The difficulties in comprehending esp reading materials encountered by business majored students at foreign trade university = những khó khăn trong việc Đọc hiểu tài liệu tiếng anh chuyên ngành của sinh viên kinh tế tại trường Đại học ngoại thương
INTRODUCTION 1 Rationales for the study 1
Research aims and research questions 3 3 Scope of the study 3 4 Significance of the research 4
The study‟s overall aim was to explore how business-majored students processed the reading materials provided in the ESP course To serve this overall aim successfully, first, the researcher desired to investigate the difficulties encountered by students in comprehending those provided reading materials, whose content is closely related to their major as perceived by students Secondly, suggested solutions to such difficulties as reported by students were also what the researcher aimed at
The aims of the study could be summarized into the two following research questions:
1 What are the students’ difficulties in comprehending the reading materials provided in ESP courses as perceived by the students?
2 What are the possible solutions to overcome the difficulties as proposed by the students?
The focus of the study is on students‟ difficulties in comprehending reading materials provided in ESP courses Therefore, the study would discuss in depth the theories of the difficulties in reading ESP materials and solutions to overcome the challenges The population of the study is 321 business- majored students in the Faculty of International Economics at FTU in Hanoi,
Vietnam The researcher decided to conduct the study on nearly 55% of the population of students, which are approximately 175 participants (as suggested by the Sample Size Calculator)
This study's findings shed light on the difficulties in reading comprehension that business-majored students at Foreign Trade University face and suggested solutions to help them overcome the challenges This information could be utilized by students as a guide to help them apply appropriate strategies and techniques while processing reading materials to increase their reading comprehension The research could also aid ESP teachers in better understanding their students‟ problems in reading comprehension As a result, teachers could try to develop and discover suitable teaching methods and activities for teaching reading in order to assist students in overcoming their difficulties in comprehending English reading materials Moreover, the Faculty of English for Specific Purposes could refer to the findings of this research to make changes to current ESP courses Specifically, textbooks and reading materials could be redesigned to be more effective in improving students‟ reading comprehension
LITERATURE REVIEW 1 Definition of key concepts 5
English for specific purposes 5
Following World War II, ESP emerged to meet increasing language demands, as English became essential for understanding instructions, communication, and specialized texts (Fernández, 2017) Since the 1960s, ESP has been a highly active area within Applied Linguistics and TEFL, driven by the growth of industry and global business, making English proficiency vital for participating in the international economy (Hazmani, 2019) As a result, ESP is now a crucial part of EFL instruction, with its popularity rising in Vietnamese universities and vocational institutions The primary aim of ESP courses is to equip learners with the necessary English skills and professional knowledge to excel in their chosen careers (Ulfiati, Melati, & Mardiah, 2017).
ESP, or English for Specific Purposes, has multiple definitions It is often described as teaching English tailored to specific goals, including academic, occupational, or professional objectives (Anthony, 1997; Agustina, 2014) This specialized approach focuses on equipping learners with the language skills they need for particular purposes, making it highly relevant for targeted communication in various fields.
ESP, according to Hutchinson and Waters (1987) and Robinson (1980, as cited in Hanifi, 2021), is an approach of language education in which all decisions made on content and method depend on the learner's learning objectives, which could be academic, professional, scientific, etc More information on ESP learners was provided by Dudley-Evans (1998, as cited in Shahani & Biria, 2016), who stated that ESP is tied to specific disciplines that are intended for adult learners with some prior understanding of the English language Furthermore, according to Mackay and Mountford (1978, as cited in Hazmani, 2019), ESP entails the process of teaching English for a clearly utilitarian objective, formulated by the needs of the learners
ESP (English for Specific Purposes) is defined as a teaching approach tailored to equip learners with the appropriate level of English proficiency needed for their specific professional or academic targets It emphasizes the development of language skills that are directly applicable to learners' target needs, ensuring practical communication in relevant contexts ESP involves creating customized methods, materials, and instructional objectives that align with the learners' interests and goals This learner-centered approach enhances the relevance and effectiveness of English language instruction, making it essential for professional and academic advancement.
English for Specific Purposes (ESP) is a learner-centered teaching approach designed for adult learners studying English for specific fields such as science, technology, medicine, recreation, and academic purposes It effectively addresses the unique language needs of learners who require specialized English skills for their professional or academic pursuits (Yildiz, 2004, as cited in Hasan, 2017).
ESP must be viewed as an approach rather than a product (Hutchinson
ESP, as described by Hutchinson and Waters (1987), is not a specific language or teaching method, nor does it rely on particular instructional materials; instead, it is a learner-centered approach focused on addressing the specific needs of the learner According to Richards and Schmidt (2010:198), ESP is defined as an English language program where the content and goals are guided by the particular needs of a targeted group of learners, ensuring relevance and effectiveness in language acquisition.
Dudley-Evans and St John (1998, as cited in Hazmani, 2019) list absolute and variable characteristics of ESP, which are:
1 ESP is defined to fulfill the learner's individual needs;
2 ESP employs the discipline's underlying methodology and activities;
3 ESP is based on the language (lexis, grammar, register), discourse, skills, and genres that are appropriate for these activities
1 ESP may be associated with or developed for specific fields;
2 ESP may utilize a different approach than general English in specific teaching contexts;
3 ESP is most likely created for adult language learners, either at a tertiary level or in a professional work setting However, it could be suitable for secondary school students
4 ESP is normally geared for intermediate or advanced students
This definition has broadened the scope of ESP since it includes the unique needs of students who may not necessarily belong to a particular profession or discipline (Javid, 2013) Additionally, according to Dudley-Evans (2001, as cited in Ahandani & Rahimy, 2021), ESP is the integration of English language and subject content in the classroom Students can apply the knowledge they learn in English classes to their studies in a variety of fields, including education, sciences, accounting, etc In fact, learners' abilities in their subject fields are quite important and can help them learn English
According to Ha (2011), teaching ESP reading emphasizes the critical role of authentic and contextual materials in enhancing the learning experience Effective ESP materials should include real texts written by professionals in the specific field, ensuring authenticity and relevance Content-based reading materials that address real-world issues faced by ESP learners foster targeted language development and practical skills Incorporating key linguistic elements relevant to the ESP profession within these materials helps students practice and acquire language necessary for their daily tasks Overall, authentic, content-driven, and contextually appropriate materials are essential for successful ESP reading instruction.
Moreover, because ESP is designed to address the needs of learners, choosing reading materials is critical Materials should be developed to enable the use and teaching of English skills, as well as follow-up language output that focuses on transferable skills It is crucial that teachers choose materials based on certain criteria such as student characteristics, themes, and language (Ha,
2011) Good ESP reading materials, according to Hutchinson and Waters
In 1987, it was emphasized that effective educational content should include engaging activities that stimulate learners' thinking abilities These activities should be enjoyable and designed to be manageable for both students and teachers, fostering a supportive learning environment Moreover, incorporating opportunities for learners to apply their prior knowledge and skills enhances comprehension and retention, ultimately leading to a more interactive and meaningful educational experience.
According to Abdul-Raof (2019), a text is any written work that is read or produced, with its structure, language features, and purpose determining its type Text classification based on purpose and meaning is a common approach in understanding different texts There are three primary categories in this classification, which help to identify and analyze various types of written content effectively.
Different types of texts require different types of skills to be utilized by the reader; therefore, this might affect their comprehension level Feng (2011) claimed that expository texts have been proved in numerous studies to be more difficult to process than narrative texts, possibly due to the range of relationships amongst text units, or probably owing to the diversity of content Moreover, the way the text is structured also has an influence on readers‟ comprehension Specifically, texts that are not coherent are more difficult to comprehend than those that are (Alderson, 2000)
Narrative texts serve to enlighten, entertain, or instruct readers by telling a compelling story They can be fictional, such as science fiction, fairy tales, and novels, or nonfiction, including reports, articles, and historical writings Whether exploring real or imaginary worlds, narrative storytelling engages audiences and enhances understanding across various genres.
The aim of argumentative texts is to persuade readers to change their beliefs They frequently contain characteristics of someone or something, or attempt to convince their readers that a notion, object, or product is superior to the others
The purpose of an expository text is to characterize and identify experiences, facts, actions, and situations in either real or abstract elements
Expository texts are the most commonly used in writing structures and they aim to clarify, describe, or inform There are five different types of expository structures
1 Description: the author describes the topic's features as well as providing instances
2 Sequence or procedure: the author enumerates items numerically or lists several activities in their chronological order
3 Comparison: the author justifies how two or more happenings, objects, or experiences are similar and/or dissimilar
4 Cause-effect explanation: the author explains concepts, time, or facts as causes and the resultant effect(s)
5 Problem-solution presentation: the author gives a description of a problem and offers one or more resolutions to it.
Reading comprehension 9
Reading comprehension is the process of understanding the meaning of a spoken or written communication through a reciprocal, comprehensive exchange of ideas between the message and the interpreter (Durkin, 1993; Harris & Hodges, 1995) Comprehension, according to the RAND Reading Study Group (2002), is "the process of simultaneously extracting and constructing meaning through interaction and involvement with written language" (p 11) This concept is then echoed by Cecil, Gipe, and Merrill
Comprehension is the process of constructing meaning from text, requiring students to be active readers who engage with the material Effective reading involves digesting information, creating mental images, summarizing content, and making inferences Critical thinking is essential as readers navigate between understanding the writer’s intentions and their own interpretation of the text Developing strong comprehension skills enhances overall reading effectiveness and fosters deeper engagement with written material.
Reading comprehension involves more than simply recalling information from a text; it requires active engagement from the reader The reader's background knowledge significantly influences their ability to interpret and construct meaning from the text Additionally, both the content of the reading material and the reader's prior understanding work together to facilitate effective comprehension.
Effective thinking processes and problem-solving require active engagement from the reader in constructing meaning A reader's comprehension and interpretation can differ from others' due to individual factors such as prejudices, background knowledge, and personal dispositions These influences significantly shape how a text is understood and meaning is derived.
Reading comprehension results from a complex interaction between strategic and automatic mental processes that enable the reader to form a cognitive representation of the text (Van den Broek & Espin, 2012) It involves selecting relevant information, understanding the author's intended meanings, integrating new knowledge with prior understanding, and evaluating the relevance of the content to meet learning goals (Veeravagu et al., 2010) Comprehension depends on linguistic skills such as vocabulary, decoding, text structure, and inference, as well as individual traits like working memory and prior knowledge The effective use of strategic processes like comprehension monitoring and metacognition is essential for developing reading skills, allowing learners to advance from learning to read to reading to learn (Yovanoff et al., 2005).
Reading comprehension in ESP 10
Reading is the most important source of knowledge, as it enhances rhetorical skills and enriches lexical resources in specialized fields It serves as the foundation of most ESP curricula, enabling learners to decode and understand texts effectively to meet specific or personal informational needs.
According to AbdulGhani (1993:42, as cited in Ali, 2012), reading comprehension in ESP is most of the time taught at the basic level of
11 remembering knowledge learnt or merely locating details explicitly stated in a text One reason for this is the ESP teacher's difficulty in delving into scientific topics in depth Furthermore, because the primary focus of an ESP course is on language functions, language use, and jargon, content is kept to a minimum so that language teaching is not impeded.
Difficulties in reading comprehension in ESP 11
According to Ha (2011), there are four factors that cause students‟ difficulties in comprehending ESP reading materials, which are technical vocabulary, students‟ competence, authenticity of ESP materials, and lack of specialist background knowledge
In 2002, Bowker and Pearson highlighted the distinction between language for specific purposes (LSP) and language for general purposes (LGP), where LGP encompasses the everyday language used in common conversations, while LSP pertains to language tailored for particular fields of expertise Despite their differences, there is notable overlap, as LSP often includes technical terminology alongside common words, making specialized dialogue accessible Many specialized terms, such as 'Ebola,' 'AIDS,' and 'anorexia,' have entered mainstream usage through media and social exposure, reflecting how health-related vocabulary shifts from professional to public awareness Bowker and Pearson emphasized that becoming a skilled language user involves understanding and navigating both specialized and general language forms.
To succeed in Learning Specialized Programming (LSP), students must develop both linguistic and conceptual knowledge Linguistic knowledge encompasses specialized terminology, grammatical structures, collocations, and stylistic features essential for understanding and communication within the field Additionally, conceptual knowledge involves understanding specialized notions that are explained and contextualized through the LSP, enabling students to grasp complex ideas and apply them effectively.
A technical word can be easily identified as belonging to a specific topic, discipline, or field (Nation, 2001) Specifically, indexical words, borrowed words, and general scientific words from the common language make up technical vocabulary (Wignell, Martin and Eggins, 1993, as cited in
Ha, 2011) Similarly, Becka (1972, as cited in Nation, 2001) defined terminological words as ones that require scientific knowledge to understand
To use them effectively, one must first understand the science involved
Yang, H (1986) explained that the high concentration of technical vocabulary is one of the distinguishing characteristics of English for Science and Technology (EST) A student must have a particular amount of scientific terminology before he or she can have practical reading ability As a result, technical terms should be taught in EST classes, most importantly at the advanced level With the current rate of advancement in science and technology, a large number of technical words appear each year On the contrary, Liu and Nesi (1999, as cited in Ha, 2011) asserted that the frequency of occurrence of some technical terms is minimal Interestingly, because of technical words‟ specialized meaning, they appear in texts with a moderate to low frequency and, more crucially, a relatively narrow range (Nation, 2001)
Liu and Nesi (1999, as cited in Ha, 2011) found that non-native English speakers have more difficulty with technical vocabulary than academic words Carter and McCarthy (1991, p.13, as cited in Ha, 2011) stated that: “The difficulty of a word may result, inter alia, from the relations it can be seen to contract with other words…, from its polysemy, the associations it creates,…, from the nature of contexts in which it is encountered.” Moreover, unknown
13 technical terms cannot typically be disregarded when reading because they are directly related to the topic at hand It is also difficult to deduce the meaning of the words from context unless the reader already has a solid understanding of the subject Looking up the word in a dictionary does not provide much satisfaction for the same reason Therefore, studying technical terms is obviously linked to learning the subject (Nation, 2001) In addition, Ha (2011) explained that various noun phrases are used in scientific texts Those noun phrases could include some technical words in them, making them technical The technical terms themselves can be challenging for students Particularly with compound nouns, interpreting a noun phrase‟s meaning can be difficult
Compounding is a common linguistic process that can be challenging for non-native students to grasp While learners often understand two-word compounds with technical meanings, they may struggle with more complex structures Developing the ability to analyze and translate compounds into their native language is essential for mastering this aspect of language, as highlighted by Trimble.
Many scholars (Cowan, 1974; Barber, 1962; Higgins, 1966; Nation, 2001) argue that teaching technical terminology is primarily the responsibility of subject teachers, as students typically learn these words through subject-specific study However, English teachers can play a role in developing learners' technical vocabulary by including academic and general service words that are used as technical terms Despite this, most language educators tend to focus more on teaching academic vocabulary, believing that students find technical terms less challenging and thus delegate their instruction to subject teachers (Trimble, 1985, as cited in Ha, 2011) Ha (2011) suggests that this approach is also influenced by the complexity of technical vocabulary, which may be perceived as too difficult for language teachers to fully grasp and teach effectively.
Success or failure in English learning has traditionally been assessed based on students' overall English language ability (Shi, Corcos, & Storey, 2001, as cited in Ha, 2011) According to Tsao, Wei, & Fang (2008), ESP researchers emphasize that developing general English competency is the foundational step for mastering higher-level, communicative, and professional English skills Multiple scholars (Chen, 2006; Gatehouse, 2001; Oladejo, 2004; Wong, 2005) agree that ESP education must start with a solid general English foundation to achieve specialized language proficiency.
Language proficiency significantly impacts reading comprehension in a foreign language, as familiarity with vocabulary, cohesive devices, and sentence structures enables better text understanding (Hasan, 2017; Labiod, 2007) Without initial attention to linguistic cues that facilitate prediction and anticipation, readers struggle to grasp meaning, which hampers their overall comprehension process Additionally, research indicates that inadequate English skills among students can hinder their success in ESP courses, as poor language competence prevents effective engagement with specialized reading materials (Ha, 2011; Jacson, 2004).
Coffey (1984) claimed that the most important factor in ESP exercise typology is authenticity Coffey (1984) and Morrow (1980) (as cited in Ha,
2011) shared the idea that it was necessary that learners in ESP courses use ESP materials that contained the same skills and tactics as those needed in the
Ha (2011) explains that skill-based approaches to ESP expand the concept of authenticity by emphasizing both authentic tasks and authentic texts This includes broadening the definition of text authenticity to encompass various types of texts beyond written materials, such as reports, instruction manuals, technical journals, newspapers, menus, and movies, tailored to different skills like reading Additionally, authenticity is extended to include task authenticity, which involves designing activities that require students to engage with texts in real-life contexts, mirroring how they would use these texts outside the classroom.
According to Martinez (2002), researchers who prefer using authentic materials all agree on one concept: "exposure," which refers to the benefits students gain from the exposure to the language in authentic texts Using authentic materials in the classroom, even if it is not done in an authentic scenario, is important for a variety of reasons given that they are properly exploited The benefits are as follows:
- Students are exposed to real conversations, such as videos of celebrities being interviewed
- Authentic texts keep students updated about current events in the world, thus having educational values As educators working inside the school system, teachers have responsibilities related to education and general development of students (Sanderson, 1999)
- Textbooks frequently leave out incidental or incorrect English
- They can give students a sense of accomplishment, such as a pamphlet on England handed to students to help them arrange a four-day trip
- If the task is different, the same piece of material can be utilized in multiple situations
- Language change is represented in the materials so students and teachers are aware of them
Reading texts are highly effective for teaching and practicing essential sub-skills like scanning, enabling students to quickly locate specific information such as percentages or amounts For example, students can be given articles and instructed to find targeted data, helping them develop precise information retrieval skills Additionally, students with basic English proficiency can strengthen their micro-skills by listening to news reports and identifying key words such as country names or famous personalities, as outlined by Richards (1983) Incorporating these activities enhances overall language proficiency and supports targeted skill development.
- Books, newspapers, articles, and other non-traditional teaching materials contain a wide range of text types and language styles
METHODOLOGY 1 Research setting 21
Research subjects 21 3 Sampling method 22
Research participants are business-majored students in the Faculty of International Economics at Foreign Trade University The subject is the difficulties that students encounter in comprehending reading materials provided in ESP courses The population size is 321 students The majority of respondents are 20 years old (accounting for three fourths of the participants) and the others‟ age range from 19 to 25 years old Students enrolling in ESP courses, which are English 5, English 6, and English 7, come from all four undergraduate years since the requirement for joining in the ESP courses is that students have completed previous General English courses, namely English 1, English 2, English 3, and English 4 To be more specific, after completing the General English courses, learners‟ expected English level is at Pre-
Intermediate In addition, after finishing ESP courses, students are expected to achieve an Intermediate English level Moreover, students enrolling in English
The English courses 5, 6, and 7 at FTU utilize the Market Leader 3rd Edition Intermediate textbook, with each course covering specific units: English 5 focuses on units 1 to 4, English 6 on units 5 to 8, and English 7 on units 9 to 12 Most students lack confidence in their listening, reading, and writing skills, although many consider their speaking skills to be quite proficient To be admitted to FTU, applicants must pass the National University Entrance Exam with scores meeting or exceeding the institution’s standards All students are at least 18 years old, with Vietnamese as their first language (L1) and English as their second language (L2).
The researcher chose to focus on students enrolled in standard classes among the three types of ESP courses Unlike two-skill and four-skill classes, which feature only one or two lectures throughout the course, standard classes have weekly lectures, providing students with more opportunities for interaction with ESP lecturers This greater engagement likely informed the researcher’s decision to select participants from standard classes, as they offer more consistent and meaningful contact with ESP instruction.
Apart from FTU students, the researcher planned to interview ESP lecturers, who work in the Faculty of English for Specific Purposes, to obtain insightful opinions regarding students‟ difficulties in reading specialized texts and suggested solutions There were two lecturers who were teaching standard ESP classes The researcher attempted to ask the lecturers for their permission to conduct an interview but was refused due to the lecturers‟ hectic schedule
As a result, the participants of the current study are solely Business-majored students at FTU
The researcher chose to target the entire student population, expecting a response rate of 55%, rather than employing sampling techniques, to ensure comprehensive data collection This approach allows for a complete understanding of students' perspectives and reduces sampling bias Distributing the survey to all students enhances the accuracy and reliability of the research findings, providing valuable insights into the overall student experience.
To ensure a more representative sample and reduce bias in participant selection, the study employed probability sampling techniques, capturing a diverse range of student perspectives Based on a 95% confidence level and a 5% confidence interval, a sample size of 175 responses was determined necessary for the population of 321 pupils, as calculated by Creative Research Systems’ Sample Size Calculator The total enrollment across the three ESP courses—English 5, English 6, and English 7—was 63, 12, and 246 students respectively After distributing the survey to the entire student population, the researcher collected 185 responses, with approximately 22% from English 5 students, 5% from English 6 students, and about 73% from English 7 students.
Data collection instrument 23
This study employs surveys as the primary data collection instrument, leveraging their proven ability to establish baseline data, track trends over time, and quantify current conditions, as supported by Isaac and Michael (1995) Existing literature, including research by Ha (2011), Ergen and Batmaz (2017), and Nguyen and Kim (2021), provides substantial evidence of the effectiveness of surveys in examining students' challenges in reading comprehension For instance, Tran and Duong (2017) utilized surveys and interviews to investigate ESP reading difficulties faced by Vietnamese English-major students, similar to the present study's focus The researcher selected surveys due to their established validity and reliability in related contexts, ensuring the questionnaire was developed based on prior studies by Ha (2011) and Tran & Duong (2017) on reading comprehension difficulties.
To address the study's two research questions, online questionnaires were employed as the primary data collection method, utilizing Google Forms with three key sections designed to gather relevant information The survey was originally developed in English but translated into Vietnamese to enhance participant understanding Participants received a survey link via Facebook inbox and were encouraged to ask questions for clarification, ensuring accurate responses The questionnaire aimed to collect valuable data to facilitate thorough analysis, leading to meaningful conclusions and implications related to the research questions It included demographic questions, as well as items assessing challenges faced by Business-major students at FTU when engaging with ESP reading materials and the effectiveness of various solutions, predominantly rated on a Likert scale.
The questionnaire contains four sections, namely: “General information”, “Difficulties in reading ESP materials”, “Possible solutions” and
In the "General Information" section, the researcher outlines the study's objectives, expresses appreciation for students’ participation, and assures confidentiality of their personal data Additionally, students are asked about their demographics, self-assessed English proficiency, and their opinions on reading technical texts, providing valuable insights for the research.
The second section addresses the "Difficulties in reading ESP materials," highlighting 28 common challenges students face These difficulties are categorized into five areas: ESP vocabulary, grammar, materials, lack of background knowledge, and reading skills Students are asked to rate the severity of each difficulty on a Likert scale from 1 (Never true) to 5 (Always true) The researcher further elaborates on each aspect to provide a comprehensive understanding of the obstacles encountered in reading ESP materials.
25 open-ended question for students to suggest other difficulties that are not mentioned above
The "Possible solutions" section presents 19 strategies categorized into five key aspects to help students overcome reading comprehension difficulties Participants are encouraged to select as many solutions as they find necessary and can also recommend additional methods through open-ended questions for each aspect Additionally, the section explores students' current practices and future plans by asking two open-ended questions about the solutions they are presently applying and intend to adopt.
The final section of the questionnaire, titled “Personal Information,” requests participants’ permission to share their name, phone number, and email address with researchers This section is optional, allowing willing participants to provide their contact details if they are interested in taking part in follow-up interviews Collecting personal information helps facilitate further communication while respecting respondents’ privacy choices.
Regarding ethical considerations, students would be assured that their identities, as well as their responses, would be kept anonymous after completing the questionnaire Survey takers would be fully informed of the study's aim as well as their right to have their responses kept as confidential before deciding to participate in the survey or not Furthermore, participants' personal information, such as their name, phone number, and e-mail address, are optional questions in the survey Lastly, all of the information gathered from the survey would be strictly safeguarded, with password protection for the digital form and closed folders for the paper form.
Data collection procedure 25 6 Data analysis method and procedure 26
With the instruments as explained above, the researcher follows the procedure below for collecting data
Step 1: Constructing the data collection instrument
The current study's survey and interview questions are constructed with reference to two prior studies in the same field, namely Ha (2011) and Tran &
Duong (2017) utilized Google Form to digitally administer the survey, enhancing efficiency and accessibility To motivate student participation and boost response rates, the researcher developed a gift package containing helpful e-books and materials related to their major This incentive aimed to encourage valid responses and improve data collection quality for the study.
The questionnaire would be distributed to the entire target population, which consists of 321 business-majored students at FTU If the response rate of the online survey in particular ESP courses is found to be poor, the printed version of the questionnaire will be distributed to those courses to reduce bias
6 Data analysis method and procedure
This study employs quantitative analysis methods to process questionnaire data, as responses are structured on a Likert scale and suitable for statistical evaluation Quantitative techniques enable efficient analysis of the 185 collected responses within the limited timeframe of the research Utilizing SPSS software significantly streamlines data processing, providing robust support for handling large datasets The analysis aims to uncover insights into students' challenges with ESP reading materials and their suggested solutions, helping to answer key research questions The researcher will follow specific steps to systematically analyze the survey data and extract meaningful findings.
Step 1: Utilizing SPSS to process the data
The collected questionnaire data is entered into SPSS for analysis The researcher then calculates the mean score and standard deviation for each survey item to assess central tendency and variability The mean represents the arithmetic average of responses, providing insights into overall participant opinions and trends.
The mean, calculated as the sum of values in a dataset divided by the total number of observations, provides a central measure of the data Standard deviation is a key measure of spread that indicates how closely each observed value varies around the mean, helping to understand the data's variability Both these statistical measures are essential for analyzing the distribution and consistency of a dataset (Kaur, Stoltzfus, & Yellapu, 2018, p )
To effectively analyze survey data, compare the mean scores of items within each section that address specific research questions, highlighting key differences and similarities The most significant items, identified by their higher mean scores, should be emphasized and explored in greater detail to provide deeper insights This approach helps in understanding which aspects are most influential, facilitating targeted recommendations for improvement Incorporating these key findings enhances the overall clarity and impact of the research, aligning with best SEO practices for content relevance and keyword optimization.
Step 2: Analyzing the data from open-ended questions
Open-ended survey questions revealed participants' additional difficulties and suggested solutions, offering valuable insights into their experiences The researcher carefully analyzed all responses, highlighting the most prominent and recurring ideas to identify common themes Subsequently, the researchers interpreted these patterns to better understand the underlying issues and potential strategies for addressing them.
FINDINGS AND DISCUSSION 1 Findings 28
Research question 1: What are the students‟ difficulties in
This study investigated the main challenges faced by business-major students at FTU when engaging with ESP reading materials The difficulties were categorized into five areas: ESP vocabulary, grammar, materials, lack of background knowledge, and reading skills A 5-point Likert scale was used to assess students’ perceptions, with 1 indicating “Never true” and 5 indicating “Always true.” Additionally, open-ended questions at the end of each section allowed students to share other difficulties not covered by the predefined items, providing a comprehensive understanding of their challenges in ESP reading comprehension.
Item No Difficulties with ESP vocabulary N Mean Std.D
I find it difficult to understand the meaning of technical terms in reading texts
2 I find it difficult to memorize technical terms 185 3.62 772
When a word has many meanings, I do not know which meaning is used in the specialized text
I read word by word so I cannot understand exactly what the writer wants to say in the specialized text
My lack of general vocabulary causes me difficulties in understanding specialized texts
The data indicates that the primary challenges students face when reading ESP materials involve understanding and memorizing technical terms, with Item 1 and Item 2 both having a mean score of 3.62, and Item 5 close behind at 3.60 Approximately half of the students struggle with grasping and recalling technical vocabulary, while nearly 40% attribute their difficulties to a limited general vocabulary, highlighting vocabulary knowledge as a key obstacle Interestingly, no students reported being free from difficulty in understanding ESP vocabulary Conversely, the issue of reading word by word—leading to a lack of comprehension of the author's intent—was less prevalent, with only about 34% of students frequently experiencing this problem, making it the least common difficulty among the surveyed issues.
Students highlighted several challenges with ESP vocabulary, including difficulty accessing reliable sources for technical term definitions, which hampers efficient studying Some learners found the abundance of terminology in reading materials overwhelming, while others felt that the number of technical terms presented in ESP courses was insufficient Additionally, students struggled to differentiate between similar specialized terms, leading to confusion and hindered understanding These issues point to the need for improved resources and clearer distinctions in ESP vocabulary instruction.
30 lengthy translations in Vietnamese, which caused students difficulties in comprehending the meanings of those words All in all, it could be concluded that vocabulary was a major challenge that caused survey takers difficulties in understanding ESP reading materials
Item No Difficulties with Grammar N Mean Std.D
I do not remember all the grammatical structures that I have learnt and this makes it difficult to understand the content of specialized texts
I do not understand a sentence‟s meaning in the specialized text if it is a new grammatical structure
9 Long sentences are difficult for me to understand 185 3.21 873
10 It is difficult for me to find the main ideas of complex sentences 185 3.38 920
According to the mean of Item 9 and 10 (3.21 and 3.38 respectively), it can be inferred that long and complex sentences are ones that were the most troublesome for students Specifically, about 86% of students claimed that they at least sometimes found it difficult to find the main ideas of complex sentences (Item 9) while roughly 81% of participants have difficulties in
Many learners face challenges with understanding long sentences and grasping complex grammatical structures Specifically, 74% of students attributed difficulties in comprehending sentence meanings to new grammatical structures (Item 8), while approximately 63% struggled to fully understand specialized texts due to memory issues with learned grammar (Item 7) Although items related to understanding long sentences (Item 10) and grammatical challenges (Items 7 and 8) were common, they were less prominent compared to difficulties with understanding content in specialized texts (Item 9) and long sentences (Item 10).
Many learners face significant challenges with grammar, including difficulties with compound sentences, reduced relative clauses, tenses, conjunctions, and independent and dependent clauses Some students struggle to distinguish between different grammatical structures, while others find reading materials overwhelming due to numerous unfamiliar grammar points Overall, grammar remains a major obstacle for most learners, impacting their language proficiency and comprehension.
Item No Difficulties with Materials N Mean Std.D
I do not know how a specialized text is organized and this makes it difficult for me to understand its content
I do not know how a paragraph is organized and this makes it difficult for me to understand its content
The illustrations of a specialized text
(pictures, graphs, diagrams, etc.) are complicated to understand
I have difficulties in understanding specialized texts because their contents are not interesting to me
I have difficulties in understanding specialized texts because they are inauthentic
Many students struggle with ESP reading materials, primarily due to limited knowledge of specialized text structures and their lack of interest in the content, as well as the inauthentic nature of the materials Over half of the participants (96 learners) reported occasional difficulties understanding these texts because they were unfamiliar with paragraph structures Only about 22% of undergraduates rarely or never faced these challenges While some students found it hard to interpret illustrations and grasp the meaning of texts, the overall data suggest that the majority do not regularly face these problems, with mean scores around 2.85 to 2.93 and standard deviations indicating moderate variability.
Six students identified specialized terminologies as a key obstacle in reading ESP materials, highlighting the complexity of technical vocabulary Additionally, two undergraduates reported a lack of reliable sources for suitable reading texts, further hindering their learning Other common challenges included the presence of numerous unfamiliar grammar structures and boredom during extended reading sessions Overall, these difficulties with specialized texts significantly impair students' reading comprehension in ESP contexts.
1.1.4 Difficulties related to Lack of Background Knowledge
Difficulties Related to Lack of Background Knowledge
Item No Difficulties related to Lack of
I find it difficult to understand the content of unfamiliar specialized topics
It is difficult for me to understand the content of a text with limited background knowledge about it
Nearly half of the participants (43.2%) find it difficult to understand the content of unfamiliar specialized topics or texts with limited background knowledge, highlighting a significant challenge in comprehension Additionally, approximately 37% of students sometimes struggle with these issues, while around 13% consistently face these difficulties Only a small percentage (6.5%) rarely or never experience such comprehension challenges, indicating that understanding complex, specialized content remains a common obstacle for many learners.
Several undergraduates identified lack of background knowledge as a significant challenge, with some stating that the specialized content was too complex and extensive for them to grasp and retain effectively Others admitted that infrequent reading of ESP materials contributed to their knowledge deficits, highlighting the importance of consistent learning habits Overall, the data indicates that insufficient background knowledge is a common obstacle among students, negatively impacting their comprehension of reading materials.
1.1.5 Difficulties due to Lack of Reading Skills
Difficulties due to Lack of Reading Skills
Item No Difficulties due to Lack of Reading
I find it difficult to distinguish main ideas from supporting ideas in a specialized text
22 I find it difficult to summarize the main ideas of a specialized text 185 3.20 806
I find it difficult to recognize what the writer wants to imply in a specialized text
24 I find it difficult to decide what to read closely and what to ignore 185 3.23 837
I find it difficult to guess the meaning of unknown words or phrases from context
When reading specialized texts, I translate every word into my native language
I find it difficult to answer comprehension questions of a specialized text
I find it difficult to apply the scanning strategy in specialized texts
I find it difficult to apply the skimming strategy in specialized texts
I do not know how to use illustrations (tables, figures, & pictures) to better understand specialized texts
My English teacher does not teach reading strategies (skimming, scanning, etc.) in classes
Analysis of the data revealed that answering comprehension questions on specialized texts (Item 27) posed the greatest challenge for students, with an average difficulty rating of 3.33 Additionally, nearly half of the participants admitted to occasionally struggling with this specific type of question, highlighting its significant impact on learners' comprehension skills.
36 encountered this problem while approximately 30% of them usually experienced it Many learners also found it difficult to apply the scanning and skimming strategies while reading specialized texts Between the two, the latter (Item 29) was more troublesome to undergraduates with approximately 43% of participants struggling to apply it on a regular basis Similarly, it was reported that 65 learners (roughly 35%) usually or always had difficulties in applying the scanning strategy (Item 28) Regarding vocabulary, respondents‟ incompetence in guessing the meaning of unknown words or phrases from context (Item 25) and their habit of translating every word in the reading texts into their native language (Item 26) were attributed to their failure in understanding specialized texts thoroughly The means of the two Items were 3.24 and 3.14 respectively Item 24‟s mean was nearly the same as that of Item
Many undergraduates reported challenges in understanding important information in ESP reading materials, with 45.9% occasionally struggling and 32.4% regularly finding it difficult Identifying main ideas was a significant obstacle, as over half (52.4%) sometimes had trouble summarizing specialized texts, and nearly 30% encountered this issue frequently Additionally, 46.5% of students occasionally faced difficulties distinguishing between main and supporting ideas In contrast, a smaller portion rarely or never experienced these problems, with only about 23% reporting regular difficulties The average difficulty level in recognizing the writer’s intentions was moderate, indicated by a mean score of 3.04 The least common issues involved understanding visual aids; nearly 30% of learners stated they rarely or never knew how to use tables, figures, and pictures to enhance comprehension in specialized texts.
37 the respondents usually or always held their English teachers responsible for not teaching them reading strategies (skimming, scanning, etc.) (Item 31)
Many students reported feeling bored after reading specialized texts for extended periods due to their length One learner highlighted difficulties in summarizing main ideas, attributing this challenge to key information being scattered throughout the paragraphs rather than concentrated in the first and last sentences He recommended improving reading skills as a solution Overall, most respondents acknowledged experiencing various reading skill challenges, which hindered their ability to fully understand ESP texts.
1.2 Research question 2 What are the possible solutions to overcome the difficulties as proposed by students?