CURRENT SITUATION OF ENGLISH FOR SPECIFIC PURPOSES

1

CURRENT SITUATION OF ENGLISH FOR SPECIFIC

PURPOSES (ESP) CURRICULUM AT CHAOYANG UNIVERSITY

OF TECHNOLOGY (CYUT)-A PILOT STUDY

HSIU-HUI SU

Chaoyang University of Technology

CHIU-YEN WENG

Chaoyang University of Technology

English for Specific Purposes (ESP) plays an important role in technology and

commerce which began from the early 1960’s. ESP has become a crucial issue of

EFL teaching and indispensably an obligatory subject in higher education. This

paper attempts to illustrate whether the proposed ESP curriculum could serve

the purpose of course design for ESP instructors and learners in the aspect of

both teaching and learning in the classroom at the Chaoyang University of

Technology (CYUT). Furthermore, it aims to understand if the ESP course

arrangement meets the professional needs of learners, also to examine ESP

instructors’ different perspectives of team teaching. A total 105 questionnaires

were distributed to the sophomore and junior. The overall Internal-Consistency

Reliability reached 0.96. The results will be further analyzed with described

statistics. The major findings anticipate that ESP instructors can adjust course

planning in accordance with the pedagogic content of a university of technology.

1. INTRODUCTION

During the processes of globalization, English for Specific Purposes (ESP)

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under the proactive guidance of government is promoted and has become an

important teaching target to enhance students’ employability of human resources.

Dudley-Evan and St. John (1998) mentioned that from the early 1960's, ESP has been

gradually become an obligatory subject of Technological and Vocational Education

(TVE). Why is ESP important? Graddol (1998) argued that traditional English

teaching is unable to effectively enhance the competitiveness of students. Chen (2009)

suggested that English teaching should be innovative and extended from six years of

primary English teaching to twelve years of national English for General Purposes

(EGP) training. As the term indicates, EGP focuses on general purpose in learning

English or for vague purposes in English teaching. However, EFL teachers tend to

concentrate on EGP rather than ESP. In comparisons between ESP and EGP, the

former emphasizes professional culture and analytical ability, while the latter is the

traditional method of teaching grammar. Specifically, most English curricula are

dominated by EGP, namely, the enhancement of learners’ basic language skills in

listening, speaking, reading, writing, and conversation in daily life, or repeated

teaching of high school courses (Zhang, 2008).However, students who are neither

interested in learning English, nor require specialized training, cannot effectively meet

the demands of employment markets.

Recently, Chen (2011) pointed out a serious challenge that developed between

1996 and 2009 in Taiwan. As the number of colleges and universities gradually

increased from 67 to 147, the low birth rate leads to the enrollment in many schools

facing a crisis, which also affects ESP courses. Therefore, in order to reduce this crisis,

Ministry of Education (1995) actively promoted a technical and vocational education

to response to the great demand for English in academic, vocational, and professional

contexts. The curriculum should be transformed and adjusted to face the 21st century.

In order to keep up with future demand, ESP teachers must be equipped with English

proficiency, and assign to the departments of other professional fields to improve and

change instructional practices in institutes of education (Chen, 2009).

ESP courses are gradually becoming a requirement in Chaoyang University of

Technology (CYUT), a technological & vocational university in central Taiwan. As

conditions transformed from teaching EGP to ESP, teachers must teach five or six

different courses in one semester due to a lack of qualified ESP teachers. Teachers

often fall short of specific knowledge and practical teaching experience while they

possess specialized abilities in linguistics, literature, and English teaching. They

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know little about business and industry (Huang, 2000 b; Li, 2000; Liaw, 2002; Shih,

Su & Lin, 1998; Tsai, 1998). In addition, ESP teachers and students of each faculty in

CYUT face inadequate ESP courses available for each grade. In particular, although

ESP teachers have sufficient experience and endeavor to teach English as a Second

Language (ESL), they should realize the different methods of teaching in their

performance of important pedagogic activities, and render them to the students of all

disciplines.

This study intends to investigate whether the proposed ESP curriculum could

serve the purposes of course design for developing ESP teachers and learners in the

aspects of both teaching and learning. Based on the research background, this study

aims to explore three purposes as follows: (a) to understand if the ESP course

arrangements meet the professional needs of learners; (b) to understand the teaching

and learning difficulties of ESP teachers and learners; (c) to examine how ESP

teachers view different opinions of team teaching.

2. LITERATURE REVIEW

2.1 The Origins and Development of ESP

After the World War II in 1945, English for Specific Purposes (ESP) gradually

achieved expansion in scientific, technical, and economic circles due to international

marketing. In the development wake of the ESP field, English courses in professional

knowledge and business English abilities have improved accordingly. According to

Hutchinson and Waters (1987), there were five stages of ESP development since it

began in the 1960s. The first stage was during the 1960s and the early 1970s, when

register analysis was first established by Peter Strevens (Halliday, McIntosh and

Strevens, 1964), Jack Ewer (Ewer and Latorre, 1969), and John Swale (1971). Ewer

and Latorre (1969) mentioned that the purpose of register analysis, which focused on

basic sentence level grammar in scientific English, was a trend based on particular

forms, such as passive voice, present simple tense and modal verbs. Researchers

discovered that producing a syllabus that met the needs of scientific studies was given

by high priority by language students. In the second stage of the late 1970s and early

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1980s, the focus switched to the level beyond the basic sentence, including not only

grammar, but involved discourse and rhetorical analysis to construct implications and

inferences. The following stage aimed at target situation analysis. John Munby (1978)

put forth an ESP curriculum designed for communicative purposes, which included

language competence, functions, and structures. Moreover, learners utilized specific

language during learning procedures, and through rigorous analysis of linguistic

features, constructed needs analysis (Hutchinson, 1987), which was then revised as

“target situation analysis”. The development of fourth stage focused on obtaining

second language learner skills and strategies. Hutchinson (1987) pointed out that a

reasoning process that facilitates understanding explains the basics of language, and

encourages engaging in discourse and allows the extraction and control of information.

Thus, “no need to focus closely on the surface forms of the language. The focus

should rather be on the underlying interpretive strategies, which enable the learner to

cope with the surface forms”, said Hutchinson (1987, p.13). The outline of the

stages focus on language use, including register analysis, discourse in the target

language, and use skills and strategies; however, as Hutchinson (1987) indicated,

studies should be based mainly on language learning, and not language use. Therefore,

the fifth stage of recent ESP development focuses on a learning-centered approach,

which consolidates language within language learning, including social requirements

for foreign language knowledge and skills, as well as taking student's individual

learning needs into account.

2.2 Characteristics of ESP

Streven (1988) defined ESP courses as including both absolute characteristics

and variable characteristics. The absolute characteristics consist of learner needs for a

specified design, thus, the content of an ESP curriculum is related to learners’ specific

subjects, jobs, and activities. Furthermore, ESP concentrates on activities including

lexis, syntax, discourse, semantics, etc. However, ESP differs from General English,

as ESP variable characteristics have reading limitations that can be included in the

learning process, and “may not be taught in accordance with a pre-ordained

methodology” (p.18). As stated above, there are many definitions clearly linked to the

gradual growth of ESP since it was first developed in the 1960s.

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2.3 The Global Overview of ESP

As a newly developed subject, ESP is also used in specific language environment.

Changing interpretations of ESP is over the years and in different situation around the

world. Recently, there are many ESP faculties which built in China marketing in order

to enhance student’s language need toward workplace. English has already become

one of most important languages in the world and it is significant to everyone who is

in the global companies (Johns & Price-Machado, 2001). Britain and North America

have already discovered that ESP is significant. Therefore, Britain is the head of ESP

syllabus and course design, also North America is the classroom-based practice and

research pioneer. Such as a well-known MIT’’s ESP course, it makes student more

understanding the technology English and using any related scientific techniques to

write technology thesis (Zou, 2008). In last decade, commercial correspondence

English is becoming popular too, especially European scholars are the best (Zhang,

2008). Also for the past few years, Japan is trying to achieve in the ESP. Although the

ESP movement is not effective right now, but it is definitely slowly growing. Since

1994, the Ministry of Education in Japan as increasingly encouraged to have ESP

course in every university. ESP gradually becomes more vigorous in Japan because of

the long term ESP experience and develops a solid market to have an American style

in the study environment. Therefore, the Japan Association for Language Teaching

(JALT) set up ESP Special Interest Group (SIG) in 1996. More recently, City

University of Hong Kong is majoring public administration and mass communication

on ESP field (Zou, 2008).

2.4 The Feature of the ESP Curriculum

The ESP curriculum is the course of study to be followed, though, frequently,

the course of study is illustrated in the studied subject (Taylor and Richards, 1985). In

addition, the curriculum term aims to educate environmental policy and planning

(Robinson, 1991). Durbin and Olshtain offered a more complete definition as follow.

“A curriculum is representative of national and political trends, and indicates the

concept of an entire culture of education” (quoted in Albazzaz, 1994, p.93).

Taylor (1949) pointed out that, the aims of education is to understand the

learner’s learning objectives, which criteria is based on a content outline, teaching

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procedures, examination processes and the selection of materials. Carter (1983)

proposed that three features of ESP curricula should include authentic materials,

purpose-related orientation, and self-direction. Robinson (1991) declared that

authentic learning materials include print, video, pictorial art materials, and audio.

Dudley-Evans’ (1997) suggested that authentic learning material is appropriate for

intermediate and advance levels. A simple clarification of purposed- related

orientation was offered by Carter (1983), who suggested that “student’s simulation of

a conference, involves the preparation of papers, reading, note taking, and writing.”

Self–direction in an ESP curriculum suggests that learners require a certain degree of

freedom in their studies. In addition, there must be a systematic endeavor by teachers

to teach learning strategies.

2.5 The Role of ESP Teachers and Learners

First and foremost, the role of ESP teachers’ teaching style has significant

different from general English teachers. Swale (1985) mentioned that ESP teachers

should consider needs analysis, course design, and materials adaptation; however,

some ESP teachers are not well trained in such a broad range. Hutchinson (1987)

pointed out that the ESP teachers are based on accumulating experience to master in

course design and materials.

A good ESP teacher should be adept at applying ESP teaching materials to

facilitate students’ learning, including multiple vocabularies and structure

modifications. In addition to textbooks, ESP teachers must employ additional journals

or magazines, newspapers, and popular columns as supplementary teaching materials

as learners are required to have their areas of expertise, and specific English materials

(Zou, 2008).

Most researches discuss two or three major characteristics of ESP learners with

the objective of the research based on learner-centered approaches. Both age and

motivation are further discussed as they emphasize the role of ESP learners in an ESP

curriculum. According to Knowles (1990) the foundation of ESP learners makes

accurate judgments based on previous experience, capability and maturity.

In the same vein, Robinson (1980) suggested that ESP practitioners should be aware

of the actual needs of ESP learners in different areas, rather than focusing on the

language institution or work supervisors for course development. For ESP learners,

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age and motivation are two interrelated roles. As adult learners are highly motivated,

therefore, they usually have academic and professional goals, and hope to achieve and

enhance their performance levels in both professional and language areas. Robinson

(1991) suggested that curricula developers should be conscious of the fact that ESP

learners have high degrees of intrinsic and extrinsic motivations. They engage in

active learning, are aware of their learning progress, effectively improve their learning

motivations, participate fully in classroom activities, and closely monitor their

learning progress.

2.6 Team Teaching

Due to the lack of language teachers, teaching by several teachers working

cooperatively to integrate studies in various subjects for students is a goal of the ESP

field. For instance, the goal of team teaching is to help students have many different

perspectives, provided by two or more teachers’ opinions in the class. Crossman and

Behrens (1992) said that, in their team teaching, they regularly expressed differing

standpoints. In addition, Fu and Chase (1991) stated that, two teachers are very

important to students because they might have different points of view. Garner and

Thillen (1997) stated that “students are more likely to be exposed to different

philosophies, experiences, values, and sources of information in a team teaching

situation (p. 28).” Although there are not as many language teachers, the aim of ESP is

to teach students of different subjects through two or more teachers working together,

as a team, in order to help student’s studies.

Kennedy Bolitho (1984) pointed out that collaborative teaching is the most

successful and effective way for students to learn in the ESP field, as ESP teachers

cannot fully understand subject knowledge in the manner required, they must work

together with subject teachers. Therefore, such a team teaching would be the ideal

mode for ESP teaching.

3. METHODS

The full detail of the subjects, instruments and procedures with a thorough

description are illustrated in this section. The results of the pilot study and data

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analysis in the formal study are presented respectively.

3.1 Semi-Structured Interview

Kvalve (1983) stated that semi-structured interview is particularly suitable for

studying people self-understanding of the meaning in their living world, and

describing their life experiences. Another advantage is easily to see interaction

directly with interviewee’s respondents. Wengraf (2001, p, 194) mentioned that “in

the interaction between interviewer and interviewee enough clues can be given that

the end of the interview is near.” A further advantage to semi-structure interview is

that it arouses the interest of topic which participants can follow up the question to

discuss their own opinions. The most common knowledge was to stimulate an

in-depth exploration (Douglas, 1985). On the other hand, the drawback of

interviewing is a flexible research tool and provides a sequence of advantages which

aroused much controversy and criticism as following. Although tape recording is

more accuracy, however, transcribing the content of tape recording is time

consuming.

3.2 Content Analysis

The term Content refers to the data content that is widely used in significant

manuscripts, newspapers, magazines, and a variety of files, and regards analysis of the

data that is used to determine the existence of words or sentences in the text; therefore,

this method is objective and systematic. Otherwise, content analysis is used to

determine the presence of certain words, concepts, themes, phrases, characters, and

sentences within texts or sets of texts, and quantify this presence in an objective

manner.

3.3 Participant

To assure the reliability of the questionnaire, a pilot study was adopting

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convenience sampling. A total of 106 students and 13 ESP teachers were distributed.

The target subjects are from Day Division of non-English major 4-year institute of

technology at Chaoyang University of Technology (CYUT) located at Central Taiwan.

In order to enhance certain extent of this research, the questionnaire was distributed to

entire ESP teachers who are involved in teaching ESP courses and the participants

selected from the student population who had ever taken ESP curriculum, and adopted

from second semester in 2011 academic year. The student participants consisted of

mostly females with the grade of sophomore in ESP class which listed in Table 1.

Among the 106 returned questionnaires which reply-rate achieved 100%, 12 copies

turned out invalid to respond to all the questionnaire items. Therefore, only 94

questionnaires were valid for subsequent analysis. As indicated in Table 2, the ESP

teachers surveyed are mostly males with the highest degree of PhD and teaching

experience averaged between three to five years.

TABLE 1

Students’ Background Information (N=94)

Categories Number Percentage

Gender Male 43 45.7%

Female 51 54.3%

Grade Fresh 42 44.7%

Sophomore 52 55.3%

TABLE 2

Teachers’ Background Information (N=13)

Categories Number Percentage

Gender Male

Female

The highest degree PhD

Teaching experience 0-2 years

3-5 years

8

5

13

4

6

61.5%

38.5%

100%

30.8%

46.2%

10

6-8 years

Over 8 years

1

2

7.7%

15.4%

3.4 Instrument and Procedure

The instruments of the study are: questionnaires distributed to ESP teachers and

students, content analysis of ESP curricula in each faculty and semi-structure

interview for ESP instructors. The teacher’s questionnaire was conducted to realize

the crucial variables about the current problems of ESP curricula had encountered in

CYUT and the students’ questionnaire was to obtain the views of learners who

involved in ESP courses whether the ESP courses fitting with their satisfaction, needs

and expectations. Each of the statements in the questionnaire was rated from

1-strongly disagree and 5-strongly agree on a five point Likert scale (5=strongly agree,

4=agree, 3=neutral, 2=disagree, and 1=strongly disagree). The students’ questionnaire

divided into four sections. Three items in Section A were used to collect learners’

demographics, including gender, grade, college and department. The Section B

comprised ESP curriculum arrangements developed by Shen (2009) and refers to

other scholars, which included six items and one open-end question. The Section C

(adapted from Tsao et al, 2008) included ten items about learners and teachers

difficulties had encountered,. The perception of team teaching developed by Su (2003)

and other scholars collected in the Section D which included five items.

In order to compare teachers’ responses with students’, the teachers’

questionnaire was edited after the item analysis and factor analysis of students’

questionnaire as soon as its reliability was conducted. To gain a better understanding

of the questionnaire results, a set of interview questions was developed to further

explore. The researcher utilized interview questions in addition to supplement

quantitative data with deeper, richer, and more informative. In the initial stage, a pilot

study was conducted to identify the inappropriate items of the questionnaires before

application for the formal study. In the formal study, it will be conducted in two stages.

First, a total number of 450 students who had taken the ESP courses and 18 ESP

instructors will be recruited from four colleges at CYUT. Next, the semi-structured

interview will be administered to 4 chairmen and 5 teachers to acquire further

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research data relating to current ESP issues.

3.5 Data Analysis

After item analysis and factor analysis, the rest of 34 items which regard as a formal

questionnaire. The result of Statistical Package for the Social Science (SPSS) for

Windows version 17.0 showed that the overall Internal-Consistency Reliability

reached 0.962. According to Wu (2005), if the Internal-Consistency Reliability

reached up to 0.70, the test has a very high degree of stability, enough to support the

subsequent research results. The values of Cronbach’s α were 0.861, 0.917, 0.944 and

0.930 respectively, meaning this questionnaire obtained a high internal consistency

reliability coefficient.

After the pilot study of students’ questionnaire, the researcher invited five

experts to examine the validity and practicability for the teachers’ questionnaire. The

background information of experts is shown in Table 3. The experts confirmed that

the instruments progressed from August to September, 2011. In order to keep

confidentially, those experts involved in the present study are identified by codes from

A to E. and then researcher integrated experts’ suggestions to modify the wording of

terms and restatements as a formal questionnaire. In the formal study, data collections

will be analyzed by ways of descriptive statistics, including frequencies, means and

standard deviation. What’s more, the interview data will be analyzed qualitatively by

going over the ESP teachers’ transcripts and looking for the frequency of the answers.

TABLE 3

Experts’ Background Information

Code Degree Specialty Position

A PhD TESOL Chairman of AFL

B PhD TESOL Assistant Professor

C PhD Second/foreign language acquisition Associate Professor

D PhD Cross-Cultural Study Assistant Professor

E Masters TESOL Assistant Professor

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4. FINDINGS AND DISCUSSIONS

4.1 Results from the Survey Questionnaires

Based upon the result of Table 4, more than half of students (84.1 %) consider that it

is necessary to offer ESP courses; only 15.9 % of them thought of that it is not

necessary, and all of the teachers (100%) agree with this item. When asked if the ESP

courses arrangements can promote students’ English abilities, both the students and

teachers hold the positive attitudes with 83% and 84.6 % respectively. In item 6,

60.6% of the students believe that ESP course arrangements are satisfactory and

84.6% of the teachers’ responses are positive. On the question whether ESP course

arrangements facilitate student’s obtaining relevant certificates, 61.7% of the students

agree but 38.5% of the teachers remain neutral position toward this idea.

TABLE 4

Instructors’and Students’ Self-Perception with ESP Curriculum Arrangements

Item Ss’ responses (n=94) Ts’ responses (n=13)

N % N %

1.Meet student’s needs in the

workplace.

2. Promote student’s specific knowledge

requirements.

3. Promote student’s English abilities.

4. Facilitate student’s obtaining relevant

certificates.

5. It is necessary to offer ESP courses.

6. The overall ESP course arrangements

are satisfactory.

68

70

68

58

79

57

72.3

74.5

83

61.7

84.1

60.6

9 69.3

10 77

11 84.6

7 53.9

13 100

11 84.6

According to Table 5, 58.5% of the students and 46.2% teachers take a neutral

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view to extend instruction hours, but 30.4 % of the students and 45.2 % of the

teachers agree. 8.51 % of the students want to extend two hours on ESP courses, while

23.1% of the teachers agree to extend more than four hours per week. Compared with

the former study of Shen (2009), 53% of the students considered that more instruction

time should be offered, and over 60% of the teachers would like to increase the

teaching hours, it is obvious that the extended hours for ESP instruction is not highly

regarded by the students in this pilot study.

TABLE 5

ESP courses should extend the instruction hours per week. (N=94)

Instruction time increased per week Ss’ responses (n=94) Ts’ responses (n=13)

N % N %

Instruction hours offered

less than one hour

1 hour

2 hours

3 hours

more than 4 hours

28 30.4

2 2.12

7 7.44

8 8.51

4 4.25

7 7.44

6 45.2

0 0

0 0

1 7.7

2 15.4

3 23.1

Previous studies (Bacha & Bahous, 2008; Braine, 2001; Chia et al., 1999;

England, 2006; Jasso-Aguilar, 1999; Kavaliauskiene, 2003; Shi, Corcos, &Storey,

2001; West, 1994) indicated that problems in the classroom can lead to decrease

effectiveness of an ESP curriculum. As Table 6 indicates, 90.4% of the students agree

that teaching ESP courses should use the collaboration in Chinese and English

languages and only a tiny minority disagree. 40.4% of the students believe that the

varied English abilities of students lead to learning difficulties, however,

overwhelmingly 100% of the teachers agree that students’different English

proficiency levels causing teaching difficulties. Less than 40% of them consider that

students’ low learning motivation affects learning , however, more than half (77%) of the

teachers hold the opposite opinion.

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TABLE 6

Instructors and Students’ Problems Encountered in ESP Curriculum

Items

Ss’ responses (n=94)

N %

Ts’ responses (n=13)

N %

1. ESP course design is appropriate.

2. Being able to lecture systematically.

3. ESP course materials are practical.

4 Lecturing in both Chinese and English

languages.

5. Using ESP textbooks as teaching

materials.

6. The overall teaching quality is

satisfactory.

7.ESP teachers assist low- achievers in

learning process during the class.

8. The varied English abilities of

students lead to (learning/teaching)

difficulties.

9.With little English vocabulary,

students encounter (learning/teaching)

difficulties.

10.Students’ low learning motivation

affects (learning/teaching) difficulties.

63 67

64 68.1

56 59.6

85 90.4

53 56.4

66 70.2

47 50

38 40.4

44 46.8

33 34

11 84.7

10 77

12 92.3

11 84.6

13 100

9 69.3

10 76.9

13 100

10 77

10 77

Previous researches (Jackson & Price, 1981; Johns & Dudley-Evans, 1980)

have suggested that subject and language teachers teaching in the same class may be a

good way to make up the insufficiency of qualified ESP instructors. According to the

results of survey questionnaires show in Table 7, it shows that teaming teaching of

subject specialists and English teachers enhance students’ professional competence

(69.2%, n=9), followed by rendering ESP courses richer (76.9%, n=10), and

developing students’ multiple perspectives (69.2%, n=9), and facilitating students’

greater understanding of course content (53.9 %, n=7). It indicates that instructors

view teaming teaching helpful in enhancing ESP courses.

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TABLE 7

Instructors’ Perception of Team Teaching

Items Mean

Frequency (f)

Percentages

SA A NL D SD

1.To enhance students’

professional competence.

2. To render ESP courses

richer.

3.To enhance students’ English

Competence..

4.To develop students’ multiple

perspectives.

5. To facilitate students’

greater understanding of course

contents.

3.46

3.76

3.76

3.69

3.53

(0) (9) (2) (1) (1)

0% 69.2% 15.4% 7.7% 7.7%

(2) (8) (1) (2) (0)

15.4% 61.5% 7.7% 15.4% 0%

(2) (7) (3) (1) (0)

15.4% 53.8% 23.1% 7.7% 0%

(2) (8) (1) (1) (1)

15.4% 61.5% 7.7% 7.7% 7.7%

(3) (4) (4) (1) (1)

23.1% 30.8% 30.8% 7.7% 7.7%

Note. N=13. SA=Strongly Agree; A=Agree; NL=Neutral; D=Disagree; SD=Strong Disagree.

Based upon the results of questionnaire analysis, it recommends that English

has to be offered in different types of teaching materials and benefits broadly in

different professional fields and academic contexts. Therefore, we anticipate that ESP

teachers can adjust course planning in accordance with the pedagogic content of a

university of technology. We also hope that such experience in the acquisition of

teaching and planning ESP curricula can be improved. In order to better meet the

needs of learners, it is suggested that future trends of incorporating the subjects and

language teachers is necessary.

Due to the time constrain, the focus of this study is the investigation of the

learners and teachers placed in one selected university in central Taiwan. Moreover, in

order to better understand the development of ESP curriculum in every university, we

suggest further researches such as extended population with different settings and

teaching hours.

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