INTRODUCTION
Overview of the study
English has become an essential international language, deeply integrated into various aspects of modern life Its popularity continues to grow, leading to its inclusion in educational curricula from elementary school through university As a vital communication tool, English connects people from diverse countries around the globe.
English for Specific Purposes (ESP) is crucial across various fields, including Business, Medicine, Tourism, Hospitality, and Technology Its significance in universities and colleges lies in enhancing the four key skills: listening, speaking, reading, and writing, while also expanding specialized knowledge However, the teaching of ESP presents challenges in many educational institutions.
In reality, ESP teachers should have essential strategies in teaching and learning ESP better and effectively
Currently, English for Specific Purposes (ESP) poses significant challenges for many students in colleges across Hue city Successful ESP instruction requires educators to focus on syllabus and material design while considering the learners' role in the process (Wu & Badger, 2009:19) The inherent difficulties in teaching ESP can hinder both teaching effectiveness and student learning outcomes, as noted by Sargsyan.
To effectively teach English for Specific Purposes (ESP), it is crucial to possess a solid understanding of the content and the learning process A thorough grasp of the subject matter enables educators to convey ESP knowledge more clearly and effectively to learners Additionally, focusing on the learning process significantly aids students in mastering essential concepts and skills related to their specific fields.
According to Daubney (2008), teachers of English for Specific Purposes (ESP) encounter more challenges than those teaching general English, including issues related to student indiscipline, insufficient teaching materials, and motivation Additionally, ESP educators emphasize the importance of speaking skills and fostering student motivation.
To achieve significant success in teaching English for Specific Purposes (ESP) at colleges in Hue City, the strategies employed by teachers play a crucial role It is essential that these strategies are closely aligned with the specific content and subject matter This alignment serves as the primary motivation for conducting research into the strategies utilized by ESP teachers in addressing challenges related to content and subject knowledge in selected colleges in Hue City.
Aims of the study
ESP teachers today face challenges in their teaching methods and strategies, often struggling to find effective approaches To enhance their effectiveness, it is crucial for ESP educators to embrace creativity in their teaching practices.
Therefore, this study aims to:
1 Find out the reality of ESP teachers in teaching English at some colleges in Hue city
2 Discover ESP teachers‟ strategies in dealing with challenges related to content – subject knowledge
3 Give teachers‟ suggestions for teaching and learning ESP better and more effectively.
Research questions
As an English and English for Specific Purposes (ESP) teacher, my research focuses on exploring the strategies employed by ESP educators to address challenges related to content and subject knowledge in various colleges in Hue City.
1 What are the challenges that ESP teachers in Hue city encounter when teaching content – subject knowledge?
2 What are the strategies that ESP teachers deal with the challenges in teaching content – subject knowledge?
Importance of the study
English for Specific Purposes (ESP) remains a challenging subject for students in various colleges across Vietnam, particularly in Hue city This research paper aims to explore effective strategies employed by ESP teachers in Hue to address issues related to content and subject knowledge Additionally, it offers practical suggestions for enhancing the teaching of ESP courses to improve student outcomes.
Scope of the study
This article focuses on exploring the strategies employed by ESP teachers to address challenges related to subject knowledge at various colleges in Hue city, including Hue Tourism College, Hue Medical College, and Hue Pedagogical College.
Research significance
The study aims to enhance the teaching and learning of English for Specific Purposes (ESP) in colleges across Hue city The findings are expected to provide ESP teachers with a deeper understanding and effective strategies tailored for their students Ultimately, this research seeks to eliminate barriers in accessing subject-specific knowledge through improved ESP instruction.
Structure of the thesis
The research paper is organized into five chapters, beginning with Chapter 1: Introduction, which outlines the rationale for selecting the topic, defines the aims and research questions, and highlights the importance, scope, significance, and overall structure of the thesis.
Chapter 2: Literature Review presents a theoretical background related to ESP teaching and content – subject knowledge and the studies already done in the same field as a foundation for studying ESP teachers‟ strategies in dealing with challenges related to content – subject knowledge
Chapter 3: Methodology describes the research methods and the data collection and data analysis processes
Chapter 4: Findings and Discussions present the findings from the data collected and analysed
Chapter 5: Conclusion summarizes the results of the research, the implications and some recommendations for teachers and students in Hue city.
LITERATURE REVIEW
An overview of ESP
Teaching English for Specific Purposes (ESP) is a challenging yet crucial aspect of education, as it effectively communicates key concepts to learners To enhance ESP instruction, various factors come into play, including teaching methods, skills, materials, and the pressures faced by educators Understanding the core principles of ESP is vital for both teaching and learning in this specialized field.
According to Evans (1997), ESP consists of „absolute‟ and „variable‟ as follows:
1 ESP is defined to meet specific needs of the learners;
2 ESP makes use of underlying methodology and activities of the displine it serves;
3 ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre
1 ESP may be related to or designed for specific disciplines;
2 ESP may use, in specific teaching situations, a different methodology from that of general English;
3 ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation It could, however, be for learners at secondary school level;
4 ESP is generally designed for intermediate or advanced students;
5 Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners (Evans, 1998, p.4-5)
According to Hutchinson and Waters (1987), English for Specific Purposes (ESP) is a language teaching approach that tailors content and methods to align with learners' specific motivations for studying This approach is uniquely characterized by principles and procedures relevant to particular professional fields.
English for Specific Purposes (ESP) focuses on teaching English with clear and practical objectives (Mackay and Mountford, 1978) As Wright (1992) states, ESP is fundamentally about language learning that concentrates on the specific language aspects relevant to a particular field of human activity, while also considering the time constraints faced by learners (Wright, 1992 as cited in Ibrahim, 2010, p 3).
ESP emphasizes the importance of language in context rather than focusing solely on grammar and language structures It encompasses a wide range of subjects, including accounting, computer science, tourism, and business management.
English for Specific Purposes (ESP) is a vital branch of English language education, encompassing various fields such as Business English, Technical English, Scientific English, Medical English, English for Hospitality, English for Tourism, and English for Arts Its significance in modern teaching and learning of English cannot be overstated, as it caters to the specific needs of different professional and academic contexts.
Robinson (1991) expressed her viewpoint that ESP is divided into two following criteria:
1) ESP is normally goal – directed,
2) ESP course develops from a needs analysis which aim to specify what exactly it is that students have to through the medium of English, and a number of characteristics which explain that ESP course generally constrained by a limited time period in which their objectives have to be achieved and are taught to adults in homogenous classes in terms of the work or specialists studies that the students are involved in
Cater (1983) stated that there are types of ESP as follows:
1 English as a limited language: The language used by waiters or air traffic controllers and these are English as a limited language
2 English for academic and occupational purposes: English for Business and Economics (EBE), English for Social Studies (ESS), English for Science and Technology (EST), English for Academic Purposes (EAP) and English for Occupational Purposes (EOP)
3 English with specific topics: This type is related to anticipated future English needs It is necessary that scientists demand English for postgraduate reading studies, attend conferences or work in foreign institutions
Westerfield (2010) explained that ESP is classified into two different categories for ESP learners such as:
“1 Language learners who are in the process of developing expertise in their fields need English communication skills as tools in their training
2 Language learners who are already experts in their fields need English communication skills as tools in their work.” (Westerfield, 2010, p7)
ESP teachers and ESP teachers‟ knowledge
According to Richards (1999), ESP teachers are crucial in influencing instructional decisions in English for Specific Purposes (ESP) education Teacher decision-making encompasses three distinct types of decisions that guide the teaching process.
Effective teaching involves making various individual decisions, with careful planning being essential before instruction begins Three key types of decisions—planning, interactive, and evaluative—are crucial for enhancing lesson effectiveness According to Richards (1999), teachers utilize course objectives to organize their teaching strategies In a recent observation, a teacher successfully defined the lesson's goals and the methods to achieve them, even though the objectives were not explicitly stated as behavioral objectives This approach helped clarify his intentions and select suitable learning experiences By focusing on planning decisions, teachers can better visualize their lessons and tailor them to specific student groups, ultimately improving educational outcomes.
Interactive decisions are essential teaching skills that involve dynamic and somewhat unpredictable lessons shaped by continuous change By utilizing interactive decision-making, teachers can effectively gauge student responses and enhance their instructional methods.
Evaluative decisions align with underlying assumptions and beliefs, as teachers leverage their extensive experience to enhance their conceptual understanding By applying these criteria, educators can reflect on and refine their assumptions, beliefs, and levels of awareness (Richards, 1999).
2.2.2 The role of ESP teachers
Effective teaching of English for Specific Purposes (ESP) significantly enhances both general English learning and the acquisition of ESP skills To achieve successful outcomes, ESP educators must value the classroom environment Hutchinson and Waters (1985) emphasize that the ESP classroom serves as an ideal setting for introducing students to discipline-specific concepts alongside the language necessary for articulating those ideas.
According to Barturkmen (2006), teaching English for Specific Purposes (ESP) requires collaboration among three key parties: the English for Academic Purposes (EAP) teacher, the subject specialist, and the students The EAP teacher serves as a crucial mediator, bridging the gap between language instruction and subject knowledge by delivering language content tailored to the specific needs of the subject.
Modern language teaching emphasizes engaging classroom activities alongside foundational skills, making the process of learning a foreign language more dynamic and appealing Barturkmen (2006) highlights that teaching activities should be tailored to the specific subject matter, encouraging students to think critically and learn effectively through the target language This comprehensive view of language allows learners to acquire skills by working with larger chunks of language Content-based approaches favor the use of authentic texts, moving away from a synthetic approach, and expect learners to engage primarily with the content presented.
ESP teachers play a crucial role in imparting specialized knowledge to students According to Early (1981), the image of the ESP teacher as a mere "knower" is misleading; while they have expertise in the target language, students often have a deeper understanding of their specific fields This dynamic highlights the importance of the teacher's role in facilitating learning rather than solely providing knowledge.
Content-based language teaching, as described by Weache (1993), emphasizes the simultaneous learning of specific subject matter and language skills within a content-driven curriculum, where the choice and order of language elements are guided by the content itself This approach to instruction is rooted in a perspective of language acquisition that highlights the incidental internalization of new knowledge by learners through exposure to rich target language input, with a focus on meaningful communication.
The role of ESP teachers is the utmost importance ESP teachers should provide support for the student in the following areas in the case of ESP:
1 Needs analysis – What does the student need/desire to learn?
2 Learning objectives – What are the specific learning objective?
3 Resources – What resources are available to the student to achieve the learning objectives within a specific timeframe of his or her choosing?
4 Performance – What opportunities are available to the student to demonstrate what has been learned? (Knight, 2010, p.4)
Kasper (1997) emphasizes that students engage with discipline-specific materials, focusing primarily on acquiring relevant knowledge In this context, the role of ESP teachers is crucial for the effectiveness of these courses However, for ESP courses to succeed, it is essential that students actively participate in class activities.
Strevens (1988) asserts that the methodologies of English for Specific Purposes (ESP) align with the same language learning and teaching model as other language instruction Essentially, the fundamental teaching activities remain consistent across different forms of language education.
- Encouraging the learner‟s intention to learn
- Promoting practice and use (cited in Robinson, 1991, p.80)
Robinson (1991) highlighted that ESP teachers play a crucial role in evaluating and managing tests within the ESP course framework Additionally, these educators are often responsible for writing reports on student performance and the overall course effectiveness Follow-up consultations may also be conducted for some or all students to ensure continued progress.
Hutchinson and Waters (1993) argue that while ESP teachers do not need extensive subject-specific knowledge, they should possess three key attributes: a positive attitude towards the ESP content, a foundational understanding of the subject area, and an awareness of their existing knowledge in the field.
2.2.3 ESP teachers and ESP teachers’ knowledge
According to Robinson (2010), ESP teachers must be experts in their students' specific fields, whether they are pre-experience or post-experience learners It is crucial for these teachers to understand the requirements set by sponsors, which often involve targeted instruction in specialized areas Additionally, ESP teachers should consider their students' perspectives regarding the role of educators and the nature of English language teaching Finally, it is important for ESP teachers to utilize available resources effectively, including syllabus design, material preparation, and insights from specialist informants.
ESP teachers have to confront with mastering language and subject matter that exceed the bounds of their previous experience (Hutchinson and Waters,
1987) According to Ferguson, there are three areas that are related to teacher knowledge:
Understanding the disciplinary cultures and values is crucial, as it reflects a sociological or anthropological perspective Additionally, grasping the epistemological foundations of various disciplines provides a philosophical insight into their frameworks.
(c) knowledge of genre and discourse, which is mainly linguistic in character (p.85 cited in Wu & Badger, 2009, p.21).
Issues in dealing with content-subject knowledge in teaching ESP
Despite the challenges of teaching English for Specific Purposes (ESP), many universities and colleges lack qualified ESP instructors Those who do teach ESP at these institutions encounter various obstacles in their roles.
Sargsyan (2009) highlighted the challenges she faced in preparing English for Specific Purposes (ESP) lessons, particularly in the field of Business To effectively teach her students, she dedicated a minimum of four hours to studying economics textbooks and frequently consulted friends with expertise in the subject She emphasized that a deep understanding of the content is crucial for ESP teachers to navigate difficulties and deliver impactful lessons.
Teaching English for Specific Purposes (ESP) presents unique challenges that require specialized strategies Effective ESP educators must navigate these difficulties by identifying and implementing key solutions tailored to their students' specific needs As highlighted by Hutchinson and Waters, understanding the nuances of ESP is crucial for successful teaching outcomes.
(1993), there are three problems facing ESP teachers:
1 The lack of an ESP orthodoxy to provide a ready-made guide;
2 The new realms of knowledge the ESP teacher has to cope with;
3 The change in the status of English Language Teaching (p.158)
Orr (2009) emphasizes the necessity for teachers to possess a deep understanding of their subject matter and to present it in an engaging manner that facilitates student comprehension and application The effectiveness of English language training programs hinges on the specific content and objectives, requiring instructors to be well-versed in relevant fields such as biotechnology or law to effectively prepare students for careers as global professionals Furthermore, writing instructors lacking experience in technical writing genres will struggle to teach software engineering students without significant independent study.
ESP teachers face numerous challenges that complicate the teaching process These difficulties necessitate that ESP educators conduct thorough research on the subjects and content they are delivering By engaging in careful research, teachers can enhance their effectiveness, making the teaching of ESP more manageable and successful.
Strategies in dealing with challenges in content-subject knowledge
Effective English language teaching, particularly in English for Specific Purposes (ESP), can be significantly enhanced through the implementation of targeted strategies Six key strategies, identified by Ghanbari & Rasekh (2012) and Wu & Badger (2009), play a crucial role in overcoming challenges related to content-subject knowledge By adopting these strategies, educators can improve the overall effectiveness of their teaching methods and better address the unique difficulties faced in ESP contexts.
Behavioral strategy is an effective approach for addressing challenges in teaching subject-specific knowledge, particularly in English for Specific Purposes (ESP) This energetic and active teaching method fosters a positive attitude towards learning, enhancing student engagement and comprehension (Ghanbari & Rasekh, 2012).
ESP teachers often face challenges when introducing unfamiliar terms, as highlighted by Wu & Badger (2009) Without prior preparation, these educators may struggle to explain new phrases, leading to feelings of embarrassment in front of their students While they might resort to literal translation, this approach can result in misunderstandings and incorrect interpretations Wu & Badger provide examples that illustrate the potential pitfalls of relying on literal translation in language instruction.
“S2: (Puts up his hand) How to translate “water boat”?
T: (Hesitates for a few seconds) Do you know „„water” in Chinese? S2: Shui [=water]
T: Yeah Good! Do you know „„boat”?
T: Yes, so .you‟ve got it!
S2: (Smiles) Oh Aha I see (transcript of Anna‟s class B and field notes)
The issue at hand pertains to the materials used in teaching, with teachers bearing the primary responsibility rather than students When confronted with unfamiliar terms, teachers often experience anxiety; however, they continue to strive to deliver effective instruction To address this, they can implement two strategies: encouraging students to share their understanding if they are able, or providing prompts if they are not This approach proves to be particularly effective, especially when some students possess greater knowledge of the subject matter than their teachers (Wu & Badger, 2009).
Teachers often employ a strategy to navigate challenging topics, which involves three key factors Firstly, there may be items not included in the teaching materials Secondly, the concept of "no face" refers to avoiding direct questions from students that could lead to embarrassment Lastly, teachers may choose to transition to a new topic instead of delving deeper into a difficult subject, thereby maintaining their credibility To effectively teach English for Specific Purposes (ESP), it is crucial for the teacher to possess a higher level of subject knowledge than the students This strategy of avoidance through topic transition can be illustrated through various examples.
“T: Now you all know how to pronounce this term [main engine] Main engine is very important for the ship and it is regarded as the heart of the ship
Do you know where it is?
SS: On board the ship! (Laughing)
T: (Laughing) Of course, it is on board! What I mean is the exact location of it on board the ship
T: Let me tell you It is in the engine room
(The teacher now writes the term „„engine room” together with its Chinese equivalent ji cang [=engine room] on the blackboard.)
T: You motormen will work in the engine room It is the place you work in the future There are
(SS begin discussing with each other in low voices The teacher pauses for a few seconds and then continues.)
T: There are a lot of machines and equipment in the engine room Um
Ok, let‟s look at the next one – pipe wrench (transcript of Sophia‟s class A combined with field notes) (Wu & Badger, 2009, p.24)”
Teachers frequently opt to modify example sentences, as highlighted by Wu & Badger (2009) The primary challenge often stems from the teaching materials rather than the language used by the teachers, especially when responding to direct student inquiries Such situations can heighten the risk of teachers losing face To mitigate this, ESP teachers can transition to alternative examples, thereby preserving their credibility in front of students.
ESP teachers often resort to avoidance strategies focused on morphology for two main reasons: a lack of subject knowledge and the belief that subject knowledge should be addressed in subject-specific lessons rather than ESP classes This limited understanding can lead to misleading and inaccurate responses from ESP teachers Therefore, it is crucial for ESP educators to develop a strong grasp of both language and subject matter (Wu & Badger, 2009).
Cognitive strategies utilize pedagogical aids to address teachers' gaps in subject knowledge, focusing on enhancing students' learning experiences These strategies encourage students to bring dictionaries to class and explore various aspects such as correct pronunciation and nuanced meanings By implementing cognitive strategies, educators can establish timelines that optimize time management and set realistic expectations for English for Specific Purposes (ESP) teachers (Ghanbari & Rasekh, 2012).
2.4.4 Meta-cognitive strategies: Dynamic Self-and Class-assessment
According to Ghanbari & Rasekh (2012), meta-cognitive strategies enable teachers to engage in self-assessment and evaluate the overall classroom environment These strategies empower educators to effectively plan and monitor their teaching approaches, allowing for proactive adjustments in response to classroom dynamics.
Teaching-related strategies emphasize the importance of understanding the curriculum and decision-making hierarchies within the Department These strategies are designed to enhance the development of English for Specific Purposes (ESP) curricula and foster improved collaboration between ESP teaching and learning processes, ultimately leading to more effective educational outcomes (Ghanbari & Rasekh, 2012).
Ghanbari and Rasekh (2012) highlight that social strategy is a widely-used approach for building rapport with students, making it easily accessible for teachers This strategy is particularly beneficial for English for Specific Purposes (ESP) educators, as it fosters self-motivation among students.
This chapter summarizes the essential literature on the strategies employed by ESP teachers in managing content-subject knowledge The following chapter will outline the research methodology utilized in this study.
METHODOLOGY
Research Methods
The research paper employs a mixed-methods approach, integrating both qualitative and quantitative techniques Utilizing content analysis, it investigates words and phrases across diverse texts, facilitating both qualitative insights and quantitative data This combination proves highly effective for deriving meaningful results from participants.
McMillan & Schumacher (1993) define "quantitative" and "qualitative" as distinct research approaches commonly used in education The primary difference lies in data presentation: quantitative research showcases statistical results through numerical representation, while qualitative research conveys information through narrative descriptions.
The integration of qualitative and quantitative research methods contributes to a comprehensive research paper, yielding significant findings that can influence the future of teaching and learning English for Specific Purposes (ESP).
Participants
ESP (English for Specific Purposes) teaching is increasingly significant in colleges in Hue City, particularly at Hue Tourism College, Hue Medical College, and Hue Pedagogical College These institutions value the strategies employed by ESP teachers to effectively impart subject-specific knowledge Consequently, the research focuses on the ESP educators from these three colleges, highlighting their contributions to the teaching of specialized content.
This research paper involves fifteen experienced ESP teachers from three colleges, each with a minimum of one year of teaching experience Their insights are invaluable for understanding the teaching of ESP content-subject knowledge in higher education.
Forty-five educators from three colleges in Hue City are focused on developing strategies to address challenges in content-subject knowledge related to teaching and designing English for Specific Purposes (ESP) They have shared their insights and perspectives on teaching and researching ESP at Hue Tourism College, Hue Medical College, and Hue Pedagogical College, reflecting the current state of these institutions.
In this research, the participants‟ s real names, ages and genders will not be mentioned in order that they can ensure truthfulness of the result and confidentiality for the participants
The questionnaires were created and distributed to forty-five English teachers responsible for English for Specific Purposes (ESP) across three colleges, with a full response rate of 100% from all participants.
To ensure the accuracy of the data gathered from the questionnaire and to obtain detailed insights, perspectives, and experiences regarding the study "An Investigation into ESP Teachers' Strategies for Addressing Content-Subject Knowledge Challenges at Colleges in Hue City," the researcher conducted interviews with ESP teachers.
Fifteen ESP teachers from Hue Tourism College, Hue Medical College, and Hue Pedagogical College participated in in-depth interviews, where they were encouraged to thoroughly discuss and express their insights on the topic.
Data collection
In this research, two main methods are chosen including questionnaire and interview, which are used for collecting useful and necessary information from ESP teachers according to this research topic
Questionnaires are effective tools for gathering extensive data essential for research, as noted by McMillan & Schumacher (1993), who highlight their cost-effectiveness, standardized format, anonymity, and targeted questioning capabilities They consist of two types of questions: closed-ended questions, which restrict responses to predefined options, and open-ended questions, which allow for more comprehensive and insightful answers Utilizing both question types is recommended for optimal data collection.
This study utilizes a comprehensive questionnaire aimed at ESP teachers from three colleges in Hue City, comprising nine carefully crafted closed-ended and open-ended questions The focus of these questions is to gather insights into the thoughts, attitudes, teaching methods, strategies, and experiences of ESP educators.
Interviews serve as vocal questionnaires that facilitate direct interaction between individuals This technique is both flexible and adaptable, leading to significantly higher response rates compared to traditional questionnaires (McMillan & Schumacher, 1993, p.250).
Interviews conducted following the questionnaire provided valuable insights for this study, revealing essential information about the thoughts, methods, attitudes, strategies, and experiences of ESP teachers The primary purpose of these interviews was to enhance the reliability of the data collected from the questionnaires All fifteen ESP teachers interviewed were from three colleges in Hue City, and the questions were designed to explore their strategies for overcoming challenges related to content-subject knowledge.
Data analysis
The gathered data will be analyzed and presented in percentage form through tables and figures, facilitating a discussion on participants' reflections This analysis aims to identify the strategies employed by teachers in addressing challenges related to content-subject knowledge across three colleges in Hue City.
During the implementation process, the researcher faced challenges in collecting data through questionnaires, as not all teachers were cooperative While enthusiastic ESP teachers supported the effort, others required significant time and persuasion to engage in the study.
Research procedure
The researcher carried out the process of data analysis in the following steps:
- Exploring and studying the previous research relevant to this research
- Testing and reconsidering the questionnaire and interview questions
- Collecting the data based on questionnaires and interviews
- Calculating, describing and presenting the data through the tables and figures
FINDINGS AND DISCUSSION
Teachers‟ attitudes towards strategies in dealing with challenges related to ESP content-subject knowledge
Data indicates that ESP teachers perceive and understand strategies for addressing challenges related to content-subject knowledge in varied ways This section highlights their attitudes towards these strategies, emphasizing their importance and necessity It also explores teachers' perceptions and the crucial role of ESP educators in effectively teaching content-subject knowledge.
4.1.1 Importance of strategies in dealing with challenges related to ESP content-subject knowledge
Figure 4.1 highlights the significance of strategies employed by ESP teachers to address challenges associated with content-subject knowledge, categorizing their perceptions into four levels: "very important" and "important."
0 20 40 60 80 100 very important important not important other
% very important important not important other
Figure 1: Importance of strategies in teaching ESP content-subject knowledge
A significant majority of ESP teachers (98%) recognized the importance of strategies for addressing challenges related to content-subject knowledge, indicating a strong awareness of their role in teaching ESP effectively This highlights the critical nature of these strategies in enhancing the teaching of ESP content-subject knowledge.
While the majority of ESP teachers acknowledged the significance of strategies for addressing challenges associated with ESP content-subject knowledge, a small minority held differing views Specifically, 2% of participants deemed these strategies as "not important," with no respondents selecting "other(s)" as an option.
In a recent study involving in-depth interviews, a significant majority of ESP teachers (95%) affirmed the importance of strategies for addressing challenges related to content-subject knowledge in ESP teaching, while only 5% disagreed This highlights a strong consensus among educators on the necessity of effective strategies in enhancing ESP instruction.
Figure 2: The ESP teachers’ attitudes towards strategies in teaching ESP content-subject knowledge
The data indicates that most English for Specific Purposes (ESP) teachers exhibit a positive attitude towards various strategies and express significant interest in addressing challenges related to content-subject knowledge in ESP instruction.
4.1.2 Frequency of using strategies in dealing with challenges in ESP content-subject knowledge
Figure 4.3 illustrates the frequency of strategy usage in addressing challenges related to ESP content-subject knowledge, categorized into four distinct levels: "always," "often," "sometimes," and "rarely."
According to the data presented, 65% of ESP teacher participants reported that they frequently utilize strategies to address challenges related to content-subject knowledge in English for Specific Purposes (ESP).
Twenty percent of ESP teacher participants indicated "always" in response to the question, highlighting that the majority recognized the significance of strategies for addressing challenges related to content-subject knowledge in ESP teaching.
A majority of ESP teacher participants reported infrequent use of strategies to address challenges in ESP content-subject knowledge, with only 10% indicating "sometimes" and a mere 6% choosing "rarely." This suggests that most ESP teachers prioritize strategy utilization less when facing these challenges.
Alwa ys Often Sometimes Ra rely
Alwa ys Often Sometimes Ra rely
Figure 3: Fluency of using strategies in teaching ESP content-subject knowledge
In in-depth interviews, teacher participants indicated their frequency of utilizing strategies to address challenges in English for Specific Purposes (ESP) content-subject knowledge.
A significant majority of ESP teachers (85%) reported that employing strategies to address challenges greatly facilitated the design of lesson plans and the development of engaging class activities These strategies were viewed as essential for effectively teaching ESP content-subject knowledge, with interview participants expressing a proactive attitude towards their use They noted that implementing these strategies made teaching more appealing However, a small minority of teachers indicated they "rarely" used such strategies, citing a lack of familiarity with them in their teaching practices The frequency of strategy usage among teachers is illustrated in the accompanying figure.
Figure 4: Fluency of using ESP teachers’ strategies in teaching ESP content-subject knowledge
The reality of using ESP teachers‟ strategies in dealing with challenges related to content-subject knowledge at three colleges in Hue city
Most ESP teachers at three colleges in Hue City demonstrated a strong awareness of the significance of employing strategies to address challenges related to content-subject knowledge Furthermore, a clear understanding of the actual use of these strategies by ESP teachers in the three colleges was also evident.
The reality of using ESP teachers‟ strategies in dealing with challenges related to content-subject knowledge at three colleges in Hue city demonstrated in the following figure
Types of strategies Number of ESP teachers
Table 4.2 The reality of using ESP teachers’ strategies in dealing with content- subject knowledge at three colleges in Hue city
A significant majority of ESP teachers, 77.7%, identified risk-taking as an effective strategy for navigating content-subject knowledge, highlighting its importance in their teaching approach Additionally, 66.6% of participants utilized avoidance as a strategy to manage unfamiliar topics, allowing for more effective discussions Teaching-related strategies were deemed necessary by 55.5% of ESP teachers, fostering collaboration between ESP teaching and learning Social strategies were favored by 44.4% of participants, who found consulting with subject knowledge instructors beneficial for addressing challenging content Furthermore, 33.3% of ESP teachers employed meta-cognitive strategies to plan their actions in advance, while 22.2% focused on cognitive strategies in their teaching practices.
During the interviews, the majority of ESP teachers from three colleges expressed that they employed various strategies for teaching ESP content and subject knowledge However, these educators implemented these strategies in diverse ways.
Types of strategies Number of ESP teachers
Table 4.3: The number of using ESP teachers’ strategies in dealing with content-subject knowledge at three colleges in Hue city
Risk-taking emerged as a highly valued strategy among 100% of ESP teachers interviewed, highlighting its significance in teaching content-subject knowledge effectively In addition, 66.6% of participants utilized avoidance to build confidence when encountering unfamiliar terms, while 26.6% adopted cognitive strategies to address gaps in content and specialized knowledge Furthermore, 46.6% of ESP teachers implemented meta-cognitive strategies for self-assessment and planning, demonstrating their importance in teaching practices Teaching-related strategies were favored by 80% of participants, proving essential for overcoming challenges and enhancing student engagement and motivation Lastly, 53.3% of teachers employed social strategies, indicating a broad acceptance of various methods among ESP educators in Hue City.
The advantage of using ESP teachers‟ strategies in dealing with challenges related to content-subject knowledge at three colleges in Hue city
4.3.1 The role of ESP teachers in teaching ESP related to content-subject knowledge
ESP teachers play a crucial role in enhancing content-subject knowledge by offering tailored courses that introduce students to key concepts in their disciplines Their responsibilities encompass supplying essential language and subject knowledge, organizing relevant activities tied to students' ESP content areas, and emphasizing content-based instruction These contributions are pivotal in bridging the gap between language learning and specialized subject matter.
To effectively introduce students to their disciplines, it is essential to offer tailored English for Specific Purposes (ESP) courses that integrate both language and subject knowledge These courses should organize specific activities that align with the students’ ESP content subjects, emphasizing a content-based instructional approach.
Figure 5: The role of ESP teachers in teaching ESP content-subject knowledge
As can be seen from the above figure, 45% of ESP teachers chose the answer
Appropriate ESP courses play a crucial role in introducing students to key concepts from their respective disciplines, highlighting the importance of this aspect in the responsibilities of ESP teachers.
According to the survey, 35% of ESP teachers prioritize providing language and subject knowledge through essential content Additionally, 15% focus on organizing specific activities related to students' ESP content subjects, while 10% emphasize content-based instruction Notably, no respondents selected "other(s)" as an option.
Unlike the figure from the questionnaire, the role of ESP teachers based on the interview established in the following figure
10% providing appropriate ESP courses supplying the language and subject knowledge organising specific activities focusing on content-based intruction
Figure 6: The role of ESP teachers in teaching ESP content-subject knowledge
A survey of ESP teachers from three colleges in Hue city revealed that the primary role of ESP teachers is to provide appropriate ESP courses, with 35% of participants agreeing on this point Additionally, 30% identified supplying language and subject knowledge as a key responsibility, while 25% emphasized the importance of organizing specific activities Only 10% viewed focusing on content-based instruction as part of their role Overall, the findings indicate that the majority of ESP teachers recognize the significance of employing effective strategies to address challenges related to content and subject knowledge.
4.3.2 The advantages of strategies in teaching ESP content-subject knowledge at three colleges in Hue city
The implementation of strategies in teaching English for Specific Purposes (ESP) has proven to offer significant advantages in enhancing content-subject knowledge This study aimed to gather teachers' insights regarding the benefits of these strategies in ESP instruction across three colleges in Hue City.
The advantages of strategies in teaching ESP content-subject knowledge
3 Making students more energetic in class 4/15 26,7 8/15 53,3 3/15 20 0/15 0
4 Encouraging students to develop self-study 1/15 6,6 6/15 40 6/15 40 2/15 13,4
5 Developing class activities better and more actively
6 Improving the collaboration between ESP teaching and studying effectively
Table 4.4 The advantages of strategies in teaching ESP content-subject knowledge at three colleges in Hue city
All ESP teacher participants unanimously agreed (100%) on the effectiveness of strategic approaches in successfully developing lesson plans, highlighting this as the most significant benefit of their teaching strategies for conveying ESP content and subject knowledge.
A significant majority of ESP teacher participants, 46.7%, expressed strong agreement regarding the benefits of a strategy focused on central knowledge, while 26.7% agreed Only 20% remained neutral, and a mere 6.6% disagreed, indicating that most ESP teachers recognize the advantages of emphasizing central knowledge in teaching ESP content-subject knowledge.
A significant majority of ESP teacher participants (53.3%) strongly agreed that implementing strategies enhances student energy in the classroom, while 26.7% agreed with this statement Only 20% remained neutral, and none expressed disagreement This indicates a strong appreciation among ESP teachers for strategies that promote student engagement and vitality during lessons.
The data revealed that 40% of ESP teacher participants strongly agreed and another 40% remained neutral regarding the benefits of encouraging students to engage in self-study and research across various aspects In contrast, 13.4% of participants disagreed, while only 6.6% expressed agreement.
Next, there was the majority choosing “agree” and “strongly agree” in the advantage of developing class activities better and more actively at the rate of 66,6
In a recent survey, 26.7% of ESP teachers expressed a neutral stance, while 6.6% disagreed, indicating that the majority recognized the benefits of enhancing class activities for more effective teaching of ESP content and subject knowledge.
Improving collaboration between English for Specific Purposes (ESP) teaching and effective studying has garnered significant support among ESP teachers, with 60% agreeing on its advantages Additionally, 20% of participants remained neutral, while 13.4% disagreed and only 6.6% strongly disagreed Overall, the majority of ESP teachers recognize the benefits of enhancing collaboration in the educational process.
The six advantages significantly enhanced the effectiveness of ESP teachers in delivering content-subject knowledge As a result, the majority of ESP teacher participants recognized and valued these strategies for their role in improving teaching outcomes Furthermore, most participants successfully integrated these strategies into their ESP instruction at their colleges, leading to a more effective teaching experience.
4.4 The challenges and solutions of ESP teachers in teaching ESP content- subject knowledge at three colleges in Hue city
4.4.1 The challenges of ESP teachers in teaching ESP content-subject knowledge at three colleges in Hue city
ESP teachers encounter various challenges in imparting content-subject knowledge, with a focus on four key issues identified through a questionnaire These challenges include a lack of specialized ESP content-subject knowledge, the emergence of new areas within ESP, changes in the status of English Language Teaching, and other related factors.
% 0 the lack of specialized ESP content-subject knowledge the new areas of ESP knowledge the change in the status of English Language Teaching other(s) d c b a d c b a
Figure 7: The challenges of ESP teachers in teaching ESP content-subject knowledge
A significant 50% of ESP teacher participants reported a lack of specialized ESP content-subject knowledge as a primary challenge, making access to lessons difficult To effectively teach ESP content, these educators recognized the need to expand their specialized knowledge Additionally, 40% identified new areas of ESP knowledge as challenging, emphasizing the importance of prior research before teaching these topics Only 10% cited changes in the status of English Language Teaching as a concern, with no participants selecting "other" as an option Overall, the majority of ESP teachers at three colleges faced significant obstacles in teaching ESP content-subject knowledge, prompting them to strive for improvement in their teaching methods.
70% the lack of specialized ESP content-subject knowledge the new areas of ESP knowledge the change in the status of English Language Teaching
Figure 8: The challenges of ESP teachers in teaching ESP content-subject knowledge
CONCLUSION AND IMPLICATIONS
Conclusion
Strategies play a crucial role in teaching English for Specific Purposes (ESP) content-subject knowledge, particularly for ESP teachers at three colleges in Hue City This thesis explores the concept and classification of ESP, the role of ESP teachers, and their knowledge, strategies, and outcomes in teaching Effective strategies significantly influence lesson planning, emphasize essential knowledge, and enhance collaboration between ESP teachers and students Recognizing the importance of these strategies in overcoming challenges related to content-subject knowledge, ESP teachers are increasingly focused on their implementation Findings indicate that the majority of ESP teacher participants in Hue City exhibit a positive attitude towards utilizing these strategies in their teaching practices.
Most ESP teachers expressed a strong interest in applying strategies for teaching content-subject knowledge, with many making efforts to implement these strategies more frequently However, a small group of teachers utilized these strategies less often, often due to a lack of awareness regarding their importance Additionally, some ESP teachers reported feeling strange, unfamiliar, and anxious about using these teaching strategies effectively.
ESP teachers focus on effective strategies and content knowledge to enhance their teaching With significant experience and a strong interest in English for Specific Purposes, these educators are dedicated to continuously improving their subject knowledge and teaching methods Their commitment ensures a more effective learning experience for students in specialized fields.
ESP teachers at three colleges utilized various strategies to effectively teach ESP content-subject knowledge Each educator tailored their approach to align with specific topics and content areas Notably, the strategy of "taking risks" emerged as the most favored among the participants, reflecting its purpose and effectiveness in enhancing the teaching of ESP content.
ESP teachers are crucial in bridging subject knowledge to specialized ESP students, as they focus on delivering tailored courses that introduce key concepts from various disciplines The majority of ESP teacher participants emphasized their role in equipping students with essential knowledge through these specialized courses.
ESP teachers unanimously recognized the benefits of employing strategies in teaching content-subject knowledge, with 100% acknowledging their effectiveness in developing successful lesson plans Additionally, these strategies were found to enhance the teaching of ESP content-subject knowledge more efficiently The majority of participating ESP teachers identified six key advantages associated with the use of these strategies.
ESP teacher participants faced several challenges, primarily focusing on three key areas that impeded their ability to effectively teach ESP content-subject knowledge Many of these teachers emphasized the need to enhance their specialized ESP knowledge to deliver effective instruction Additionally, some educators highlighted the necessity of exploring new areas of ESP knowledge prior to teaching Furthermore, a few teachers identified the evolving status of English Language Teaching as a significant challenge in conveying ESP content-subject knowledge.
To effectively address the challenges faced by ESP teachers in delivering content-subject knowledge, solutions were categorized into three key areas: enhancing familiarity with the content subject, clarifying unknown concepts or terms, and improving the relevance of teaching materials Most ESP teachers expressed a positive attitude towards these solutions, recognizing their importance in overcoming obstacles in teaching ESP content By focusing on these strategies, ESP teachers can enhance their effectiveness in imparting specialized knowledge and better support their students' learning experiences.
- Search for the content subject syllabus in an academic context
- Look up reference materials in the content subject
- Ask a subject specialist check and comment on the content of teaching materials before you have prepared
- Develop teaching materials with content subject teachers
- Look up both an ESP English-Vietnamese dictionary and an ESP monolingual English dictionary
- Consult the content subject students
ESP teachers at three colleges in Hue city employ various strategies to effectively teach subject knowledge Despite the benefits of these strategies, they encounter numerous challenges in delivering ESP content Nevertheless, these educators consistently strive to overcome obstacles in their teaching practices.
In summary, this thesis presents a comprehensive overview of the strategies employed by English for Specific Purposes (ESP) teachers at three colleges in Hue City to address challenges related to content-subject knowledge It highlights the significant efforts made by these educators to effectively tackle these challenges, demonstrating that their dedication to enhancing ESP content-subject knowledge enables them to navigate obstacles more successfully.
Implications
The research paper highlights key implications for teachers aimed at enhancing the effectiveness of English for Specific Purposes (ESP) strategies in addressing challenges related to subject knowledge at three colleges in Hue City.
ESP teachers play a crucial role in effectively imparting specialized subject knowledge To achieve this, they must develop well-structured lesson plans and focus on core content that enhances students' understanding Engaging students during lessons is vital, as is encouraging self-study at home to deepen their grasp of specialized knowledge Additionally, organizing interactive class activities can facilitate the acquisition of both specialized and general subject knowledge Finally, fostering collaboration between teachers and students is essential for a more effective and enriching ESP learning experience.
The effectiveness of ESP teachers' strategies in imparting content-subject knowledge varies across colleges, influenced by the unique characteristics of different specialized ESP types Consequently, it is essential for ESP educators to adeptly implement a range of strategies, fostering a more proactive approach that significantly enhances the teaching of ESP content-subject knowledge in higher education institutions.
Limitations
Despite the extensive efforts invested in this research paper, it has notable shortcomings The limitations in research materials and other conditions hindered a thorough investigation Additionally, the questionnaires and interviews should have been designed with greater length and care to gather essential information and data Lastly, time constraints impacted the overall quality of the research Given more time, I would strive to enhance this paper significantly.
Suggestions for further studies
ESP teachers play a crucial role in delivering content-subject knowledge at universities and colleges, particularly in Hue city Therefore, these educators prioritize the implementation of effective teaching strategies to enhance the learning experience in ESP content-subject areas.
This research paper explores the strategies employed by ESP teachers in addressing challenges related to content-subject knowledge at various colleges in Hue City To gain a comprehensive understanding of these strategies, additional studies are needed at other colleges and vocational training institutions Moreover, an increase in research focused on ESP teaching and learning is essential for enhancing its effectiveness in the future Ultimately, it is crucial for ESP teachers to implement these strategies in a practical and logical manner within college settings.
Barturkmen, H (2006) Ideas and Options in English for Specific Purposes The
In the realm of English for Specific Purposes (ESP), Cater (1983) presents key propositions in The ESP Journal, emphasizing the significance of tailored language instruction Early (1981) explores the role of the ESP teacher, highlighting its implications for the 'knower-client' relationship, as discussed in the British Council's English Language Teaching Document 112 Together, these works underscore the evolving responsibilities of ESP educators and their impact on effective language learning.
Evans, D T (1998) Developments in English for Specific Purposes: A multi- disciplinary approach Cambrigde University Press
Ghanbari, B & Rasekh, A E (2012) ESP Practitioner Professionalization through
Apprenticeship of Practice: the Case of Two Iranian ESP Practitioners English Language Teaching
Hoang Thi Hai Duong (2011) explores the linguistic and pedagogical challenges faced by teachers in imparting English for Specific Purposes (ESP) vocabulary to third-year Electronics and Engineering students at Ho Chi Minh University of Industry in Thanh Hoa province The study highlights the importance of effective teaching strategies tailored to the specific needs of engineering students, emphasizing the role of vocabulary acquisition in their academic success.
Hutchinson, T., & Waters, A (1987) English for Specific Purposes A learning- centred approach Cambridge University Press
Hutchison, T., & Waters, A (1993) English for Specific Purpose: A learning- centred approach Cambridge: Cambridge University Press
Kasper, L F (1997) The impact of content-based instructional programs on the academic progress of ESL students English for Specific Purposes
Knight, K., Lomperis, A , van Naerssen, M & Westerfield, K (2010) English for
Specific Purposes: An Overview for Practionners and Clients (Academic and Corporate)
McMillan, J H (1993) Research in Education A conceptual Introduction
Nguyen Le Bao Ngoc (2006) Designing samples units for ESP students of
Mathematics at Hue city Unpublished MA Thesis Hue Foreign Language
Nguyen Vo Hoang Anh (2010) An investigation into ESP teachers’ role in teaching
English for Medical Purposes at College of Medicine and Pharmacy, Hue University Unpublished MA Thesis Hue Foreign Language University,
Orr, T (2009) An interview with Thomas Orr, August 2009 Unversity of Aizu Robinson, P.C (1991) ESP today: A Practitioner‟s Guide Hemel Hempstead:
Robinson, P.C (2010) ESP Today: A Practitionner‟s Guide Centre for Applied
Language Studies University of Reading English Language Teaching Richards, J C (1999) Reflective Teaching in Second Language Classrooms
Sargsyan, C (2009) Difficulties of teaching ESP
Strevens, P (1998) ESP after twenty years: A re-appraisal In M Tickoo (Ed.)
Tran Thi Thanh Thuong (2008) Exporing strategies used by ESP teachers in teaching classes at Hue University College of Economics Unpublished MA
Thesis Hue Foreign Language University, Vietnam
Wu and Badger (2009) explore the strategies employed by English for Specific Purposes (ESP) teachers to navigate unexpected challenges related to subject knowledge in the classroom Their research highlights the adaptive techniques teachers use to address these issues, emphasizing the importance of flexibility and resourcefulness in teaching ESP The findings contribute valuable insights into the current state of ESP education, particularly at the tertiary level, underscoring the need for effective problem-solving skills among educators in this field.
Application_and_Expectation http:// www.pef.uni-lj.si/atee/978-961-6637-06-0/487-497.pdf
The questionnaire seeks to investigate the strategies employed by ESP teachers in addressing challenges related to content-subject knowledge at various colleges in Hue city Based on the findings, recommendations will be provided to enhance the teaching and learning of ESP in these institutions.
Your cooperation will make an invaluable contribution to my thesis Certainly, the data collected from the questionnaires will be only used in my thesis, without other purposes
Please answer the following questions by ticking appropriate answers and expressing your opinions as well as thoughts I am very grateful for your cooperation!
In this study, "strategies" refer to the informed solutions that English for Specific Purposes (ESP) teachers create throughout their teaching experiences to effectively address challenges encountered in their classrooms, emphasizing an active, informed, and reflective approach (Ghanbari & Rasekh, 2012).
1 Is ESP teaching more difficult than General English teaching?
Much more difficult More difficult
2 When teaching ESP, how often do you use strategies in dealing with challenges related to content-subject knowledge?
3 Do you think that strategies in dealing with challenges related to content- subject knowledge play an important part in teaching and learning ESP?
4 What kinds of ESP have you taught so far?
English for Business English for Techniques
English for Science English for Waiters
English for Tourism English for Medical Professionals Other(s)………
5 What is the role of ESP teachers in teaching ESP related to content-subject knowledge?
a) Providing appropriate ESP courses to introduce students to concepts from their disciplines
b) Supplying the language and subject knowledge by the necessary content
c) Organising specific activities related to the students‟ ESP content subjects
d) Focusing on content-based instruction
6 Which challenges do ESP teachers face in teaching ESP content-subject knowledge?
a) The lack of specialized ESP content-subject knowledge
b)The new areas of ESP knowledge
c) The change in the status of English Language Teaching
7 What are the advantages of strategies in teaching ESP content-subject knowledge?
The advantages of strategies in teaching ESP content- subject knowledge
3 Making students more energetic in class
4 Encouraging students to develop self-study
5 Developing class activities better and more actively
6 Improving the collaboration between ESP teaching and studying effectively
8 Outside class, which of the following do you do solve the lack of knowledge of familiarity with the content subject? You can tick (V) more than one choice: a) find out about the content subject syllabus in an academic context or the tasks the students have to carry out in a work or business situation b) consult/ read reference materials in the content subjects c) let a subject specialist/ a content subject teacher check and comment on the content of teaching materials that you have prepared d) develop teaching materials with content subject teachers e) Other(s) ………
When faced with a concept or term you don't understand in a subject outside of class, consider several options to enhance your comprehension You can refer to an English-Vietnamese dictionary tailored to your field, such as a medical or pharmaceutical dictionary Alternatively, you might consult a monolingual English dictionary for definitions Online resources are also valuable for additional information Engaging with a subject teacher or specialist can provide expert insights, while discussing with fellow students may offer different perspectives Explore these avenues to deepen your understanding effectively.
When faced with difficulties in understanding teaching material outside of class, students have several options to seek clarity They can explore the content in their native Vietnamese or in English, utilize online resources, consult with a subject teacher or specialist, or discuss the material with fellow students These strategies can enhance comprehension and support academic success.
9 In class, which strategies do you use in teaching ESP content-subject knowledge?
- Taking a positive attitude to teaching ESP
- Literal translation used with new and strange terms
- Asking students when ensure of the meaning of unfamiliar terms
- Moving to next topic when disussing a subject matter that you are not sure about
- Changing example sentence when discussing an unfamiliar subject matter
- Focussing on morphology/ vocabulary analysis when having limited subject knowledge
- Setting timelines to manage the time in the most suitable way
- Planning strategies to anticipatory actions in the class
Teaching-related - ESP curriculum development including collaborative teaching and learning Social - Consulting with subject knowledge instructors
10 In your opinion, which of the above strategies is/ are appropriate and useful in teaching ESP content-subject knowledge at your college?
- Thank you for your contribution -