subject content, with instructors demonstrating both English-teaching expertise and subject knowledge Key factors influencing ESP course success include needs analysis, students' learning capacity, and motivation, highlighting the importance of tailored, engaging instructional approaches in ESP education.
Studies indicate that students' English language learning needs vary based on their academic and occupational goals Research exploring the perceptions of students from different majors, along with administrators and teachers of English and content subjects, highlights the importance of tailoring language instruction to support both academic pursuits and workplace communication Understanding these specific language needs is essential for developing effective curriculum designs that enhance students’ overall language proficiency for success in their studies and careers.
2.3.2 Students’ perceptions of the relevance of ESP courses to their future career life
Understanding students' perceptions of their learning environments at university is crucial, as these perceptions significantly influence their approaches to studying Hua & Beverton (2013) found that a slightly higher percentage of students believe the English they learned in school is relevant to their future careers, highlighting the importance of perceived relevance in language education Conversely, some students disagree, citing reasons such as the textbook content rarely reflecting real-life English use in Taiwan and finding the English in textbooks impractical for real-world application Recognizing these perceptions can help improve language teaching strategies and student engagement.
Poedjiastutie and Oliver (2017) identified six key English language learning needs for Indonesian L2 learners, based on interviews with employers, ESP teachers, and students, including the ability to read English publications, enhance international collaboration, improve employment opportunities, broaden life opportunities, and measure learning outcomes They emphasize that students require a strong command of English to enhance job prospects, participate effectively in global collaboration, succeed in higher education, and improve overall life chances Additionally, developing communicative competence is considered a top priority in ESP pedagogy to ensure students can effectively use English in real-world contexts.
Alsamadani (2017) found that ESP classes in Saudi Arabia are predominantly taught using traditional, teacher-centered methods, with limited focus on learner engagement Despite the significance of writing skills in ESP, they often receive less attention in higher education, particularly at engineering colleges The underemphasis on productive skills such as writing may be linked to the students’ proficiency levels and their perception of language skills' relevance to their academic and professional needs Additionally, students tend to underestimate the importance of various language skills without considering their specific career requirements, highlighting a need for a more skill-oriented approach in ESP instruction.
Mede and Koparn (2018) investigated perceptions of Turkish ESP students, teachers, and graduates regarding an English course for Aviation Cabin Crew Members, revealing a shared view of its importance in Turkish higher education and future careers Participants emphasized the need for the program to balance theory and practical application, focusing not only on aviation terminology but also on real-world communication skills Students expressed a desire to be fluent and accurate when interacting with passengers, though they found the learning materials unsatisfactory despite positive feedback on experienced teachers Additionally, students felt they lacked sufficient competence in aviation vocabulary and desired more practice using specialized terms in relevant contexts.
Recent research by Arnó-Macià, Marta Aguilar-Pérez, and Dietmar Tatzl (2020) highlights that engineering students perceive ESP courses in internationalized universities as highly valuable, reporting significant learning gains across proficiency levels Students note improvements in English fluency, accuracy, and the expansion of technical and general vocabulary, which support their academic and professional communication skills Importantly, students recognize the distinction between university-specific ESP courses and general English courses, emphasizing that ESP courses enable the development of more sophisticated academic and professional language competencies.
Research indicates that students highly value the ESP program for its importance to their future careers, highlighting its relevance and potential benefits However, some students feel that the current program lacks practical connections to real-world applications, while others emphasize the need for skill development to be integrated into the curriculum Identifying learners' expectations is crucial for establishing appropriate program goals and ensuring ongoing relevance, which can be achieved through regular evaluation of how well the program aligns with their needs Additionally, providing students with a platform to voice their opinions about their English proficiency, needs, and course requirements is essential for tailoring the program effectively The next chapter will incorporate these factors into questionnaires and interviews to better understand students’ perceptions of the ESP program.
Studies of students‘ perception of ESP courses in Vietnam
In 2010, Do Thi Xuan Dung and Cai Thi Ngoc Anh examined the challenges and solutions in teaching English for Specific Purposes (ESP) in Vietnamese schools They emphasized that the quality of ESP education is influenced by factors such as teaching methods, students’ awareness and proficiency levels, textbooks, and assessment methods A key issue identified was the unequal focus on the four language skills, often neglecting the development of soft skills necessary for the workplace This imbalance contributed to students’ unmet expectations and the overall ineffectiveness of ESP courses.
In Vietnam, research by Nguyen, H and Nguyen, T (2017) highlights that both teachers and students in civil engineering vocational colleges recognize the importance of tailoring ESP course content and language skills to enhance communication The study reveals that participants hold positive perceptions of the necessity for ESP courses in civil engineering education However, students identified key challenges such as inadequate materials quality, limited audiovisual aids, insufficient course hours, and issues with course textbooks and terminology Notably, a lack of practice in speaking and pronunciation was identified as a major barrier to successful ESP learning, indicating the need for targeted improvements in course design.
A needs assessment titled "A Study on Congruence Between ESP Course Objectives and Students’ Needs at the Business Management Department, Vietnam Forestry University" was conducted by Nguyen Thi Lan Anh in 2008 The study gathered data through two questionnaires: one administered to 187 students and another to three teachers in the department The findings highlighted significant gaps between the ESP course objectives and the actual needs of students.
A 2017 study by Le Thi Kieu Van explored students' perceptions of teaching and learning English for Mathematics at a university in Ho Chi Minh City The findings indicate that students believe English for Mathematical Purposes courses deliver not only specialized knowledge and soft skills but also enhance their ability to effectively use English in their field Specifically, students valued improved communication skills, the ability to thoroughly read mathematics materials in English, and mastery of essential soft skills, ultimately preparing them for professional success in their careers.
Research indicates that ESP program design in Vietnam’s tertiary education aims to prepare students for their future careers, with learners consciously recognizing this purpose Students see ESP as essential for acquiring professional, academic, and language skills, aligning with their needs and expectations However, challenges such as issues with course content, textbooks, teaching quality, and skill development hinder the courses from fully meeting learners' primary needs Similar to international research, Vietnamese studies also emphasize students' perceptions of various aspects of ESP courses, including content relevance, instructional materials, and teaching effectiveness.
2.5 An overview of garment industry’s requirements toward the labors in using foreign language in Vietnam
The demand for skilled labor in Vietnam’s garment industry has steadily increased due to the need for professional expertise and foreign language proficiency, particularly English, to meet workplace requirements In the context of Industry 4.0 and globalization, garment companies face challenges that make English language skills essential for competitiveness, operational efficiency, and building global business connections Job advertisements increasingly prioritize English competency alongside experience, especially for senior roles such as merchandisers, technicians, QA, and managers Surveys from 2018 and 2019 indicate that 75% and 78% of management professionals were satisfied with graduates' English skills, with a significant portion expressing a desire for more ESP programs to improve communication at work In 2020, further research revealed that around 20-22% of garment enterprise management staff wanted additional ESP training, highlighting that English usage remains a key criterion for employee qualification Despite this, effective English communication in the workplace is still limited, leading to a rising demand for ESP courses not only for current students but also for graduates entering the labor market.
2.6 Summary of previous studies on students’ perceptions of the ESP courses
From studying the research above, it dawns on me a lot of issues revolving around students‘ perception of ESP course
ESP programs are designed to meet the specific needs and expectations of learners, focusing on teaching English within particular disciplines, occupations, and activities These programs aim to equip learners with the language skills necessary to perform tasks they are already familiar with in their professional environments, ensuring practical and targeted language development.
Research indicates that students in tertiary education primarily view ESP courses as a means to enhance their future career prospects, with language skills necessary for interacting with foreigners and career advancement serving as key motivations Additionally, many students pursue ESP to meet academic goals, aiming to apply English effectively in their studies While ESP is generally expected to develop both professional and academic language competence, my observations and conversations revealed that students' expectations are influenced by various factors, including their English proficiency and learning difficulties For instance, less proficient students often focus on passing exams rather than broader language development, highlighting the diverse reasons behind students' engagement with ESP, as supported by Nguyen Phuong Nga et al (2007).
Research indicates that ESP courses are viewed by students as relevant to their future careers, yet a gap remains between their expectations and actual learning outcomes Studies by Hua & Beverton (2013) and Mede & Koparn (2018) reveal student dissatisfaction with ESP programs, often citing inadequate materials and misalignment between course objectives and learners' needs, as also found in Nguyen & Nguyen (2017) Furthermore, ESP teaching is predominantly teacher-centered rather than learner-centered, which impacts the quality of instruction A key goal of ESP is mastering workplace English; however, students perceive unequal emphasis on language skills, with insufficient practice of productive skills such as vocabulary and speaking, as highlighted by Alsamadani (2017), Mede & Koparn (2018), and Arnó-Macià et al (2020).
Despite differences in students' expectations and their perceptions of the relevance of ESP courses to their primary needs, several key issues remain to be explored It is important to investigate whether students have expectations beyond academic and professional purposes and to examine aspects such as course content, teaching methods, and the allocation of language skills taught Additionally, further research is needed to identify other unresolved issues in ESP course design Fortunately, a study model developed by Mede and Koparan offers a promising framework for addressing these concerns and enhancing ESP effectiveness.
Atay (2018) offers a comprehensive analysis of four key elements reflecting students’ perceptions of the ESP program, including their expectations of the program, teachers, and materials, as well as their involvement in self-assessment, confidence in Aviation English, and the challenges faced Elisabet et al (2020) further examine students’ perceptions regarding their initial proficiency levels, learning expectations, and objectives, along with the extent to which these objectives were achieved and their overall evaluation of the course as preparation for international academic and professional communication Both studies are supported by theories from Mede, Koparan, and Atay (2018), and Elisabet et al., which underpin the understanding of student perceptions and the effectiveness of ESP courses.
(2020), I will build a fundamental framework to explore my students‘ perceptions of the current ESP program at our university
This chapter provides a comprehensive literature review related to the study’s focus, highlighting the purposes of ESP program design, challenges in teaching and learning ESP, and the vital role of needs analysis in developing effective courses It emphasizes the importance of understanding learners’ needs, expectations, and perceptions of ESP, with various perspectives discussed Key studies by Mede, Koparan, Atay (2018), and Elisabet et al (2020) are examined to lay a foundation for designing questionnaires and interviews aimed at exploring students’ purposes and perceptions regarding ESP courses Additionally, previous research on students’ perceptions of ESP programs is briefly reviewed to inform data collection methods, enabling comparison and contrast of findings The chapter concludes by indicating that the subsequent section will describe the research methodology.
Summary of previous studies on students‘ perceptions of the ESP courses
From studying the research above, it dawns on me a lot of issues revolving around students‘ perception of ESP course
ESP programs are designed to precisely meet the specific needs and expectations of learners by aligning English instruction with particular disciplines, occupations, and activities These programs enable learners to accomplish tasks they are familiar with from their professional environments in a foreign language, ensuring practical and relevant language skills.
Most students in tertiary education prioritize ESP courses to enhance their future career prospects and improve their ability to communicate with foreigners, with instrumental motivations centered on career advancement and academic purposes ESP programs aim to develop students' English proficiency for both professional and academic contexts Initially, I believed students pursued ESP solely for these reasons, but my observations and conversations revealed additional factors influencing their expectations, such as their English proficiency levels and learning difficulties For instance, less proficient students often study ESP primarily to pass exams, highlighting the challenges they face, a finding supported by Nguyen Phuong Nga et al.'s 2007 study.
Research indicates that students find ESP courses relevant to their future careers, but often perceive a gap between what they learn and their expectations, leading to dissatisfaction with curriculum content and teaching quality Studies in Vietnam and abroad reveal concerns about inadequate materials, misalignment of course objectives with student needs, and a predominant teacher-centered approach that hampers effective learning Mastery of workplace English skills is a primary goal of ESP, yet learners report uneven emphasis on practicing language skills, underscoring the need for balanced instruction in vocabulary, productive skills, and practical application to meet students’ expectations effectively.
Despite variations in students’ expectations of ESP courses and their perceptions of relevance to their primary academic and professional needs, several key issues remain to be explored These include understanding if students have additional expectations related to their future academic and professional purposes beyond current course content, teaching methods, and language skill allocation Furthermore, ongoing research is needed to identify other factors influencing ESP course effectiveness Notably, Mede and Koparan's study model offers valuable insights into addressing these research gaps and improving ESP teaching strategies.
Atay (2018) conducted a comprehensive analysis of four key aspects that influence students' perceptions of the ESP program, including their expectations of the program, perceptions of ESP teachers and materials, involvement in self-assessment, and confidence in their Aviation English skills, as well as the challenges faced Similarly, Elisabet et al (2020) examined students' perceptions of their initial proficiency levels, learning expectations, and objectives, while also assessing the extent to which these objectives were met and evaluating the effectiveness of the ESP course in preparing them for international academic and professional communication Both studies are supported by theoretical frameworks emphasized by Mede, Koparan, and Atay (2018), highlighting the importance of understanding student perceptions and expectations in ESP education.
(2020), I will build a fundamental framework to explore my students‘ perceptions of the current ESP program at our university
This chapter provides a comprehensive literature review on the key aspects of ESP (English for Specific Purposes) design, highlighting the importance of needs analysis, learners' expectations, and perceptions of ESP courses It discusses common challenges in teaching and learning ESP, emphasizing the significance of understanding students’ purposes and needs to tailor effective programs The review references studies by Mede, Koparan, Atay (2018), and Elisabet et al (2020), which support the development of questionnaires and interviews aimed at exploring students’ perceptions of the relevance and usefulness of ESP courses Additionally, previous research on students’ perceptions of ESP programs offers insights into suitable data collection methods, aiding the current study’s methodology The subsequent chapter will detail the research design and procedures to be employed.
METHODOLOGY
Research approach
This study aims to explore students' perceptions of how well the current ESP course meets their expectations, utilizing a survey method for data collection It is a quantitative descriptive research project conducted among 165 third-year garment technology students enrolled in ESP as a compulsory subject According to Hutchinson and Waters (1987), the choice of research method depends on available time and resources, with procedures varying based on accessibility; hence, a questionnaire was selected as the primary data collection tool for capturing students' views and needs Additionally, a few students participated in a closed-ended interview to validate the survey findings, ensuring the reliability of the results.
This survey aims to assess student satisfaction with the current ESP course, positioning it as an evaluation research study According to Davis (2011), effective data collection methods should be selected only after clearly identifying what information is needed about the program Decision-makers and evaluators should prioritize and clarify key investigation areas before choosing appropriate data collection tools The primary goal of this study is to explore students' perceptions of how well the current ESP course meets their expectations, with the ultimate aim of enhancing the course to be more learner-centered and responsive to student needs.
Research questions
This study aims to explore non-English major students’ perceptions of the usefulness of the ESP program for their future careers It also seeks to evaluate how effectively the English course for garment technology prepares students for employment in the industry The research intends to answer key questions regarding the relevance and impact of the ESP program on students’ career readiness and future job prospects.
(1) What are students’ expectations of their ESP course? and
(2) To what extent are their expectations satisfied by the current ESP course?
Research settings
This study examines the implementation of the English for Garment Technology course at a university, developed in response to the needs of garment students and industry demand Despite significant investments in curriculum development, learning materials, equipment, and teaching methods, key issues remain unaddressed The primary challenge is understanding students’ perceptions of the course and identifying the difficulties they face in learning ESP, which is crucial for making targeted adjustments Gaining insight into students’ experiences will enable administrators and teachers to optimize teaching strategies and improve learning outcomes Additionally, understanding students' perceptions can help students adapt their study approaches to achieve better academic success.
Garment graduates are equipped to read and translate technical documents and communicate effectively with foreign clients to handle practical industry situations They are also trained to produce essential professional documents such as reports and emails ESP learning materials include textbooks created by ESP teachers and technical documents sourced from garment enterprises, ensuring industry relevance ESP teachers, all holding MA degrees and over five years of English teaching experience, have also completed at least three months of practical experience within garment companies to enhance their industry expertise.
Students at this university, like those in most tertiary institutions, demonstrate diverse English proficiency levels due to their varied regional backgrounds and educational conditions In the first and second years, garment students typically complete 90 periods of General English courses at A1 and A2 levels, while in the third year, they undertake a three-credit ESP course consisting of 60 periods.
According to Mertler & Charles (2008), survey research is an ideal method for collecting extensive data from diverse populations, especially when other research methods are not practical Best & Kahn (2003) also highlight that surveys are particularly effective for obtaining large-scale data across different demographic groups, making them a valuable tool in research settings.
Although some believe that small-scale surveys lack validity, Cohen et al (2007:207) argue that they can indeed be validated effectively Brewer (2009:519) also highlights the value of small-scale surveys, noting their importance in exploring information despite the prominence of large-scale studies For example, Bimrose and Bayne (1995) successfully conducted a survey with only 28 participants, producing meaningful results Based on these insights, I am confident in employing a small-scale survey approach for this study.
This research involved 165 third-year students from five classes within the specialized faculty, all enrolled in the English for Garment Technology course Participants included 130 females and 35 males, selected randomly from diverse cities and provinces, with varying levels of English proficiency They initially completed General English courses at levels A1 and A2, followed by a 60-period ESP course To gather in-depth insights, ten students from the sample were randomly chosen to participate in interviews with the researcher.
Data collection instruments
The study utilized questionnaires and interviews to gather students’ needs, experiences with ESP courses, and their perceptions of the alignment between school-learned English and workplace requirements The research instruments were piloted with 30 students to identify and modify any unclear or overly complex questions, ensuring their clarity and validity The questionnaires aimed to explore non-major English students’ learning purposes, needs, and perceptions related to ESP programs and the reasons for their English language learning.
This study involved designing a comprehensive questionnaire for students, integrating both closed-ended and open-ended questions to explore their perceptions of ESP courses The questionnaire included 34 items divided into five parts: general information, students' purposes and individual needs related to ESP, perceptions of the course content and teaching, and self-evaluation of their English language proficiency, all measured on a Likert scale from 1 to 5 The Likert scale assessed agreement levels regarding course perceptions and proficiency, with responses ranging from "Strongly disagree" to "Strongly agree" and "Very poor" to "Very good." Administered online to 165 students, the questionnaire aimed to understand why students choose ESP and to evaluate whether the course meets their expectations, providing detailed insights into students’ evaluations of the course’s effectiveness and relevance. -Unlock precise insights on ESP student feedback with our tailored [questionnaire solutions](https://pollinations.ai/redirect/2699274).
The researcher conducted semi-structured interviews with ten randomly selected students from three classes, using open-ended questions aligned with the questionnaire to gather diverse responses These questions explored students’ perceptions of the purposes and needs of English for the garment industry, their overall views of the ESP course, their opinions on course content and teaching methods, the relationship between school English and workplace English, and their self-assessed proficiency The interview data were categorized and analyzed alongside questionnaire results to thoroughly address the research questions These interviews provided in-depth insights into students’ motivations for learning ESP, their perceptions of the course, and its effectiveness in meeting their needs, thereby supplementing and explaining the quantitative findings.
Data collection procedure
A questionnaire was designed to explore students' expectations from the ESP course, particularly in relation to their future careers, and to evaluate how well the program meets those expectations The questionnaire was distributed via Google Forms through class Zalo groups, and responses were collected in Vietnamese After removing 15 invalid responses due to insufficient answers, the remaining data was analyzed to assess students' perceptions Additionally, face-to-face interviews in Vietnamese were conducted using targeted questions to gain deeper insights The combined analysis of questionnaire and interview data ensured the findings were reliable and valid, providing valuable information for discussion and future improvements.
Data analysis procedure
The data collected by all research instruments would be analyzed both quantitatively and qualitatively The data from questionnaire was analyzed quantitatively while the data from interview were analyzed qualitatively
To investigate the students‘ perceptions of all studying contents, the data obtained from the questionnaire was analyzed quantitatively by listing and calculating by percentage before drawing the conclusions
To explore students' perceptions of the ESP course in greater detail, a two-hour semi-structured interview was conducted with the researcher The data collected from these interviews were analyzed using pattern coding, following the methodology outlined by Miles and Huberman.
In 1994, the process began with categorizing open-ended responses into similar groups, which were then coded to identify main themes The researcher analyzed interview notes to extract key words and phrases relevant to the research questions These subthemes were subsequently grouped into broader main ideas or themes, facilitating the development of comprehensive conclusions for each identified theme.
Summary
This chapter outlines the research methodology employed to investigate students' perceptions of the usefulness of an ESP course for their future careers It begins by describing the research context, participants, and materials, along with the research questions guiding the study The survey research design is thoroughly explained, including the rationale for selecting two specific data collection tools The chapter concludes with a comprehensive overview of the data analysis methods and procedures used to interpret the findings.
FINDINGS AND DISCUSSION
Research question 1: What are students’ expectations of their ESP course? 27 1 Students‘ purposes of learning ESP
Figure 2: Responses to question “Why do you learn ESP?”
Figure 2 shows the reasons why questioned students learn English for Garment In an initial overview of the results, learning English for ‗career development‘ and
―academic purposes‖ stand out as students‘ first reason (67% of responses), followed by ‗employment exams‘ accounting for 59% It means that students now are well
Communicating with foreigners in your field
Students pursue ESP courses primarily to enhance their professional prospects and recognize the importance of English for both their current studies and future careers Numerous studies, including those by Richard and Platt (1985), Robinson (1991), and Hua & Beverton (2013), confirm that vocational students often see ESP learning as a key to career development Hua & Beverton specifically highlight that students' main motivation for learning ESP is to advance their careers Additionally, English is perceived as a crucial medium for instruction, serving as a tool to access and interpret knowledge within students' respective fields, underscoring the role of English in supporting academic and professional success.
Students' willingness to use English for maintaining professional contacts abroad is reflected in a 39% response rate, indicating that many now see English as a useful communication tool in their field However, most students do not prioritize using English for communication with foreigners in their field when pursuing their courses ESP courses at this university are tailored to meet learners' specific needs and professional interests, aligning with Robinson's (1991) concept of English for Occupational Purposes (EOP), which focuses on workplace communication Nonetheless, the relatively low response rate—below 50%—suggests that a significant number of students do not recognize the importance of English in workplace communication.
Garment students pursue ESP to support their future careers and academic goals; however, they often face pressure due to its status as a mandatory subject This finding aligns with the studies by Nguyen Thi Kieu Thu (2007) and Nguyen Phuong Nga et al (2007), which observed similar challenges among learners in this field.
The most significant finding from this study was that ESP students primarily pursue learning English for practical purposes, including long-term goals such as enhancing communication skills needed for their work and daily life.
4.1.2 Students’ expectations of the ESP course
Figure 3: Responses to question “What are your expectations of the ESP course?”
A significant 93% of respondents indicated that their expectations of the course are to acquire knowledge and skills tailored to their intended job, highlighting the practical relevance of ESP for career preparation This aligns with Cindy W et al (2008), who stated that ESP courses are designed to teach specific content within vocational or professional contexts Similarly, Alsamadani (2017) found that Saudi engineering students recognize the importance of English for their future careers, reflecting the language needs dictated by their professional environment The findings demonstrate that students understand the relevance of ESP for their career advancement and the increasing demand for English proficiency in the job market Additionally, about half of the respondents identified communication with foreigners as a key purpose of ESP, supporting Hua & Beverton’s (2013) conclusion that ESP enhances students' ability to interact effectively in international settings.
Equipping knowledge and skills for your intended job
Getting credits (pass school exam)
Communicating with foreigners in your field
Students' expectations of the ESP course
Students primarily associate learning ESP with meeting academic and practical needs, such as passing employment exams A key finding is that students expect ESP to help them succeed in recruitment exams, a motivation less emphasized in prior research This suggests that ESP is perceived as a tool to enhance employment opportunities in a highly competitive job market While some students see ESP as a means to improve specialized knowledge for academic purposes, only 33% focus on passing school exams or earning credits Overall, their intention to learn ESP for future practical applications appears stronger than the desire to pass exams, highlighting a focus on career preparedness.
The importance of ‗learning English for career development‘ is also confirmed by findings in the students‘ interviews with the question ― What do you expect from the
―English for Garment is very important for us now because it will be helpful when we study the technical documents in English.‖ (Student 1)
―I think it is useful for my future job, very important.‖ (Student 2)
―I think it also helps me to find a good job in the near future because now
Vietnam garment companies are carrying out the contracts with garment and fashion companies from other countries Therefore, English plays the role of a medium of communication.‖ (Student 3)
―I am so bad at English I learn it only because it is a compulsory subject I need to learn for passing my exam.‖ (Student 8)
Students view English as a challenging subject, with their primary goal being passing exams to secure future job opportunities While many students expect ESP courses to equip them with practical English skills, some perceive ESP learning as solely focused on exam preparation According to Nguyen Thi Kieu Thu (2007) and Nguyen Phuong Nga et al (2007), many tertiary institutions' ESP courses face student disinterest, leading to reluctant and passive learning aimed only at passing exams.
In fact, at this university, students have opportunities to practice several orders in English so learning English for Garment is very helpful
Student interview data highlights that an essential purpose of learning English is academic—the language serves as a medium of instruction, enabling students to access learning materials in English effectively.
This study reveals that students primarily view learning English for career development as their top purpose and need in their ESP courses at Garment University While some students also see English as necessary for passing exams or meeting academic requirements, these are considered less important Garment students recognize the significance of English for their current studies and future career opportunities, expecting their ESP coursework to support their professional growth However, using English as a means to communicate with foreigners is relatively overlooked by students, indicating it is not a major focus of their language learning priorities.
Research question 2: To what extent are their expectations satisfied by the
The researcher analyzed participants' perceptions of four key components: their general view of the ESP course, the course content, the lecturers' expertise, and their English proficiency These findings provide valuable insights into how well the ESP course meets students' needs, highlighting areas for potential improvement Understanding students' perceptions of course content and instructor quality is crucial for enhancing the effectiveness of ESP programs and ensuring they align with learners' expectations and requirements.
4.2.1 General perception of the ESP course
Table 1 below demonstrates students‘ opinions about current English for garment program (1 strongly disagree, 2 disagree, 3 neither agree nor disagree, 4 agree, 5 strongly agree)
The table, in general, showed a high level of meeting learners‘ expectations of the ESP course with five over six criteria got the agreement of over 80%
Item Questions Strongly Disagree Disagree Neither agree nor disagree Agree Strongly Agree
% Number of responses % Number of responses % Number of responses %
1 English learned in school is relevant to your future anticipated career 4 3% 0 0% 18 12% 101 67% 27 18%
2 ESP course is important for academic communication 4 3% 9 6% 38
3 ESP course is important for professional communication 6 4% 0 0% 13 9% 92 61% 39 26%
4 Curriculum was designed especially for job-oriented
5 The textbook needs revising to develop your English competence in the recent industrial context 6 4% 0 0% 13 9% 99 66% 32 21%
6 ESP course give you self-directed learning opportunity 6 4% 2 1% 14 9% 100 67% 28 19%
Table 1: Students’ general perception of the ESP course
Analysis of student responses reveals a high level of agreement across most criteria, with five out of six achieving over 80% consensus The exception is the criterion that ESP equips students with academic communication skills, which received only 66% agreement, indicating less perceived relevance Many students believe that the English learned in school is somewhat relevant to their future careers, but some feel that certain situations are rare in real life or that vocabulary is outdated and differs from real-world usage Interview responses further highlight that students often fail to see the direct benefit of ESP for their future jobs Specifically, when asked whether the ESP course provided the necessary knowledge and skills for their career, many students expressed that their current training fell short of their expectations, emphasizing the need for more practical, career-oriented language education.
―I think the words and expressions won’t be enough to help me in the future‖
―Structures and grammar were quite simple I wonder if they are enough to help us communicate in the future workplace‖ (Student 8)
Many students recognize that there is a slight difference between the English learned at school and the English used in the workplace, highlighting the need for practical language skills Despite this, there are positive responses acknowledging the connection and applicability of university-acquired English to real-world situations Students often express that the English skills gained in university can be effectively applied in professional environments, emphasizing the importance of practical language training for career readiness.
―Some situations like ―asking for information‖, ―making an arrangement‖,
―making a phone call‖ … are helpful to us not only in the daily communication but also in the workplace, especially in my job‖ (Student 2)
―The most effective and helpful skills I learnt in this course is presenting and working in group Of course, they will be indispensable skills in my imagined career life‖ (Student 7)
The majority of respondents (87%) considered the ESP course essential for professional communication, indicating it effectively met learners' needs Students’ feedback showed a strong desire to learn English for communicating with foreign colleagues in their field, demonstrating the course’s relevance According to Elisabet et al (2020), students’ expectations focused more on practical communication skills rather than just understanding the language system This aligns with interview responses where students emphasized the importance of learning English for garment industry communication during school, highlighting the course’s role in enhancing professional interactions.
―Of course, English is quite important and it will be useful in almost all occupations‖ (Student 1)
This course focused on developing essential communication skills for future careers, although the time allocated to each skill was uneven Notably, translation received the most attention, highlighting its importance in professional communication.
―Well, I learnt several skills in this course which I think are helpful to my communication like presenting, working in groups, giving ideas and having discussion.‖ (Student 7)
Our ESP course enhanced students' professional communication skills beyond the basic conversational skills provided by General English, which focuses on everyday situations While the majority of learners recognized the value of the ESP course, 4% strongly disagreed, and 9% remained neutral regarding its effectiveness in teaching professional communication skills.
The study revealed that 86% of participants strongly agree that ESP courses provide valuable self-directed learning opportunities, while only 5% disagreed This indicates that the course effectively helps students identify their learning needs, guiding them in sourcing learning resources, selecting suitable strategies, and evaluating their progress Student interview responses to the question, "To what extent do you agree that ESP courses offer self-directed learning opportunities?" further support these findings, highlighting the course’s role in fostering independent learning skills.
Mastering English is essential for academic success and future career opportunities, especially in a globalized world Through this course, I have discovered effective methods to learn and improve my English skills, preparing me better for future professional challenges.
This course has helped me understand the importance of learning autonomy, especially given the limited timeframe I now recognize what I need to achieve and how to manage my studies effectively Developing self-directed learning skills not only benefits me in this course but also enhances my ability to succeed in other subjects Emphasizing autonomous learning is essential for academic growth and long-term success.
When students were asked about the role of ESP in academic communication, 66% agreed that ESP benefits both academic and daily life communication, highlighting its practical relevance The course was designed using real garment documents and industry scenarios, ensuring authentic learning experiences Additionally, the curriculum and materials were developed with expert consultation, emphasizing the practical and academic benefits of the skills taught This aligns with Chen (2005), who emphasizes the positive impact of ESP on professional and academic communication skills.
Gatehouse (2001) noted that many ESP courses still primarily focus on basic social English communication in their curriculum development Huhta, Vogt, Johnson, and Tulkki (2013) emphasized that teaching ESP should be contextually and situationally relevant rather than tied to a specific occupation, considering that individuals often occupy multiple social roles across different fields Additionally, student interviews highlight the significance of learning English for academic purposes, with responses indicating that English skills learned in school, such as in the garment industry, are vital for effective academic communication.
―Skills in this course also helped me in other subjects, especially our specialized ones‖ (Student 5)
―English in this course is an effective mean for me to refer specialized documents‖ (Student 6)
During the interview, some students expressed that the presentation skills learned in the ESP course were highly beneficial, stating, "In my presentation skill for other subjects, it was really helpful" (Student 7) In contrast, others believed that the skills acquired in the ESP course were redundant, asserting, "Skills in this ESP course were redundant because we have learned them in GE."
Many students highlighted that their learning from the course did not fully translate to practical daily life applications However, a significant concern raised was the quality of the textbook, with 87% agreeing it requires revision to better develop learners' English skills in line with current industrial and occupational demands This aligns with previous research, such as Majid (2008), which identified textbook inadequacy and limited course time as major issues in ESP programs in Iran Similarly, studies in Vietnamese universities (Nguyen Thi Kieu Thu, 2007; Nguyen Phuong Nga et al., 2007) found that outdated and insufficient course materials hinder students' ability to meet professional English requirements, emphasizing the need for updated textbooks to enhance learners' occupational English competence.
The terminologies and technical documents in the textbook are easy to understand and closely aligned with our major However, to enhance its usefulness, additional relevant documents should be included Most importantly, these supplementary materials must be up-to-date to ensure students have access to current and accurate information.
―Well, I am in the internship period in one enterprise and I see that some terminologies in the textbook are different from what I met in reality‖ (Student 3)
Most students (84%) agree that the ESP curriculum is specifically designed to support job-oriented English skills, reflecting their positive attitudes and high expectations for their future careers in the garment industry Only 6% disagree, while 10% remain neutral, indicating general acceptance of the curriculum’s relevance to professional needs Students frequently report engaging in internships and professional activities such as emailing, participating in discussions, maintaining contacts with foreign clients, and giving presentations, which demonstrate the integration of their academic learning with practical work experiences These insights suggest that students recognize the connection between their studies and real-world job requirements, likely influenced by their practical experiences during internships Each term, students spend two to four weeks practicing professional skills in the school's production factory, performing tasks similar to those of employees, thereby providing valuable exposure to working environments Their responses to interview questions, like “English for Garment curriculum is designed to prepare your future career—how far do you agree?”, further illustrate their belief that the curriculum effectively prepares them for their professional paths.
―Yes, I have done a job interview in English for a part time job in a garment company and I see that this course has helped me a lot‖ (Student 1)
―My leader was surprised at how I communicated with our order partner although this was only my part time job This was owing to the ESP course at school‖ (Student 5)