BACKGROUND OF THE STUDY
English has become a vital international language, spoken in over 100 countries, including China, Germany, and Russia, significantly impacting the economy, politics, and culture (Crystal, 2012, p.5) This trend has fostered a new generation of international professionals who view English as a "common medium of communication" and a gateway to extensive scientific and technical literature (Kennedy et al., 1984) Consequently, the demand for English language education has surged In response, the Vietnam Ministry of Education and Training launched the National Foreign Language Project in 2008, investing heavily to integrate English across all levels of schooling.
Learning English extends beyond the language itself, encompassing specialized fields such as business, known as English for Specific Purposes (ESP) Hutchinson and Waters (1987) define ESP as a language teaching approach tailored to learners' needs, while Dudley-Evans and St John (1998) emphasize its focus on specific learner objectives Since its emergence in the 1960s, ESP has gained popularity in language teaching (Haddam Bouabdallah, 2015) As the global workforce increasingly requires English proficiency in specialized areas, universities are prioritizing ESP courses to cultivate a skilled workforce (Do & Cai, 2011) However, the attention given to ESP remains limited compared to English Language Teaching (ELT), likely due to the complexities of ESP courses and insufficient training for teachers transitioning from an ELT background (Pham & Ta, 2016).
Hutchinson et al (1987) highlight the challenges faced by General English (GE) teachers transitioning to English for Specific Purposes (ESP), noting that those trained in GE or literature may struggle when required to teach unfamiliar texts This sentiment underscores the difficulties educators encounter in adapting their teaching methodologies to meet the demands of ESP instruction.
Strevens (1988) who describes what GE teachers experience is a shock, and it is possible that they are quite unprepared to deal with requirements of the new situations
Research has highlighted various challenges in designing English for Specific Purposes (ESP) courses, including needs analysis, syllabus design, material adaptation, and collaboration with subject teachers (Koran, 2014) Saliu (2013) found that both teachers and students encounter difficulties in ESP teaching, with teachers struggling to master professional knowledge, adapt materials, and collaborate effectively, while students often face language barriers and demotivation Additionally, a study in China emphasized that ESP teachers must fulfill the role of collaborators with subject-specialist colleagues, requiring them to integrate linguistic knowledge with the specific disciplines students are learning (Luo & Garner, 2017).
Research in Vietnam has highlighted various challenges in teaching English for Specific Purposes (ESP) at universities, echoing findings from previous studies Nguyen and Pham's empirical study (2016) identified that obstacles stem from students, teachers, and external factors Key issues include students' limited English proficiency and language barriers, while teachers express concerns about the quality of textbooks and the lack of a solid theoretical framework for instruction Additional challenges involve large class sizes and an emphasis on high-stakes examinations.
STATEMENT OF RESEARCH PROBLEM
Despite numerous studies on the challenges teachers face in teaching English for Specific Purposes (ESP), there is a lack of research focusing on the specific difficulties encountered in syllabus design, particularly among pre-service teachers Indrasari's 2016 study on project-based learning for designing an ESP course highlights that participants struggle at various stages of the project, especially in aligning language and content focus and selecting appropriate topics for learners However, the data collected in this research was somewhat limited.
3 of the causes why such challenges happened and suggestions for solutions to tackle them effectively
In Vietnam, research on the challenges faced by student teachers in designing English for Specific Purposes (ESP) syllabi has been limited, with a primary focus on the evolving roles of English Language Teaching (ELT) teachers During an ESP methodology course, the researcher and fellow students encountered difficulties in syllabus design This study aims to explore the obstacles faced by student teachers at the Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS), Vietnam National University (VNU) in developing effective ESP course syllabi.
RESEARCH AIMS & RESEARCH QUESTIONS
This research aims to explore the challenges faced by student teachers in designing an English for Specific Purposes (ESP) syllabus, investigate the underlying factors contributing to these challenges, and identify effective strategies to overcome these obstacles, drawing insights from both student teachers and ESP lecturers.
In this sense, the study purports to answer these questions:
1 What are the challenges encountered by student teachers during the process of designing an ESP course syllabus?
2 What are the causes of these challenges as perceived by students and their ESP lecturers?
3 What are the possible solutions to these challenges as perceived by students and their ESP lecturers?
SCOPE OF RESEARCH
This research focuses on the challenges faced by student teachers in the ESP syllabus design project at the Faculty of English Language Teacher Education (FELTE) at the University of Languages and International Studies (ULIS), Vietnam National University (VNU), Hanoi, during the academic year 2018-2019 It specifically examines the challenges, their causes, and potential solutions from the perspectives of the student teachers and four ESP lecturers While acknowledging that former students from previous years experienced similar challenges, the study is limited to one cohort due to time constraints and available resources.
SIGNIFICANCE OF THE STUDY
This research work is an effort to provide valuable data and viable suggestions to address the current situation
This study aims to enhance the limited literature on pre-service teachers' experiences with ESP syllabus design projects At the university level, it seeks to offer practical recommendations for organizing courses within the English Teacher Education curriculum at ULIS.
This study highlights the challenges faced by students in the last semester, providing ESP lecturers with valuable insights into their struggles Consequently, it offers potential implications for the design of ESP Methodology courses.
The findings of this study offer valuable insights for both the researcher and fellow student teachers, particularly for future learners of the ESP Methodology course They will gain an understanding of the challenges associated with designing ESP courses and the reasons behind these difficulties Additionally, the study presents solutions, informed by the experiences of former students and ESP lecturers, to help navigate these obstacles For the researcher and participants involved in the project, the outcomes serve as a source of reflection, providing lessons and recommendations for future enhancements.
ORGANIZATION OF THE STUDY
The present research work is divided into five chapters
Chapter one is the introduction chapter which reveals background of the study, statement of problem, the research aims and objectives, the scope, and significance of this study
Chapter two presents a comprehensive Literature Review, summarizing existing writings on the topic of English for Specific Purposes (ESP) It defines key terms and outlines the challenges faced by ESP educators and pre-service teachers in course design for specific fields These insights contribute to establishing the research framework presented at the chapter's conclusion.
Chapter three mainly describes Methodology It explains the mixed methods, the sample of the research, and procedure which had been utilized to collect and analyze data
Chapter four discloses the results and discussion of major findings, and at the same time, offers the detailed answers to stated research questions
Chapter five serves as the concluding section of the study, summarizing key outcomes and reflecting on the initial statements presented in the introduction It also addresses the study's limitations and suggests potential directions for future research.
ENGLISH FOR SPECIFIC PURPOSE (ESP)
Definition of ESP
English for Specific Purposes (ESP) has evolved since its inception in the early 1960s, creating challenges for scholars in defining the field (Anthony, 1997) Numerous studies have been conducted, reflecting diverse perspectives on this topic.
According to MacKay and Mountford (1978), English for Specific Purposes (ESP) focuses on teaching English with a clear utilitarian goal, tailored to the learner's academic, occupational, or scientific needs This perspective is reinforced by Munby (1981), who highlights that understanding learners' needs is crucial for effective syllabus and materials design, stating that "ESP courses are those where the syllabus and materials are determined in all essentials by the prior analysis of the communication needs of the learner” (p 2).
Harmer (1983) states ESP definition in a slightly different way by comparing General English (GE) students with ESP students in which he finds that ESP students
“may have a closely identified goal for learning”
In their 1987 work, Hutchinson and Waters redefine English for Specific Purposes (ESP) by illustrating what it is not, ultimately concluding that “ESP must be seen as an approach not as a product” (p.19) This perspective emphasizes the importance of understanding ESP as a methodological framework rather than a fixed entity.
Another prominent definition comes from Dudley-Evans and John (1998), which in fact was improved from the version of Strevens (1988) It mainly deals with absolute and variable characteristics of ESP
- Designed to meet specified needs of the learners;
- Related to content, to particular disciplines, occupations and activities;
- Centered on the language appropriate to those activities, in syntax, lexis, discourse, semantics, etc
- ESP may be related to or designed for specific disciplines;
- ESP may use, in specific teaching situations, a different methodology from that of GE;
ESP is primarily tailored for adult learners in tertiary education or professional environments, but it can also be adapted for secondary school students.
- ESP is generally designed for intermediate or advanced students Most ESP courses assume basic knowledge of the language system, but it can be used with beginners
Learner objectives are fundamental to English for Specific Purposes (ESP) teaching and learning According to Hutchinson and Waters (1987), ESP is defined not as a specific type of language or methodology, but rather as an approach to language learning that prioritizes the needs of the learners.
Categories of ESP
ESP, or English for Specific Purposes, is primarily divided into two categories: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP), a classification originally proposed by Strevens in 1977 and supported by researchers like Dudley-Evans and John in 1998.
English for Academic Purposes (EAP) focuses on teaching essential skills needed for academic success in higher education This includes developing abilities in reading texts, writing reports, and taking effective notes, all of which are crucial for preparing students for tertiary-level studies.
EOP focuses on achieving vocational goals across various fields such as medicine, law, and banking It equips students with the essential language skills necessary for their professional careers.
Hutchinson and Waters (1987) propose a different classification within the tree of English Language Teaching (ELT), identifying three primary branches of English for Specific Purposes (ESP): English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Science (ESE) They argue that the distinction between English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) is often blurred, as learners may engage in both work and study simultaneously, and the outcomes of their education are frequently applicable in professional settings.
Figure 2.1.1 ELT Tree (Hutchinson and Waters, 1987, p 17)
Differences between ESP and GE
ESP and GE share similarities in focusing on practical linguistic skills for professional success (Potocar, 2002); however, they differ in students' needs, overall objectives, and the role of teachers.
ESP learners are typically motivated adults with a foundational understanding of the English language Their heightened awareness of specific academic or professional goals drives them to be more engaged in their learning process.
1987) In contrast, GE learners often study English from the beginning and without clear intention, so they are less oriented and more dependent on their teachers
The primary objective of English for Specific Purposes (ESP) is to meet students' specific needs by equipping them with essential language skills for effective communication in their future careers (Robinson, 1991; Strevens, 1988) In contrast, General English (GE) focuses on providing basic language knowledge and skills at the school level, where students' career orientations are still developing (Islam, 2011) As a result, GE primarily addresses conversational and social topics (Hamp-Lyons, 2001).
ESP teachers play a crucial role in addressing students' specific needs within their fields, requiring them to invest significant time in course design and goal setting Dudley Evans' model (1998) highlights the multifaceted roles of true ESP practitioners, which include being a Teacher, Collaborator, Course Designer and Materials Provider, Researcher, and Evaluator.
ESP teachers hold significant responsibilities, including organizing courses, setting clear learning objectives, fostering a positive classroom environment, and assessing student progress.
ESP teachers collaborate closely with subject specialists, facilitating effective ESP teaching scaffolding The ESP teachers offer language teaching methodologies, while the subject specialists assist EFL teachers in acquiring essential content knowledge.
As a course designer and materials provider, both English for Specific Purposes (ESP) and General English (GE) teachers play a crucial role in course design; however, ESP courses primarily focus on addressing the specific needs of learners Additionally, ESP teachers are tasked with sourcing the most appropriate materials for their courses, which involves selecting and adapting published resources or creating original content tailored to their students' requirements.
As ESP practitioners, researchers must continuously update their knowledge by integrating the latest findings into their teaching practices According to Dudley-Evans and John (1998), prior to designing a course or developing materials, it is essential for educators to investigate the specific genres, language, and skills pertinent to the field of study Basturkmen (2006) emphasizes the strong connection between research and pedagogy, highlighting that effective teaching is largely centered on showcasing the linguistic forms and features identified through descriptive research.
ESP practitioners conduct comprehensive evaluations that assess students' learning progress, course effectiveness, and teaching materials Providing feedback is essential for students to understand their learning achievements (Anthony, 1997) ESP teachers must evaluate whether students are acquiring the necessary language skills for their fields while also measuring how well the courses and materials meet learners' needs (Bojovic, 2006).
GE teachers primarily concentrate on key language areas, including grammar and vocabulary Their main responsibilities involve preparing lesson plans and evaluations, with a strong emphasis on effectively conveying knowledge to their students.
GE teachers become the main actor or the owner of knowledge in the class (Islam,
ESP SYLLABUS DESIGN
Definition of ESP syllabus
Numerous studies have proposed different approaches to define syllabus, each of which reflects a distinct stance of the researcher
A syllabus represents the specific content of a subject, defined by White (1988) as the structured specification of course material Nunan (1988) further emphasizes that a syllabus concentrates on the careful selection and grading of this content, highlighting its crucial role in educational frameworks.
Shaw (1975) defines a syllabus as a plan for a portion of the curriculum, specifically excluding curriculum evaluation (p 62) Similarly, Allen (1984) emphasizes the relationship between syllabus and curriculum, describing a syllabus as a component of the curriculum focused on detailing the specific units to be taught (p 61).
As for Strevens (1977), he claims that syllabus acts as
The syllabus serves as a multifaceted tool, acting as both an administrative instrument and a daily guide for teachers It outlines the content to be taught, the methods of instruction, and reflects the educational approach to be adopted This comprehensive document encapsulates the essential components of the language curriculum.
11 taught, broken down into items, or otherwise processed for teaching purposes (p
A syllabus serves as a vital tool for teachers, enabling them to align the needs and objectives of learners with the classroom activities, as highlighted by Yalden (1994) This alignment is essential for effective teaching and learning outcomes.
A syllabus can be defined primarily by its outcomes rather than the processes involved, reflecting a traditional interpretation Hutchinson and Waters (1987) describe it as "a statement of what is to be learnt," emphasizing its focus on language and linguistic performance (p 80).
A syllabus serves as a guide for both teachers and learners by outlining specific objectives and activities; however, it primarily reflects assumptions about language, the learning process, and classroom dynamics (Breen, 1984, p.49) Consequently, it cannot reliably predict what will be learned or taught Therefore, teachers should view the syllabus not as strict rules for determining learning content, but as a valuable reference (Widdowson, 1984, p 26).
Overall, syllabus can be described briefly as a “summary of the content to which learners will be exposed” (Yalden, 1987, p 87).
Definition of ESP syllabus design
According to Krahnke (1987), syllabus design is defined as follows:
The choice of teaching content and its sequence is significantly influenced by the underlying language theory of the method used Additionally, the theory of learning is crucial in shaping the adopted syllabus.
With this definition, the researcher suggests syllabus design is a complex process which invokes several principles and careful selection of content
Syllabus design involves defining the content to be taught and structuring it into a coherent teaching syllabus, as noted by Munby (1981) Similarly, Webb (1976) emphasizes that it entails organizing the chosen content into a logical and practical sequence for effective teaching.
Maley (1984) emphasizes on the involvement of syllabus design in the whole process of designing a language program He states that
The need analysis that generates a unit of instructional items is inherently linked to a methodology aligned with the syllabus, supported by a set of techniques that adhere to this methodology, and accompanied by an evaluation procedure that is cohesive with the entire framework.
Syllabus design, as outlined by Agustina (2014), encompasses three essential stages: needs analysis, content specification, and syllabus organization Furthermore, she indicates that this framework can be further enhanced by incorporating the model proposed by Taba.
- decisions about what needs evaluating and how to evaluate.
Components of ESP syllabus
The definition of a syllabus in higher education lacks consensus among researchers and practitioners, leading to ambiguity about its essential components (Doolittle & Siudzinski, 2010, p 3) Despite this uncertainty, numerous publications have explored the critical elements of a syllabus, aiming to outline a comprehensive framework.
Davis (1993) recommends three main components, including (a) basic course information, (b) instructor’s information, and (c) formal prerequisites for the course
In their 2010 study, Doolittle and Siudzinski identified four key components of a syllabus: grading policy, instructor's name, course content topics, and due dates Despite the numerous suggestions for syllabus elements, Rubin (1985, as cited in Diamond, 1989) argues that some syllabi may be missing one or more of these essential components.
Course syllabi, as outlined by Markie (1994), typically include the instructor's course plan, the overall purpose of the course, the instructor's perspective on the subject matter, strategic advice for students on engaging with the content, and the specific goals of the course.
For ESP syllabus, its four main components partly correspond to that of Markie
(1994) It comprises objectives, method or methodology, materials, and evaluation, and a syllabus designer may add other relevant parts such as course policy, weekly schedule, assignment, or course description/identity (Agustina, 2014, p 10–11).
SYLLABUS DESIGN AS A PROJECT IN ESP METHODOLOGY COURSE
Definition of project-based learning
In the recent years, Project-based learning (PBL) has been preferably implemented into classroom context to maximize the learning and teaching process (Holst, 2003)
Project-Based Learning (PBL) is a cooperative learning approach that enhances understanding by engaging students in solving real-world problems or creating products This method involves meticulously planning, managing, and evaluating projects or solutions to address complex challenges effectively.
Thomas (2000) defines PBL as “a model that organizes learning around projects” (p 2) His review of literature on project-based learning reveals that PBL has its own
The concept of "uniqueness" in education is demonstrated through centrality, student-driven inquiries, constructive investigation, autonomy, and realism This approach encourages students to engage in individual or group work, supported by teachers, to create tangible products Through active learning and interaction with their classroom environment, students have the opportunity to expand their knowledge.
Project-Based Learning (PBL) emphasizes student engagement in exploring significant questions through investigation and collaboration This approach involves a variety of activities, including asking questions, making predictions, designing investigations, collecting and analyzing data, utilizing technology, creating products, and sharing ideas (Krajcik et al., 1999).
Another way to investigate project-based learning is its relation to skill learning
In Bell's study (2010), PBL is highlighted as a vital strategy for equipping learners with essential 21st-century skills, including collaboration, problem-solving, and communication Robinson (2013) further elaborates on this, describing PBL as a systematic teaching method that actively engages students in their learning process.
14 students in learning essential knowledge and life enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.”
For this research, PBL can be characterized by the definition given by Holst
Project work encourages initiative, responsibility, decision-making, and the pursuit of personal interests Additionally, it provides valuable social learning experiences, including peer teaching and collaborative knowledge construction, enabling students to observe and emulate successful learning models.
The overview of the implementation of PBL in teacher education
Project-Based Learning (PBL) has emerged as a widely adopted approach for training pre-service teachers, effectively equipping them for their future careers Numerous studies highlight the beneficial outcomes of PBL when applied in teacher education programs.
Research indicates that Problem-Based Learning (PBL) significantly enhances student engagement with course materials and fosters a more active approach to learning (Hillkirk, 1991; Ledford and Warren, 1997; Nattiv, Winitzky & Drickey, 1991) Teacher trainees particularly value the increased interaction with peers, enjoying collaborative discussions that develop essential skills such as research and critical thinking (Holst, 2003) Veenman et al (2002) highlight that these educators benefit from experiencing and reflecting on the cooperative skills necessary for guiding their future students Furthermore, Hwong et al (1993) found that PBL leads to higher achievement in assignments compared to traditional individualistic learning methods.
Research highlights the positive impact of Project-Based Learning (PBL) on self-directed learning among pre-service teachers, demonstrating its effectiveness in enhancing understanding and motivation for developing 21st-century skills (Burkšaitienė, 2013) PBL not only promotes self-regulation but also fosters creativity, enhances metacognitive abilities, and contributes to professional growth as educators (Du Toit, 2015) These findings align with Holst's (2003) research, which emphasizes PBL's role in encouraging creativity, peer interaction, successful learning experiences, and cognitive skill development (p 6).
In conclusion, the successful implementation of Project-Based Learning (PBL) significantly enhances students' knowledge and skills, yet it also presents certain challenges that will be explored in the following section.
CHALLENGES IN ESP TEACHING
Challenges faced by teachers in teaching ESP
In the past, a number of studies took place to discover ESP practitioners’ challenges in teaching ESP, and reveal them through different ways of classification
One effective method for addressing challenges in teaching English for Specific Purposes (ESP) in higher education is to categorize them into main themes Research by Andriani (2014) identifies five key areas of difficulty: teaching pedagogy, teacher-related issues, course design, student abilities, and student needs The literature review highlights specific concerns such as the ambiguous theoretical foundation of ESP, the identity crisis faced by ESP educators, the complexities of course delivery, the presence of mixed-ability students, and the necessity to focus on learners' actual needs.
In 2015, it was observed that ESP teachers faced challenges that hindered the application of their knowledge in practice, with a classification that is clearer than Andriani's (2014) These challenges encompass issues related to ESP learners, the teaching environment, compromised literacy, and administrative factors Mebitil (2011) presented a similar structure but excluded "compromised literacy." Additionally, Mebitil identified a significant issue among students: a lack of respect for others, which manifests as ignoring peers or teachers and skipping classes.
The evolving role of teachers in English for Specific Purposes (ESP) presents significant challenges, as identified by Dudley-Evans and John (1998), who outline five essential roles for ESP practitioners: teacher, course designer and materials provider, collaborator, researcher, and evaluator Subsequent research has reaffirmed these roles and explored the difficulties they create for ESP educators Key discussions in this area include the debate over whether ESP should be taught by language specialists or content experts (Andriani, 2014), as well as the challenges faced by former General English (GE) teachers transitioning to ESP roles (Chang, 2014).
16 the topic further with his additional term – “dilemma” and classified teacher’s dilemmas into pedagogical arrangements, teacher role, teaching style, educational value and ethical choice
Some researchers prefer to present a list of challenges like Marwan (2017), Lustigová (2013), Tsao, M.S.Wei, and Fang (2008), or Campion (2016) For example, using framework of interpretive inquiry and semi – structured interview, Marwan
In 2017, a study examined the challenges encountered by an English for Specific Purposes (ESP) teacher in an Indonesian institution The research revealed that the teacher faced significant obstacles, including students' low motivation to learn, a disparity between the expected and actual English proficiency levels, inadequate quality resources, and an overwhelming workload.
In Vietnam, research on the situation of ESP teachers is limited, but three key studies provide valuable insights Le (2015) identifies challenges faced by two teachers transitioning from GE to ESP medical English instruction, categorizing them into objective and subjective challenges Objective challenges include dissatisfaction with outdated textbooks, rigid course structures that stifle creativity, students' low motivation and English proficiency, and minor teaching environment issues Subjective challenges highlight teachers' limited medical knowledge, leading to difficulties in information retrieval and classroom confusion Similar findings are reported by Nguyen (2015) and Nguyen and Pham (2016), who adopt a comparable framework for categorizing teachers' challenges.
Pham and Ta (2016) highlight that the challenges faced by ESP teachers stem from the lack of a well-structured training program grounded in a solid theoretical framework They aim to address this issue by proposing an effective theoretical framework for ESP teacher training in Vietnam, supported by a comprehensive literature review.
Many studies on teachers' challenges primarily employ qualitative methods, such as semi-structured interviews and observations, allowing researchers to gain in-depth insights from educators However, some research, like that of Le (2015) and Nguyen and Pham (2016), has been criticized for its limited participant numbers, which restricts their findings to mere empirical investigations of the existing conditions.
Challenges faced by teachers in designing an ESP course
Course design remains a significant challenge for ESP teachers, drawing considerable attention from researchers Most studies focus on the implementation of ESP courses in universities and higher education settings, highlighting the various difficulties teachers encounter These challenges are often categorized or presented in straightforward lists for clarity.
A 2018 study by Rasyimah, Ahyar, & Sari highlighted challenges faced by two ESP teachers in Indonesia during five stages of ESP course implementation The teachers encountered difficulties in need analysis, syllabus design, material selection and adaptation, assessment, and teaching methods Specifically, in the syllabus design phase, they struggled to identify the necessary competencies and the appropriate order for teaching them, as well as to select relevant topics that incorporated essential terminologies Additionally, they faced challenges in sourcing authentic materials and choosing texts that matched their students' proficiency levels.
Previous research, including Rasyimah et al (2018), highlighted dilemmas in course design, while studies by Haddam Bouabdallah (2015), Adam et al (2013), Yogman & Kaylani (1996), and Ting (2010) primarily focused on listing obstacles in various stages Specifically, Haddam Bouabdallah (2015) investigated students' and teachers' perceptions of ESP courses in the Department of Biology, revealing that teachers faced challenges with subject content, topic selection, material adaptation, and the pronunciation of scientific terms Additionally, the issue of material adaptation was supported by findings from Ismagilova & Polyakova (2014) and Medrea & Rus (2012), emphasizing the absence of a single course book that can adequately train future professionals.
Concerns have been raised by Adam et al (2013), Chovancová (2014), and Tsou (2009) regarding students' inadequate English proficiency and insufficient subject knowledge, which pose significant challenges for English for Specific Purposes (ESP) teachers in selecting suitable course content.
CHALLENGES OF PRE-SERVICE TEACHERS IN ESP
Challenges faced by pre-service teachers in ESP practice
Cabrita et al (2014) highlight the challenges faced by pre-service English for Specific Purposes (ESP) teachers in the fields of Law and Medicine, emphasizing the need for an understanding of basic principles and terminology Their research indicates that ESP instructors must transition from teacher-centered to student-centered approaches while addressing specific learner needs and creating relevant teaching materials tailored to their professional contexts The authors recommend that ESP educators familiarize themselves with the linguistic and rhetorical conventions of their respective disciplines to effectively design courses for their students.
Setyarini (2018) identifies key challenges faced by ESP student teachers during their practicum with hotel staff, including inadequate teaching facilities, time management issues, varying levels of English proficiency among students, and low self-efficacy The study highlights that hotel facilities are poorly equipped for effective learning, students frequently miss classes due to work commitments, and many learners struggle with both English competence and confidence However, a notable limitation of the research is its focus solely on learner-related difficulties, lacking insights into how student teachers address their own challenges Consequently, the findings primarily reflect the current state of practicum experiences in the hotel context.
Challenges of pre-service teachers in course design as a project
2.5.2.1 Challenges of pre-service teachers in PBL
Project-based learning (PBL) has been recognized as a highly effective method for training English for Specific Purposes (ESP) student teachers Numerous researchers, including Nguyen (2015), have highlighted the significant benefits of incorporating PBL into teacher training programs.
A study by Holst (2003) highlights the positive outcomes of a project implementation, revealing that student trainees enhanced their expertise, developed personal strengths, and acquired new skills through peer interactions Additionally, they learned to approach issues from diverse perspectives and evolved into innovative practitioners and theory builders While the study notes a minor challenge in constructing a logical series of steps within the project, it ultimately emphasizes the overall success of the initiative.
While Project-Based Learning (PBL) provides numerous advantages for teacher education, it also presents several challenges for student teachers These challenges include the need for personal skills such as time management and organization, inadequate support and guidance from instructors, difficulties in collaborating with peers, adapting to new learning environments, and experiencing significant time and effort losses.
In an investigation by Du Toit (2015) on the promotion of self-directed learning through Project-Based Learning (PBL) for pre-service teachers in South African schools, students faced challenges in seeking guidance from teachers, managing project content, and handling personal time They expressed a need for additional clarification on the PBL approach, particularly concerning the scope of their work and decision-making processes Furthermore, students reported issues with time management, often not adhering to their planned schedules and experiencing procrastination.
A qualitative study by Frank & Barzilai (2004) identifies key challenges faced by pre-service teachers, including teamwork collaboration, adaptation to new learning environments, and significant time and effort commitments The researchers discovered that participants experienced conflicts within their groups due to varying levels of interest and interpersonal dynamics among team members.
Many participants expressed concerns about the time and energy required for the project, often feeling overwhelmed in a new learning environment One individual noted, “In the beginning I was frustrated, as I had no idea where to begin” (p.53) This sentiment resonates with findings in Vietnam, where Nguyen (2015) highlighted that the influence of Confucian ideology led students to resist changing their learning styles.
2.5.2.2 Challenges of pre-service teachers in course design as a project There is one article closely related to what this research aims at – student teacher’s challenges in designing an ESP course as a project by Indrasari (2016) In his study, students worked on a project to design a course book in ESP, they had to conduct need analysis, design syllabus and course book The findings of this research revolve around the process of student’s work and analyze difficulties in each stage of course design, instead of looking at boarder term challenges This approach has a great advantage of close and detailed investigation into course design practice, but somehow it neglects external factors that might affect student’s performance such as teacher’s support or teamwork In addition, the outcome of Indrasari’ research did not classify challenges into categories, rather this writer only listed them out
The primary focus of existing literature on the challenges of English for Specific Purposes (ESP) teaching highlights the difficulties faced by teachers transitioning from General English (GE) backgrounds However, there is a noticeable lack of research addressing the challenges encountered by pre-service teachers, particularly in the context of ESP course design preparation This article aims to explore the "Challenges faced by student teachers of FELTE, ULIS, VNU in designing an ESP course syllabus," providing an updated and comprehensive overview of this under-researched area.
FRAMEWORK OF THE STUDY
An extensive literature review was conducted to establish a foundation for understanding the challenges faced by student teachers in designing an English for Specific Purposes (ESP) course syllabus This research framework builds upon previous findings related to teachers' challenges in teaching ESP and the difficulties encountered by student teachers in project-based learning It offers a comprehensive overview of the challenges associated with designing an ESP course syllabus Additionally, Tables 1 and 2 summarize the intrinsic and extrinsic challenges faced by students along with their causes, while Tables 3 and 4 present solutions to address these difficulties.
Intrinsic challenges refer to the essential characteristics or internal issues faced by student teachers, as defined by Cambridge Dictionary and Merriam-Webster In contrast, extrinsic factors are external elements that influence the performance of these student teachers, highlighting the impact of their environment and surrounding circumstances.
In syllabus design, intrinsic challenges typically encompass various stages, yet this research notably excluded Need Analysis, as it was omitted by the ESP lecturers Instead, the focus shifted to the teaching situation, which included essential information about the target students, their proficiency levels, majors, and fundamental needs, aiming to streamline the process and conserve time and resources.
The omission of Needs Analysis in English for Specific Purposes (ESP) teaching in Vietnam is understandable, as it is often not considered a necessary step due to significant resource investment (Do & Cai, 2010) Lam (2011) further explains that many Vietnamese universities lack the budget for conducting interviews or surveys among students from various majors, leading teachers to rely primarily on their own experiences and opinions when developing course materials and curricula (p.29).
Based on such information, the framework of intrinsic and extrinsic challenges will be presented in the Figure below
CHALLENGES IN DESIGNING AN ESP COURSE SYLLABUS
STUDENT TEACHERS OF FELTE, ULIS
Figure 2.6.1 Framework of the study
METHODOLOGICAL APPROACH
This descriptive study utilizes surveys and fact-finding questions to capture the current state of affairs, as emphasized by Kothari (2004) By employing this methodology, the research aims to provide a comprehensive overview of existing conditions, focusing solely on presenting the present situation without delving into causal relationships.
“report what had happened or what is happening”, which means he answers the question
This study highlights the challenges student teachers encounter while developing an English for Specific Purposes (ESP) course syllabus, explores the underlying causes of these difficulties, and presents effective solutions implemented to overcome these issues.
In the data collection process, both quantitative and qualitative approaches will be employed According to Creswell (2009), quantitative data will be gathered through questionnaires, while qualitative data will be obtained via interviews and document analysis These data types are crucial for this study, as questionnaires yield numerical data that help identify the challenges faced by students and allow for generalization to a broader population In contrast, in-depth interviews and product analyses offer deeper insights into specific cases As a result, the collected data will provide a more comprehensive understanding of the research topic (Morse).
Researchers like Greene and Caracelli (1997) and Scoles, Huxam, and McAuthur (2014) agree that combining various research methods can enhance a study's effectiveness Given the complexity of social phenomena, employing diverse methodologies is essential for a comprehensive understanding of these intricate issues.
The integration of qualitative and quantitative methods enhances research by offsetting each other's limitations, as the strengths of one approach address the weaknesses of the other (Jick, 1979; Johnson & Onwuegbuzie, 2004) This is particularly beneficial in studies lacking a theoretical foundation, as it provides a more robust and clear research design.
In this study, the researcher collected data from questionnaires, interviews and documents – ESP syllabi Quantitative researchers are required to put a distance
In this study, the researcher adopts a dual role: initially acting as an outsider by distributing and collecting surveys, and later transitioning to an analyst focused on identifying patterns in students' work During interviews, the researcher engages more deeply, fostering close relationships with participants to extract richer data from the questionnaires and documents As a facilitator, she ensures that participants remain focused on the questions while also safeguarding their privacy and data.
CONTEXT OF THE STUDY
Description of the ESP Methodology Course
The 15-week ESP Methodology course, commencing in the first semester of the senior year, equips student teachers with crucial knowledge and skills in syllabus design, material adaptation, lesson planning, and assessment Emphasizing a learner-centered approach, the course utilizes project-based and task-based learning methods to enhance students' experiences in teaching English for Specific Purposes (ESP).
Description of the Project
The ESP syllabus design project, which constitutes 20 percent of the course assessment in the ESP Methodology course, aims to bridge theory and practice while providing students with practical experience In groups of three to four, student teachers create an ESP syllabus tailored to a specific scenario provided by their instructor, which includes details about the learners' age, language proficiency level, learning needs, and the duration of the ESP course The final deliverables are a comprehensive ESP syllabus and a presentation showcasing their work.
PARTICIPANTS
Student teachers of FELTE, ULIS, VNU
The initial participants in this study are the 2019 cohort of student teachers from the Faculty of English Language Teacher Education (FELTE) at the University of Language and International Studies (ULIS), Vietnam National University (VNU) These individuals have attained a C1 language proficiency level as defined by the Common European Framework of Reference (CEFR) They possess a solid foundation in various theories related to language teaching skills and techniques, and are equipped with essential capabilities such as problem-solving, teamwork, critical thinking, and presentation skills.
In the first semester of the 2018-2019 academic year, around 170 students from eight classes enrolled in the compulsory ESP Methodology course as part of their English teacher education major Although nine classes participated in the course, only eight were included in the study due to one class not completing the final ESP syllabus product The table below details the number of student teachers from the class of 2019.
Table 3.3.1 Number of student teachers of FELTE, ULIS
No Class Number of student teachers
Student teachers participated voluntarily in the study, ensuring confidentiality throughout the process They provided their responses through online or paper-based questionnaires The online surveys were distributed via email and social networks starting in early March, while the paper-based questionnaires were administered subsequently.
26 had finished their practicum and continued studying at university After questionnaires, students who agreed to take part in interview were contacted via the media they selected
This study focuses on the current academic year's students who recently completed their project, providing them with valuable hands-on experience While other cohorts also engaged in the same project, challenges in contacting those groups made it impractical to gather data from them Selecting this specific group of participants enhances the reliability of the designed questionnaire, allowing for a more objective representation of the data collected.
ESP lecturers of FELTE, ULIS, VNU
The ESP lecturers at FELTE, ULIS, VNU are highly qualified professionals, holding MA or PhD degrees They play essential roles as facilitators, instructors, and supervisors, guiding students in acquiring knowledge in their field of study.
This study engaged four ESP lecturers responsible for the ESP Methodology course They were invited to participate in interviews through a formal invitation letter and consent form The interviews were conducted at times and locations that were most convenient for the lecturers.
The involvement of ESP teachers in this study is essential due to their firsthand experience with students and the challenges they face during instruction and assessment of final products Insights gathered from these educators offer a valuable perspective that enriches the research findings.
DATA COLLECTION PROCEDURE
The procedure of collecting data could be divided into two main phases:
In Phase 1, the research team focused on creating questionnaires and interview schedules for lecturers and students, ensuring the confidentiality and anonymity of all participants The initial draft was developed based on theoretical foundations and the researcher’s assumptions, using clear and understandable English To refine the tools, preliminary samples were tested with a small group of student teachers to identify potential shortcomings and reduce bias Following necessary adjustments, the final versions of the questionnaires were prepared for distribution.
In March, student teachers were engaged in their practicum, leading to the decision to conduct online questionnaires for research However, the low response rate rendered the results insufficient Consequently, the researcher opted to administer paper-based questionnaires during the first week of April, once students had returned to university and resumed their studies.
In Phase 2, following the distribution of questionnaires, the researcher invited both student teachers and ESP lecturers to participate in interviews These interviews were conducted over a two-week period starting from March 25 Among the student teachers who provided their contact details, participation was recorded.
In a study involving 16 random students, 25-minute interviews were conducted to explore the challenges, causes, and solutions related to building English for Specific Purposes (ESP) syllabi The students' responses, alongside their own products, highlighted the difficulties encountered in the ESP syllabus design process This feedback is invaluable for ESP lecturers seeking to enhance their curriculum development strategies.
35 – minute semi-structured interview at the time and location they preferred.
DATA COLLECTION INSTRUMENT
Questionnaire
A questionnaire, as defined by Burns (2000), is a written tool designed to present participants with statements or questions, allowing them to select from provided options or to write their own responses.
Questionnaires serve as an economical and effective data collection tool, aligning with research objectives (Verma & Mallik, 1999) They can uncover patterns in respondents' answers (Gillham, 2005), making this quantitative method suitable for describing the challenges student teachers encounter while designing an ESP course syllabus, as well as identifying the causes and potential solutions The questionnaire was exclusively administered to student teachers to gather insights on the specific challenges they face.
The questionnaire was divided into four sections featuring both close-ended and open-ended questions The initial section collected general information about the participants through open-ended questions, including details such as class, gender, experience with English for Specific Purposes (ESP), and the teaching context within the project This information helped the researcher establish a foundational profile of the students involved.
The study involved 28 teachers and utilized close-ended items from parts two to four, which included three tables designed to explore student teachers' opinions on the challenges, causes, and solutions related to syllabus development These tables featured pre-determined answers to enhance measurement reliability (Mackey & Gass, 2005) Responses were measured using a Likert scale from 1 (Strongly disagree) to 4 (Strongly agree), excluding a Neutral option to avoid ambiguity regarding respondents' views on challenges The questionnaire was developed based on a literature review, with modifications to suit the Vietnamese context, and included open-ended questions to allow for additional insights from respondents.
Interview
The interviews conducted with four lecturers and various student teachers provided valuable insights into their diverse backgrounds This qualitative method complemented the quantitative data obtained from questionnaires, offering a deeper understanding of the responses Notably, interviews with ESP lecturers proved to be more crucial for data collection than those with students, as they were the sole source of information from ESP instructors and highlighted perspectives distinct from those of the student teachers.
The semi-structured interview format, as outlined by Bernard (1988), enables interviewers to guide the conversation while exploring new ideas that may arise This approach facilitated detailed descriptions of challenges from both students and lecturers, allowing them to provide examples and explanations Moreover, it creates a comfortable environment for interviewees, who often find it easier to express themselves verbally than in writing, leading to more extensive and conversational responses (Mackey & Gass, 2005, p 174).
The interviews were conducted with participants either in person or via social networks, primarily in English When participants struggled to express their ideas, a switch to their native language was sometimes necessary Data was recorded using both tape recordings and note-taking methods.
To ensure confidentiality, permission was obtained from participants prior to recording the interviews Additionally, note-taking was employed to capture key terms and intriguing points for further exploration and to maintain the conversation's flow Subsequently, the researcher transcribed the interviews for analysis.
Document
Final products were utilized in interviews to accurately illustrate the challenges faced by student teachers in developing ESP syllabi While interviews may rely on subjectivity or memory, the existence of these documents provides concrete evidence of the students' struggles Due to the limited number of interview participants, the researcher could not access all ESP syllabi created by student teachers; therefore, only ten works were analyzed to gather relevant information.
DATA ANALYSIS PROCEDURE
Questionnaire
Analyzing quantitative data presents minimal challenges, as Dürnyei (2007) notes that computers can handle most mathematical tasks, yielding straightforward results Descriptive statistics were employed to present survey findings, with questionnaire responses converted into numerical form using SPSS The data were categorized according to the literature review and primarily represented as percentages in charts, facilitating easier examination and commentary by the researcher.
Interview
In terms of qualitative data, data collected from interview was summarized as a supportive source of data to answer research questions It inevitably required more
The study involved transcribing interview data and coding it to categorize responses from participants This process included assigning descriptor words to the extracted information, which was then organized into key categories The final analysis provided interpretations and insights that led to conclusive messages.
Document
The document was evaluated using a checklist derived from the theoretical framework outlined in the literature review This checklist highlights key elements of a course syllabus and identifies external factors that may present challenges for student teachers both during and after their training process.
The data from student products, along with teacher comments, was coded and summarized similarly to the interview data The findings were incorporated into a checklist and presented as supplementary information to the interview, offering a clear depiction of the challenges students faced and their underlying causes.
In summary, the challenges, causes, and solutions identified in the literature review were organized into various categories Additionally, relevant details from interviews and documents will be incorporated to enhance the analysis.
CHAPTER FOUR FINDINGS AND DISCUSSION
This chapter analyzes data obtained from questionnaires, semi-structured interviews, and documents, aiming to provide comprehensive answers to the research questions and offering suggestions to address the identified issues.
RESULTS AND FINDINGS
Teaching Situation Analysis
The first section of the questionnaire focuses on gathering essential background information regarding student teachers' experiences and teaching contexts within the project This includes insights into class sizes, the proficiency levels of their target students, and their respective majors or job roles.
4.1.1.1 Student Teachers’ experience with ESP
In a recent questionnaire, 92% of student teachers indicated they had no experience with English for Specific Purposes (ESP) beyond the ESP Methodology course The remaining respondents reported having either taught or studied ESP-related courses, such as Business Communication or Tourism.
Pie Chart 4.1.1.1 Student teachers’ experience with ESP
Pie Chart 4.1.1.2 Assumed class size
The pie chart illustrates the distribution of target students in teaching situations, revealing that class sizes range from fewer than 15 students to over 40 students, with the majority—72%—falling between 20 and 50 students per class, while the remaining options comprise less than 20%.
The target student levels are categorized into four groups: A1 (beginner), A2 (elementary), B1 (pre-intermediate), and B2 (intermediate) Notably, B2 comprises the largest segment at 42%, while A1 represents the smallest at just 3% The combined percentages for A2 and B1 exceed half of the total, with A2 accounting for 19% and B1 for 36%.
Pie Chart 4.1.1.3 Target students’ level
The pie chart illustrates the distribution of student majors, highlighting that Tourism makes up nearly one-third of the total, followed by Business at 23% and Economics at 14% Other fields, including Nursing and additional majors, account for smaller percentages, each remaining under 9%.
Pie Chart 4.1.1.4 Target students’ majors
Business Economics Engineering Environment IT
Challenges encountered by student teachers Analysis
The intrinsic and extrinsic challenges from student teacher’s perspectives obtained from questionnaires are shown in Table 4.1.2.1, in order of their significance
Student teachers tend to face more intrinsic challenges than extrinsic ones, as indicated by a 4-point Likert Scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree), excluding the neutral option.
Student teachers face significant intrinsic challenges, particularly in pedagogical knowledge related to syllabus development Key difficulties include selecting authentic and up-to-date materials, choosing books that meet students' needs, and managing subject content knowledge Conversely, the challenge of dealing with language knowledge, specifically English proficiency, is encountered less frequently.
Most student teachers faced challenges in selecting appropriate teaching materials, with an average rating above 3.1 Additionally, their subject content knowledge related to their students' majors significantly impacted syllabus preparation They also encountered dilemmas in planning learning activities and assessments Notably, maintaining motivation for the project ranked relatively high, with a mean score exceeding 2.9 Conversely, student teachers viewed English proficiency as the least pressing issue they encountered.
Student teachers identified the project's requirements as their most significant extrinsic challenge, with a mean score of 2.65, though this was less severe than the intrinsic challenges they faced The least significant challenge reported was the need for lecturer support Additional challenges highlighted by student teachers in their questionnaires include various other factors impacting their experience.
Coming up with course fee and the total time for the syllabus
Creating the link between objectives, materials, practicality and target students’ interest
Table 4.1.2.1 Challenges student teachers encountered in syllabus design process
2 Selecting up-to-date materials 3.18 778
3 Selecting books that have adequate content to achieve students’ needs 3.15 648
4 Dealing with subject content knowledge base 3.05 679
6 Selecting suitable books for their students’ level 2.97 818
7 Deciding on assessment for tasks/activities 2.93 722
8 Keeping their motivation for this project 2.91 863
10 Organizing the components of a syllabus 2.84 699
15 Dealing with personal soft skill (time management) 2.47 763
16 Dealing with language knowledge base (English proficiency) 2.15 664
1 Dealing with this project’s requirements 2.65 851
3 Seeking for their lecturer’s support 2.20 759
4.1.2.2 Student teachers’ Interview and Document Analysis
The Bar Graph 4.1.2.1 highlights fifteen challenges identified by eleven interviewees and ten documents Participants were asked to share their challenges, revealing six intrinsic challenges and one extrinsic challenge that were notably selected by over two-thirds of the interviewees.
Keeping motivation for this project (11/11)
Selecting and organizing learning activities (10/11)
Dealing with subject content knowledge (9/11)
Dealing with the project’s requirements (9/11)
In a recent interview, student teachers identified fifteen challenges, with "dealing with teaching situations" and "materials evaluation" emerging as significant concerns Notably, building effective teaching situations was highlighted as the most prevalent challenge encountered during syllabus design.
Eleven interviewees identified key intrinsic challenges in their teaching project, primarily in constructing their target learners and teaching situations, formulating objectives, and maintaining motivation The student teachers received limited prompts about their target students' levels and majors, which complicated their ability to conduct a comprehensive needs analysis As one student teacher noted, the vague information made it difficult to accurately envision the learners' characteristics Additionally, formulating suitable objectives proved to be a time-consuming challenge, with one interviewee expressing uncertainty about which objectives would be appropriate for their learners' needs.
Ten participants expressed challenges in selecting materials for the syllabus, sequencing learning activities, and understanding subject content knowledge ST1 and ST8 highlighted difficulties in accessing essential materials, while ST9 remarked on the complexities of law, stating, “Law is something that is much more abstract than I had imagined… and it is very complicated…”
Based on the interview and document analysis, the responses in the interview closely resemble those from the questionnaire, highlighting significant issues related to materials, learning activities, and subject content knowledge, which are ranked highly in Table 4.1.2.1.
The extrinsic challenge of meeting project requirements emerged as a significant hurdle for student teachers during syllabus creation, as evidenced by both questionnaire and interview responses All nine participants acknowledged the difficulty of these requirements, with one participant, ST2, emphasizing the daunting nature of the assessment, stating, “… the situation was unreal but the assessment was really real, and that was what scared us and put us off…”
In the Bar Graph 4.1.2.1., while the similarities in perspectives of student teachers and ESP teachers on challenges were noticeable, several differences are pronounced
In a recent analysis of teaching situations, lecturers and student teachers identified significant challenges in understanding learners' needs EL2 noted that "student teachers lack insight into their students’ real needs," while EL3 emphasized the difficulty of conducting effective need analyses This sentiment was echoed in interviews with ESP lecturers, who also reported difficulties in selecting appropriate materials and managing subject content knowledge Three out of four lecturers agreed that access to relevant materials was limited, particularly in certain fields, complicating syllabus design Although the majority of instructors acknowledged students' struggles with subject content knowledge, one instructor, EL2, argued that student teachers could find and adapt materials independently, suggesting that the challenge may not be as significant as perceived.
Formulating suitable objectives for the syllabus presents a significant challenge, as highlighted by three-quarters of ESP lecturers and student interviewees, despite questionnaire results not indicating this as a major issue All lecturers noted that the objectives often appeared too broad or general and lacked quantification.
In other words, there is no way to measure these objectives.”
Bar Graph 4.1.2.1 Challenges as perceived by student and lecturer interviewees
Teaching situation Objectives formulation Motivation for the project
Selection and organization of learning activities
Selection of materials Subject content knowledge Assessment selection for the course
Selection and organization of topics
Materials evaluation Organization of a syllabus
Time management Project’s requirement Lecturer's support
Intrinsic and extrinsic challenges as perceived by student teachers and ESP lecturers
Three lecturers observed that students struggled to select assessments aligned with the established course objectives One lecturer noted, “They designed assessment tasks based on their preference without considering learning outcomes” (EL1), while another remarked, “They include all the assessments they know in making the syllabus” (EL3).
Student teachers and ESP lecturers agreed that the project's requirements were demanding, with one lecturer stating, “It is impossible to ask students to design a complete syllabus.” However, they acknowledged that creating an ESP syllabus is beneficial for students' future careers Additionally, 75% of ESP instructors highlighted a significant challenge in material evaluation, noting that student teachers struggled to conduct comprehensive assessments of the selected materials.
A notable disparity exists in the perception of creating learning activities between students and lecturers Students find this task challenging, whereas lecturers view the selection and organization of activities as relatively straightforward, often suggesting that it merely involves adapting material from existing resources.
Causes of Challenges Analysis
Table 4.1.3.1 highlights that more than half of the challenges faced by student teachers are likely irrelevant to this project, as the responses predominantly indicated disagreement Although there were some tendencies towards agreement, these were minimal in significance, with a mean score below 3.0.
Fortunately for the major challenges listed in the previous part, their causes could partly be disclosed with the data collected from questionnaire
Student teachers faced challenges in material selection, citing difficulties in accessing quality resources and a lack of awareness about suitable books Additionally, one student noted that even when a variety of books were available, none aligned perfectly with their specific objectives, as the materials primarily covered general topics.
Many students face challenges in understanding subject content and terminology, which hinders their learning experience Specifically, they reported difficulties in identifying the appropriate language and content constructs for their major Additionally, a lack of awareness regarding the needs and levels of their target students significantly obstructs effective syllabus design.
Student teachers often struggle to select and organize learning activities that align with their chosen objectives, leading to confusion in their decision-making process Additionally, they may find it challenging to determine appropriate assessment methods and criteria for each task outlined in the syllabus.
Demotivation can stem from the perception that a project requires excessive time and effort Additionally, a lack of experience with English for Specific Purposes (ESP) contributes to this feeling, as some individuals express uncertainty about the relevance of designing an ESP syllabus due to insufficient knowledge in the subject area.
One significant challenge faced by student teachers is the formulation of objectives within a constrained timeframe, making it difficult to determine which objectives to prioritize Additionally, the selection of appropriate Bloom's taxonomy verbs relevant to their specific field adds to this complexity.
Student teachers generally expressed some agreement regarding the high demands of the project, which posed an extrinsic challenge One student highlighted that their difficulties arose from ambiguous requirements and assessment rubrics.
Other than the major challenges, the minor ones such as syllabus components, topic selections and time management also had their causes partially pointed out in questionnaire’s outcomes
Table 4.1.3.1 Causes of the challenges encountered by student teachers
English proficiency They had low English proficiency 1.72 605
They had limited specific content knowledge 2.87 698
Subject content knowledge base (of the field/major of their assumed students)
They had limited specific terminologies 2.82 694
Pedagogy knowledge base (of syllabus design)
They did not know how to write some components of the syllabus 2.42 687 They had no experience in designing a syllabus 2.55 839
They could not decide which learning approach to apply into their syllabus
They did not understand the difference among learning approaches
They did not know these learning approaches 1.89 672
There were too many objectives to cover within the given time for the syllabus
They could not determine which objectives to include in the syllabus 2.63 765 They did not know how to write the objectives 2.00 760
Selection and organization of topics
They could not decide which topics to include among the ones that provide necessary terminologies/knowledge
They did not know how to choose suitable topics for the assumed field
They could not decide the appropriate order/sequence for topics/units
They did not know how to arrange topics/units for the assumed field 2.39 713
Selection and organization of learning activities
The tasks/activities they chose mismatched with the objectives 2.37 679 They could not determine which the tasks or activities to include to suit the objectives
They did not know how to choose tasks or activities for this syllabus 2.26 708 They could not decide the appropriate order/sequence of tasks or activities
They did not know how to arrange the order/sequence of tasks and activities
Assessment selection for the course
They could not determine which assessment task/test to include in the syllabus
They could not decide the criteria to assess their students’ performance 2.58 672 They was confused at how to divide grades to each task 2.35 719
They did not know what to assess in this syllabus 2.21 662
There were no available materials for the assumed field 2.39 892
They had limited access to necessary materials 2.93 876
They did not know about the books that had good quality 2.67 883
They did not have an efficient time division plan for the project 2.39 808
They procrastinated/postponed doing the project 2.55 921
The project took too much time and effort to complete 2.81 755
The project is not interesting 2.47 864
The project is not meaningful 2.33 871
They could not arrange meeting with other teammates 1.98 837
They had conflict with other team members 1.91 788 They had no contribution to team workload 1.68 683 One/some team members refused to do their job 1.94 847
There were no/few instructions, guidance and clarifications 2.15 901
There were no/little feedback from the lecturer 2.04 836
The project faced significant challenges due to insufficient time for completion, with a rating of 2.29 Additionally, the demanding requirements of the project were rated at 2.66, while the assessment rubrics also presented high expectations, scoring 2.46 Furthermore, there was a lack of awareness among participants regarding the project's assessment rubrics and requirements, which received a rating of 2.18.
4.1.3.2 Student teachers’ Interview and Document Analysis
The questionnaire's limitations in detailing the main challenges were addressed through interviews and documents, which offered valuable insights into the underlying causes of these issues.
The primary reason identified by all eleven interviewees for their challenges in the ESP Methodology course was their lack of prior experience in English for Specific Purposes (ESP) This finding is corroborated by a Background Analysis of student teachers, which revealed that 92% had no prior exposure to ESP, either through interaction with students from different majors or knowledge of specific fields This inexperience negatively impacted various intrinsic challenges, particularly in constructing teaching situations, which was the most severely affected area Notably, all student interviewees admitted to difficulties in envisioning teaching scenarios, as they lacked understanding of their target students and their respective majors.
The scenario was unclear and straightforward, making it challenging for us to visualize the situation, especially in the context of need analysis Analyzing the imagination of students proved to be quite difficult.
Unawareness of the target students created challenges throughout the syllabus design process, leaving student teachers confused about selecting appropriate objectives and learning activities As ST7 expressed, “We did not have any experience with ESP and designing a course, so we do not know at the end of the course how much students can absorb knowledge and to which level they can achieve.” This lack of familiarity hindered their ability to assess the practicality and suitability of their choices for the intended audience.
In addition to the primary cause previously mentioned, interviews and documents revealed additional sources of significant challenges While some findings closely aligned with questionnaire results, several new perspectives emerged that warrant further examination.
The challenges identified, including subject content knowledge and the selection of learning activities and materials, highlight a common issue: the difficulty in choosing appropriate materials due to the high costs associated with full version books Participants emphasized these concerns, underscoring the financial barriers that affect their ability to access necessary resources.
When I read the book, we encounter a lot of terminologies and it was like the whole new world, because we have never learnt it before even in Vietnamese (ST8)
We found one material that is a very reliable resource It suits our intended objectives and activities that we wanted to teach…but it's kind of very expensive (ST1)
Moving to the differences, in relation to material selection, nine out of eleven students regarded searching for books that suit target student’s level, course
44 objectives or learning activities as the common cause Specifically, they were unable to find one book that served the pre-determined objectives or specific language content they aimed at
Some objectives in our selected book lack the necessary materials, prompting us to consider adding video content featuring learners This video would serve as a resource relevant to their job roles; however, we currently do not have any learners available to participate in this initiative.
Solutions and Recommendation to Challenges Analysis
Table 4.1.4.1 indicates a strong consensus among student teachers regarding the proposed solutions to various challenges The findings suggest that most of these solutions are practical, with one or more relevant remedies available to effectively address each identified challenge.
Student teachers predominantly preferred self-study and team discussions for enhancing their language and pedagogical knowledge, with an average rating exceeding 3.0 Additionally, they considered various options for syllabus content and material selection, which could be addressed by referencing specific teaching situations or utilizing sample syllabi as guides.
46 the latter, adding extra materials to supplement the main books and employing resources from online source may be highly recommended by student teachers
As for demotivation, student teachers decided to opt for an interesting major in teaching situation to increase the possibility of enjoying the project
Lastly, with extrinsic challenge – coping with project’s requirement, seemingly checking marking criteria was more in favor by participants than other options
Table 4.1.4.1 Solutions to challenges encountered by student teachers
Ask friends/teachers from that specific field 2.77 810 Self-study (read research, relevant journal, references) 3.02 732 Observe other peer's work and share experience (other peer's work) 2.72 797
Ask friends/teachers from that specific field 2.88 828 Self-study (read research, relevant journal, references) 3.07 677 Observe other peer's work and share experience (other peer's work) 2.70 789
Observe other peer's work and share experience (other peer's work) 2.90 766 Refer back to teaching situation 3.03 665 Self-study (read research, relevant journal, references) 3.06 671
Use a relevant syllabus as references 3.09 761
Add extra materials (journals, authentic texts) to supplement for main books 3.10 711
Ask for other groups' help 2.66 824 Tailor the materials to fit the content 2.99 725 Use variety of resources from online
Use the real-life situation activities 2.97 724
Student teacher’s soft skill (Time management)
Plan better time division with other group members 2.94 671
Choose the topic assignment they are interested in 2.93 722
Provide each other with help 2.98 688
Give feedback to each other 2.93 736
Ask for conferences to check for progression 2.57 849 Ask for clarification of the assignment requirement 3.08 699 Ask for extra materials from teacher 2.76 826
Ask lecturer’s for clarity of marking criteria 2.93 815
4.1.4.2 Student teachers’ Interview and Document Analysis
The information gathered from interviews and documents provided significant insights into solutions for overcoming challenges While responses regarding subject content knowledge aligned with questionnaire findings, other key difficulties were addressed through targeted actions Student teachers highlighted the importance of collaboration, specifically mentioning discussions with groupmates to refine the content syllabus and teaching strategies Their descriptions emphasized selecting the most relevant content based on their assumptions and experiences in their respective majors.
We… designed the learning activities based on our stereotype of learner at that age We made assumption about adult learners and what activities they like (ST3)
We were not instructed so much, so we figured the assessment out based on imagination and experience with ELT (ST11)
One difference from the questionnaire for this item is that most of the interviewees emphasized on the importance of consultation with teacher
Initially, the instructor was challenging to comprehend; however, as we continued to seek clarification, she recognized our need for assistance Since then, she has become an invaluable resource for us.
Consulting the instructor was often not an option due to vague guidance and limited support throughout the project As ST10 noted, "We did not receive feedback from our teacher or any materials for syllabus design."
In the selection of materials, many students primarily relied on core textbooks, supplemented by additional resources Some opted to create their own teaching materials, while others, like ST6, noted a complete transition to handouts and the inclusion of more video content.
In a recent study, eight out of eleven interviewees emphasized the importance of mutual encouragement and support during the syllabus design process However, four to five students indicated that their primary focus was merely on completing the course and achieving good grades Notably, one student expressed that her sole motivation stemmed from the desire to attain high marks.
“made her care about this project” (ST5)
To address the project's requirements, an extrinsic challenge was effectively resolved through negotiations with lecturers, which gained the approval of all participants Notably, five participants acknowledged that these discussions led to a perceived lowering of the lecturers' expectations and requirements.
After negotiating with our teacher regarding the assignment requirements, we inquired about various aspects of the task Ultimately, she agreed to lower her expectations slightly, recognizing that the assignment was quite challenging.
Student teachers provided valuable feedback on the course, emphasizing the need for a more practical syllabus that allows them to apply their learning in real-life situations They expressed a desire for clearer requirements and greater support from their lecturers Additionally, they recommended that the project be scheduled after foundational courses like Testing and Assessment or Syllabus Design, ensuring that they are better prepared and have a comprehensive understanding of English Language Teaching (ELT) theory.
The solutions to challenges identified by ESP instructors differ significantly from those proposed by student teachers, indicating that both groups must collaborate to address these issues Interview insights reveal that employing the theory of needs analysis from the course book can effectively improve teaching situations Notably, three out of four instructors advised student teachers to leverage the framework theory within the course book to formulate questions about their target learners, thereby helping them "overcome the difficulty in imagining."
Lecturers prioritize ensuring that student teachers have a clear understanding of syllabus theory, emphasizing the importance of aligning four key components: needs analysis, course objectives, teaching methodology, and assessment To enhance student progress, instructors suggested implementing weekly formative assessments EL2 highlighted the need for instructors to decompose projects into manageable phases and provide consultations each week, which would alleviate the pressure of completing everything at the project's conclusion.
From the perspective of lecturers, the optimal choice for materials selection involves seeking support from instructors One lecturer emphasized the importance of providing students with multiple resources from the outset, stating, "I provided at least three books for one level, such as pre-intermediate for Business communication." Additionally, student teachers have the flexibility to select books that best meet their objectives and enhance their learning experience with supplementary materials This approach aligns with the views expressed by student teachers.
With subject content knowledge, two lecturers stated that it was perhaps the responsibility of the instructor to offer support for this, apart from self-study
In terms of the new challenge identified by ESP lecturers – material evaluation, an evaluation checklist should be used to maximize the suitability of the materials with target students
To effectively address challenges in project requirements, three lecturers concurred that formative assessment should be integrated throughout the syllabus design process for student teachers One lecturer emphasized the necessity of simplifying project requirements to fundamentally tackle these issues.
ESP lecturers recommend that student teachers actively practice each step of the syllabus design and apply their learning in real-world scenarios This approach helps them enhance their skills and gain valuable experience, better preparing them for their future careers.