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Students' and teachers' perceptions of effective ESP teaching
1University of Economics Ho Chi Minh City, Viet Nam.
Heliyon
|September 26, 2022
Summary
This study reveals significant differences in how students and teachers view effective English for Specific Purposes (ESP) teaching, particularly regarding task-based learning and feedback. Understanding these perceptions is key to improving ESP instruction.
Area of Science:
- Linguistics
- Educational Psychology
Background:
- English for Specific Purposes (ESP) teaching is crucial for academic and professional development.
- Understanding stakeholder perceptions is vital for effective curriculum design and delivery.
Purpose of the Study:
- To explore and compare student and teacher perceptions of effective ESP teaching.
- To identify areas of agreement and disagreement in ESP teaching effectiveness.
Main Methods:
- Quantitative: Likert-scale questionnaire administered to 248 participants (216 students, 32 teachers) across five Vietnamese universities.
- Qualitative: Semi-structured interviews with 20 selected participants (15 students, 5 teachers).
Main Results:
- Significant discrepancies identified in perceptions of task-based language teaching, corrective feedback, discipline specifications, and culture integration.
- Alignment observed in views on language use, technology application, and grammar teaching.
- Interview data corroborated quantitative findings and offered deeper insights.
Conclusions:
- Bridging the perception gap between students and teachers is essential for enhancing ESP teaching quality.
- Teachers should communicate their concerns and understand student needs to align expectations.
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