English language teaching and English-medium instruction

The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail

English language teaching and English-medium instruction

The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail

Engaging nurse students in a meaningful English learning: Step by step of nursing simulation technique

English for Specific Purposes, which has been so-called ESP, created to achieve specific learning goals for specific students in a specific field. Therefore, an ESP instructor is required to find specific teaching techniques in order to meet students’ learning needs. This in-practice article reports the implementation of step by step of teaching nursing English through a simulation technique. This study attempted to examine the impact of this teaching technique on the improvement of students’ language skills.  There have been abundant resources of research findings in the field of English for Specific Purposes. However, there is still little known study in the field of nursing English, particularly, the investigation of the impact of nursing simulation techniques on nurse students’ language learning achievement. To fill this void, the current study invited 58 nurse students to participate in this research. The simulation teaching technique was introduced to a nursing English class. After that, students’ responses were documented through questionnaires and interviews. The data indicated that there has been positive attitude of the students toward this teaching technique even though time allocation and students’ language proficiency remain problematic to the language learners. The implication of this research may expand the research findings in the field of TESOL Methodology, particularly, English for Nursing

Designing an ESP Course for Medical Representatives in Pakistan

The aim of this research paper is to investigate professional needs of English language for Medical Representatives in Pakistan. For the purpose of finding out English language needs for Medical Representatives, mixed method approach has been applied. Three groups of research population are selected for gathering data considering them main stakeholders of this professional discourse community. These population groups: medical representatives, professional trainers and Ex-medical representative. A questionnaire was developed to collect data from medical representatives and interviews were conducted to gather relevant information from professional trainers and Ex-medical representatives. Quantitative data were analyzed using SPSS (Version 17) and qualitative data were analyzed through thematic analysis identifying common themes from respondents’ responses. The findings of this research paper indicate that proficiency in English language is a key factor for success in medical representatives’ profession. The study presents recommendations and directions to design ESP course for medical representatives in Pakistan. Keywords: English for specific purposes (ESP), English for academic purposes (EAP), English for occupational purpose (EOP), needs analysis, course design

An ESP Learning Materials for Students of Midwifery

As an international language, English plays an important role as a means of communication. English as a tool and as an opportunity to support the future development. Therefore, English as a crucial subject in almost all education levels. One of term that concern with this condition is English for Spesific Purposes (ESP). This research aimed at developing an ESP learning material for students of Midwifery. This study used Research and Development combine the design by R & D design by Dick and Carey model (2005) and Borg and Gall (2003). The result showed that the learning English could be classified as English for Specific Purpose (ESP). English for Specific Purpose (ESP) is in line with the curricular objectives, which is modelled in terms of standard competency, basic competency and learning indicators. Following the competencies and learning indicators. Therefore, the detailed learning materials would be described in terms of (1) language function, (2) language features, and (3) text structures. Moreover, the result of questionnaire showed the students’ positive responses toward the learning materials. The learning materials were also proven effectively improve students’ speaking abilities after the implementation of the learning materials. The developed learning materials is good for English learning for students of Midwifery because it accomodates the needs of the students in their students teaching and learning process of ESP lesson.   Keywords: English for Specific Purposes (ESP); ESP Material: Material Developmen

Learning Legal Language through Humour: I Wish You a (Reasonably) Merry Christmas, and a Happy New Year (Twelve (12) Months from the Date Hereof)

Using a humour-based approach to language learning is a well-documented area of research (Powell & Anderson 1985, Wagner & Urios-Aparisi 2011), but less so in the context of languages for specific purposes (LSP). In this chapter we seek to narrow this gap through an exploratory experiment carried out as part of on-going research on humour and law. We look at the possibilities offered by humour in teaching legal English, either in itself or as the foundation of legal translation courses. After a general overview of the role of humour as a means of introducing specialised terminology and content-specific knowledge and the potential problems entailed by the use of humour in English for Specific Purposes (ESP) teaching contexts, we review the specific case of humour in law and legal language. We then present classroom-based research regarding a number of activities aimed at creating awareness of the relationship between humour and law, as well as potential negative or passive responses to humour-based language strategies aimed at learning legal language through a metalinguistic approach

THE PRINCIPLE OF ESP TEACHING: ITS CONCEPT, OBJECTIVES AND COURSE DESIGN

This article provides a brief description on teaching English for Specific Purposes (ESP) and responses to the issues happening on ESP instruction among foreigner particularly in Indonesia. ESP can be referred to English language teaching for specific career, studies or professionalism. Hence, there is specific reason for which English is learned. The materials and the skills learnt by students are different from General English. As the result, creating an appropriate course design of ESP is also different. Unfortunately, in its implementation, there are still many cases that is not supposed to be happened in ESP learning teaching practice. For instance, in some universities ESP is even practiced like General English. In another cases ESP instruction is even far from the concept of teaching in it. Based on this reason, the writer would like to propose three important items to practice ESP well. It is necessary to the institution, ESP lecturer, and all parties include it, to consider three most important aspects in practicing ESP. Those are ESP concept, ESP objective, and ESP course design.  Hereinafter, after discussing this principle, there will be no longer available to discuss that the wrong perception in ESP practice still happen in university student

Identifying Spanish researchers’ needs for training in English for Research Publication Purposes: Methodological aspects of a large-scale online survey

This paper mainly aims to report on the survey method employed in Phase 1 of the ENEIDA project to fulfil the following aims: a) locating those researchers at the five institutions participating in the project who might be interested in receiving ERPP training and in collaborating in subsequent phases of the project; b) identifying their specific needs vis-à-vis ERPP; and c) providing a context for future studies of Spanish-English intercultural rhetoric for research publication purposes. The paper also offers an overall characterisation of the informants to our survey, discusses some of the results to assess the relevance and viability of further phases of the project, and evaluates the database thus created. 24 researchers were first interviewed in-depth from one research-only institution and two universities. Interview responses were then used to design a structured questionnaire comprising thirty-seven questions related to both English and Spanish for research publication purposes. The questionnaire was piloted with 200 researchers selected from the total population of staff with doctorates (8,794) at the three institutions mentioned above, plus another two universities. The questionnaire was then sent out to the total population, yielding responses from 1717 researchers, which are kept in the ENEIDA Database. The findings suggest high levels of interest in ERPP amongst participants in that not only were 64% of respondents interested in future ERPP training, but also in that 96% of them were willing to receive information about how to participate in subsequent phases of the project. It is hoped that the information contained in the ENEIDA Database will allow us to: a) carry out precise needs analyses of specific groups of informants (e.g. according to specific disciplines); b) carry out in-depth studies of how relevant factors affect writing for research publication purposes of Spanish researchers, and c) design multiple case studies of their difficulties writing for research publication purposes grounded in sound researc

THE IMPLEMENTATION OF THEORY-BASED PRACTICE METHOD TO TEACH ESP COURSE FOR STUDENTS OF ENGLISH EDUCATION OF IAIN TULUNGAGUNG: STUDENTS’ RESPONSES

This descriptive research is done in response to the growing demand for highly proficient speakers of specialized academic and workplace English. In Indonesia, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Hence, to implement theory-based practice to teach ESP course is significant. In implementing this teaching technique, the students of English Education of IAIN Tulungagung were equipped with knowledge on designing ESP program preceded with learning content knowledge of ESP and doing need analysis. The students’ responses indicate that beyond some complicated tasks- students discussion, doing need analysis, drafting and revising the design of ESP program- that they had to do in completing this course,they think that they have good confidence to teach ESP because they have an experience on how to design an appropriate ESP program and know what they have to do to teach ESP. Indeed, this research shows that the implementation of theory based practice technique to teach ESP course for students of English Education is proved to be meaningful. Keywords: ESP, theory-based practice metho

The use and needs of English in the workplace context of Catalonia

Màster de Lingüística Aplicada i Adquisició de Llengües en Contextos Multilingües, Departament de Filologia Anglesa i Alemanya, Universitat de Barcelona, Curs: 2017-2018, Tutores: Maria Luz Celaya i Júlia BarónThis investigation explores the English language use and needs of L1 Catalan and Spanish professionals across different fields in the workplace context of Catalonia. Informed by studies in the fields of English for Specific Purposes (ESP) and Business English as a Lingua Franca (BELF), a questionnaire and semi-structured interviews were used to gain insights from the language users into both language specific as well as affective factors. Findings included that participants most commonly used reading at work, especially through technology and media, but were most eager to improve their speaking and conversation skills. While some participants were not specifically motivated for their current work, many had personal motivations and there appeared to be overall positive attitudes toward English use and learning. The diversity of responses suggests a range and complexity of English language use and needs in the Catalan workplace that merits further investigation into both language and affective factors, and has potential. The present needs analysis implies a first approach to the use of English in the Catalan workplace context and may have relevant implications for ESP teaching and facilitation of workplace communication as functions are carried out in English