INTRODUCTION
Rationale of the study
English for Specific Purposes (ESP) differs significantly from General English, primarily due to the specific needs and goals of the learners ESP students typically possess some foundational knowledge of English and seek to enhance their language skills for professional communication and job-related tasks Consequently, ESP courses should be tailored based on an assessment of the learners' objectives and the specific functions for which English is needed.
Many universities are developing English for Specific Purposes (ESP) courses to meet the needs of students for their future careers, particularly in polytechnic institutions due to support from educational authorities However, there is growing concern regarding the quality of ESP instruction, as course content and materials in vocational schools often lack relevance to students' actual needs Additionally, teaching methods employed by lecturers frequently fail to engage learners effectively Therefore, understanding students' needs and expectations is crucial for providing appropriate educational support.
The university, previously managed by the Vietnam National Textile and Garment Group, specializes in textile and garment technology training and is recognized as one of the top institutions in this field As the Vietnamese garment industry primarily focuses on processing orders for foreign partners, proficiency in English is essential for navigating technical documents and transactions The English for Specific Purposes (ESP) program aims to equip students with the skills necessary to thrive in their future workplaces and tackle industry challenges This paper explores students' perceptions of the relevance and benefits of an ESP course for their envisioned careers at a university in Hanoi.
“Students’ perception of the usefulness of an ESP course to their imagined career life at a university in Hanoi ‖ This study is with the aims to explore how garment
2 technology students perceive the ESP course, what they expect in ESP program and how relevant this program is to their expectations.
Aim of the study and research questions
This study explores the perceptions of third-year university students, who are non-language majors, regarding the learning of English for Specific Purposes (ESP) The research aims to understand their attitudes and insights towards acquiring specialized English skills tailored to their fields of study.
- to find out the purposes and needs of garment students for the English course for garment technology
- to explore how relevant the English course for garment technology provided is to students‘ expectations
This exploration could help the university review and develop their ESP curricula, and potentially enhance the quality of the university‘s English education
The research questions that guide the study are:
(1) What are students’ expectations of their ESP course? and
(2) To what extent are their expectations satisfied by the current ESP course?
Scope of the study
This study focuses on third-year students from the Department of Garment Technology at Hanoi Industrial Textile Garment, examining their satisfaction with the English for Specific Purposes (ESP) course The research aims to assess how well the course aligns with the students' expectations regarding their future careers Data will be gathered through questionnaires and interviews to evaluate their perceptions and satisfaction levels.
Significance of the study
This survey study aims to guide curriculum developers and educators in implementing necessary changes to create a more learner-centered curriculum, a fundamental aspect of an English for Specific Purposes (ESP) course.
Organization of the thesis
There are five chapters in this thesis including:
Chapter I: Introduction provides the rationale, the aims, the scope, the significance, the research questions and the organization of the study
Chapter II: Literature review: presents a review of literature concentrating on the issues related to ESP program, the matter of teaching ESP and leaners‘ perceptions of ESP courses It discusses the definition of ESP, the purposes of designing such kind of program and some problems in teaching ESP in the world in general and in Vietnam in particular The L2 learners needs for ESP program in term of academic and profession are studied alongside with the relevance of ESP course to their needs
Chapter III: Methodology focuses on the methodology employed in this thesis including the questionnaire and interviews conducted in non-English major students majoring in garment technology This part of the paper also presents data collection procedures
Chapter IV: Findings and discussion discusses the findings of the study; points out the learners‘ perceptions of the usefulness of ESP program to their imagined career life and suggests the recommendations for the course improvement
Chapter V: Conclusion provides a brief summary of all the major parts being presented in the study, the conclusions drawn out and suggestions for further research
LITERATURE REVIEW
English for Specific Purposes
English has established itself as a global language, with an increasing number of individuals worldwide eager to learn it for diverse reasons, particularly in the context of global integration This shift in focus has led to a rise in English Language Teaching (ELT) that emphasizes not just general English but also English for Specific Purposes (ESP), catering to professional and vocational needs in fields such as science, tourism, technology, and business As a dynamic and innovative area of language education, ESP aims to equip learners with the specific skills required in the labor market, reflecting the demands of globalization Over the years, the field of ESP has evolved significantly, demonstrating its relevance and importance in contemporary language teaching and research.
Figure 1: The development of ELT and ESP (Kern & Warschaeur, 2000:11)
The current trend in education, known as English for Specific Purposes (ESP), highlights the evolution of teaching methods and perspectives on language This modern approach not only reflects changes in teaching paradigms but also significantly impacts both language views and instructional methodologies.
The teaching and learning of English for Specific Purposes (ESP) began in the 1960s as foreign students arrived in Britain to pursue specific majors (Starfield, 2013) ESP encompasses various definitions influenced by researchers' perspectives and focuses on distinct elements that define the approach Unlike English for General Purposes, ESP is tailored to the specific English language requirements of particular subject areas Hutchinson and Waters (1987) emphasize that ESP is an approach to language teaching where content and methods are determined by learners' objectives, highlighting that it is not tied to a specific type of language or teaching materials Strevens (1980) views ESP as a subset of special purpose language teaching, while Cindy et al (2008) assert that ESP courses are designed to impart specialized content knowledge within vocational or professional contexts, such as engineering or business Richard and Platt (1985) further state that the content of ESP courses is dictated by the specific needs of targeted learner groups.
In summary, a key aspect of English for Specific Purposes (ESP) course design is its focus on the unique needs and interests of learners in specific subject areas This purpose-driven approach emphasizes the importance of understanding learners' goals and perceptions, which is crucial for delivering effective ESP programs that cater to their specific requirements.
In the last six decades, English for Specific Purposes (ESP) has rapidly evolved into a crucial method in English language teaching Today's ESP educators have a significantly different perspective compared to their counterparts in the 1960s, who primarily focused on teaching technical vocabulary as their main responsibility.
6 of a given field or profession Krashen (1981) came up with the idea of ESP as a
Natural language acquisition supports the English for Specific Purposes (ESP) approach, emphasizing that effective language learning occurs when it is applied to meaningful objectives In an ESP context, this involves using language for specific aims related to students' disciplines Teaching ESP is distinguished by a communicative approach, where learners engage in tasks relevant to their professional environments while using the foreign language.
Robinson (1991) categorizes English for Specific Purposes (ESP) into two main areas: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) EOP focuses on equipping learners with the English language skills necessary for their professional roles, enhancing their job performance For example, lawyers require English to effectively communicate with clients and colleagues, while technicians need it to understand technical manuals Ultimately, EOP fosters personal development for individuals aiming to improve their English communication skills for both work and everyday life.
English for Academic Purposes (EAP) is primarily offered in educational institutions to assist students in acquiring the English language necessary for their academic success The curriculum is tailored to meet the specific requirements of learners, focusing on language skills relevant to their fields of study As students advance in their education, the language instruction may align with their specialization, whether they are currently studying or preparing to specialize Hutchinson and Waters (1987) emphasized the importance of understanding specific language needs, noting that English for Specific Purposes (ESP) focuses not just on content but also on the learning process itself A comprehensive perspective on ESP is further explored by Huhta, Vogt, and Johnson.
Tulkki (2013) highlighted that teaching English for Specific Purposes (ESP) focuses on contextual and situational usage rather than being limited to a specific occupation This perspective reflects the reality that individuals often assume multiple social roles across various fields For example, a lawyer specializing in Civil Law must be familiar with English terminology related to economics or finance when handling business lawsuits.
Numerous researchers (Dudley-Evans & St-John, 1998; Hutchinson & Waters, 1987,
ESP courses are tailored to address both the current and future needs of learners Effective ESP course design requires educators to understand students' perceptions and needs, as well as how to teach English in relation to specific curriculum contexts.
All English for Specific Purposes (ESP) programs are fundamentally centered on understanding the specific goals and communicative needs of learners The primary aim of an ESP program is to address the distinct requirements of students by tailoring English instruction to relevant content, themes, and topics associated with particular fields, professions, and activities.
2.1.3 Problems in teaching ESP for pre-service students
ESP (English for Specific Purposes) is distinctly learner-centered and goal-oriented, placing a greater burden and responsibility on ESP teachers compared to general English instructors Numerous studies highlight this difference, emphasizing the unique challenges faced by ESP educators in tailoring their teaching to meet specific learner needs and objectives.
A study by Garner (2017) identified several factors affecting the quality of English teaching in vocational education, including inadequate instruction, students' limited vocabulary, insufficient pre-service training for ESP teachers, a lack of needs analysis for courses, and the absence of appropriate ESP materials Additionally, both students and teachers often lack functional academic literacy and field-specific knowledge It is essential for ESP practitioners to have both specialized knowledge and effective language-teaching skills.
Implementing an effective English for Specific Purposes (ESP) program presents significant challenges, as highlighted by Gatehouse (2001) and Chen (2005) Many ESP courses prioritize basic social English communication, often neglecting essential work-related terminology and expressions Given that communication skills are central to ESP learning, the question arises: should English be the sole medium of instruction? Tsao et al (2018) emphasize that the absence of critical elements in ESP programs can severely impact their quality Consequently, both educators and learners face ongoing difficulties in the successful execution of ESP initiatives.
8 have confidence in students‘ readiness for ESP instruction The students consider themselves not competent enough to handle ESP learning, and neither do the teachers
A study by Chiung-Wen (2014) investigated the experiences of ESP teachers regarding instructional challenges and the professional knowledge required for effective teaching Data was gathered through in-depth interviews, including initial background interviews and semi-structured follow-ups at the semester's end Findings indicated that ESP teachers encountered various problems and proposed strategies such as revising teacher education programs, mentoring novice teachers, and addressing conflicts in ESP teaching during pre-service education Similarly, Khan (2016) examined the challenges faced by 76 hospital professionals and trainees in mastering medical terminology after a 15-hour professional development program in Jeddah, Saudi Arabia The results highlighted that many trainees struggled with medical vocabulary due to complexities in English, Greek, and Latin terms, challenging word structures, and limited practice opportunities.
Needs Analysis in ESP
Needs analysis (NA) is essential in English for Specific Purposes (ESP) curriculum development, as highlighted by Hutchinson and Waters (1987) who emphasize the importance of understanding learners' specific needs This process involves gathering information about learners to establish realistic and relevant syllabus objectives By identifying key requirements and skill gaps, teachers can tailor the curriculum to meet the diverse motivations and language needs of different participants, ensuring that the learning experience is both effective and focused on restricted areas of interest.
The main aim of NA is identification of elements which will be significantly important for the learners Discussing the NA, Nunan (1988:75) pointed out ―NA
Needs Analysis (NA) is a critical process for gathering information about learners and communication tasks to inform syllabus design Hutchinson and Waters (1987) categorized NA into two main components: target needs, which address what learners must accomplish in a specific context, and learning needs, which focus on what learners require to facilitate their learning Alsamadani (2017) identified various approaches to NA in his study "Needs Analysis in ESP Context," highlighting deficiency analysis, sociolinguistic models, learning-centered approaches, target situation analysis, and present situation analysis Deficiency analysis assesses current learner needs alongside target situation requirements, while the sociolinguistic model is essential for achieving the ultimate goal of enabling learners to attain communicative competence in real-life scenarios Additionally, the learning-centered approach emphasizes the importance of understanding students' needs throughout the learning process, prioritizing their development over mere acquisition of knowledge by the course's end.
In the context of a learner needs-based approach, ESP educators focus on the gap between learners' current and target competencies (Belcher, 2009) Needs analysis (NA) in English for Specific Purposes (ESP) is crucial for identifying and addressing the specific requirements of individual learners, rather than those of general language learners ESP specialists take on the responsibility of discovering what their students need to effectively read, write, speak, and comprehend within specific contexts to achieve their goals Research by Berwick (1989) and Poedjiastutie & Oliver (2017) highlights that understanding individual learning objectives is essential for ESP teachers and course developers, although this understanding relies on students' awareness of their own needs and desires (Hutchinson & Waters, 1987).
In summary, NA is a means to identify what a learner receives and helps to determine the ESP course they require This act is a kind of device which is helpful in
Establishing the framework for a course involves understanding various needs, including learners' goals, backgrounds, language proficiencies, motivations for enrollment, teaching preferences, and communication contexts The primary aim of needs analysis is to determine learners' desired language usage and their current competency levels Additionally, collecting data on course materials is essential for effective course design.
Second language learners‘ perceptions of their ESP learning program
2.3.1 L2 learners’ needs and perceptions of ESP courses
Research indicates that understanding students' perceptions and needs is essential for developing effective programs tailored to them (Brunton, 2009; Chew, 2005; Edwards, 2000; Holliday, 1994; Kaur & Lee, 2006; Yu & Xiao, 2013) Numerous studies over the years have explored these needs from the viewpoints of both learners and content teachers (Hua & Beverton, 2013; Arnos-Macià et al., 2020).
In a quantitative study by Boran (1994), which surveyed 100 students, 10 tourism lecturers, and 3 ESP lecturers, it was revealed that speaking and listening are crucial language skills for students in tourism education, yet these skills are not practiced sufficiently in ESP classes Students struggle with learning due to deficiencies in grammar, vocabulary, and sentence structure Interestingly, while students and tourism lecturers ranked translation as the least important skill, ESP lecturers considered it the third most important, following speaking and listening These findings highlight the urgent need for enhanced practice of essential language skills in ESP classes, emphasizing the importance of ESP lecturers in developing appropriate learning materials and methodologies.
Hua and Beverton (2013) found that Taiwanese vocational high school students acknowledge the global importance of English and the growing need for English proficiency in the job market As a result, they have high expectations for their English learning experiences.
Thirteen schools are enhancing students' future career prospects by equipping them with the language skills necessary for effective interaction with foreigners These students exhibit strong instrumental motivation, which is linked to their desire for career advancement through improved English proficiency.
Alsamadani (2017) conducted a case study focusing on the needs of Saudi engineering students regarding the use of English in their field The study found that these students primarily required English for professional purposes, such as giving oral presentations, reading articles, and writing field-specific reports, followed by academic needs like exams and classroom participation The findings highlighted a significant demand for an integrated skills approach in English for Specific Purposes (ESP) courses However, the study also noted the challenge of prioritizing skill practice within the limited time constraints of such courses.
A survey conducted by Tsao et al (2018) involving 354 students and 23 instructors at a technological university in Taiwan revealed that students view English for Specific Purposes (ESP) as essential for their academic and professional development Participants emphasized the importance of a solid foundation in basic English skills prior to engaging in ESP learning They advocated for ESP courses to prioritize language communication skills while incorporating relevant terminology and subject matter Additionally, students highlighted that the effectiveness of an ESP course relies heavily on needs analysis, learning capacity, and motivation Furthermore, they stressed that ESP instructors should possess both English teaching competencies and expertise in the subject content.
Research highlights the varying English language learning needs of students across different majors, as perceived by students, administrators, and teachers These needs primarily revolve around two key purposes: academic advancement and professional application.
2.3.2 Students’ perceptions of the relevance of ESP courses to their future career life
Understanding students' perceptions of their university learning environments is crucial, as these perceptions significantly influence their study approaches Hua & Beverton (2013) highlighted the positive impact of these insights on educational practices.
A study found that a slightly higher percentage of students believe the English they learned in school is relevant to their future careers However, some students disagree, citing two main reasons: the events presented in textbooks rarely reflect real-life English usage in Taiwan, and the English taught in these textbooks is often impractical for everyday situations.
Research by Poedjiastutie and Oliver (2017) on Indonesian L2 learners' English needs identified six key categories: the ability to read English publications, enhance international collaboration, improve employment opportunities, expand life opportunities, and assess learning outcomes In the context of English for Specific Purposes (ESP) pedagogy, students require a strong command of English to boost employment prospects, facilitate international cooperation, and achieve success in higher education, with an emphasis on developing communicative competence as a priority.
In Saudi Arabia, ESP classes were traditionally taught in a teacher-dominated manner, lacking a learner-centered approach, as noted by Alsamadani (2017) Despite the significance of writing skills, they received inadequate attention in higher education ESP programs, particularly within engineering colleges This discrepancy can be attributed to the proficiency levels of the engineering students, who often underestimated the importance of various language skills without recognizing their specific academic and professional requirements.
A study conducted by Mede and Koparn (2018) involving 50 aviation students, 3 English teachers, and 6 graduates from a Turkish university aimed to explore the perceptions of Turkish ESP students, educators, and alumni regarding an English course tailored for Aviation Cabin Crew Members The findings revealed a consensus among all participant groups on the significance of the ESP program within Turkish higher education and its relevance to graduates' future careers Students expressed a desire for the Aviation program to encompass both theoretical knowledge and practical application, emphasizing the need to learn specific aviation terminology alongside effective communication skills for real-world interactions.
Fifteen students expressed a desire to achieve fluency and accuracy in communicating with passengers during flights While their feedback on experienced teachers was positive, they found the learning materials lacking Additionally, when assessing their competence in Aviation English, the students acknowledged their limited knowledge of Aviation vocabulary and indicated a need for more practical opportunities to apply these specific terms in relevant contexts.
A recent study by Arnó-Macià, Marta Aguilar-Pérez, and Dietmar Tatzl (2020) explored Engineering students' perceptions of English for Specific Purposes (ESP) courses in internationalized universities, revealing a high level of satisfaction among students They found ESP courses to be valuable, with students reporting various learning gains irrespective of their proficiency levels Key achievements included improved English fluency, accuracy, and a broader technical and general vocabulary Notably, students recognized the distinction between university ESP courses and general English courses, highlighting that ESP courses enhance their academic and professional communication skills.
The studies revealed that students perceive the ESP program as crucial for their future careers, although some expressed concerns about its real-world applicability Emphasizing the importance of individual skill development, participants highlighted the need for these elements to be integrated into the program's design To align the program with learners' expectations, it is essential to establish clear goals and regularly assess its relevance Additionally, students should have a platform to voice their opinions regarding their English proficiency, needs, and course requirements The upcoming chapter will incorporate these factors into a questionnaire and interviews to gain deeper insights into students' perceptions of the ESP program.
Studies of students‘ perception of ESP courses in Vietnam
In 2010, Do Thi Xuan Dung and Cai Thi Ngoc Anh examined the challenges and solutions in teaching and learning English for Specific Purposes (ESP) in Vietnamese schools They emphasized that the quality of ESP instruction is influenced by various factors, including the proficiency of teaching staff, teaching methods, student awareness, varying levels of English proficiency, textbooks, and assessment practices A significant issue identified was the imbalanced focus on the four language skills, with insufficient emphasis on developing soft skills crucial for the workplace This imbalance contributed to students' unmet expectations regarding ESP courses.
A study by Nguyen, H and Nguyen, T (2017) explored the perceptions of teachers and students regarding the academic and occupational needs of English for Specific Purposes (ESP) learning materials in civil engineering at a vocational college in Vietnam The research revealed that both groups recognized the importance of customizing course content and language skills to enhance student communication Participants expressed a strong belief in the necessity of an ESP course tailored for civil engineering students However, students identified several inadequacies in the ESP course, including poor material quality, insufficient audiovisual aids, limited course hours, and inadequate coverage of key terminology Notably, a significant barrier to successful ESP learning was the lack of speaking and pronunciation practice.
In her 2008 study on the alignment between English for Specific Purposes (ESP) course objectives and student needs at the Business Management Department of Vietnam Forestry University, Nguyen Thi Lan Anh conducted a needs assessment using two questionnaires—one targeting 187 students and another for three faculty members The findings indicated significant discrepancies between the ESP course objectives and the actual needs of the students.
A study conducted by Le Thi Kieu Van in 2017 examined students' perceptions of English for Mathematics courses at a university in Ho Chi Minh City The findings indicated that students recognized these courses as valuable for acquiring professional knowledge and soft skills, while also enhancing their English language proficiency in the context of mathematics.
17 matter field to do the jobs perfectly, such as the ability to communicate fluently, read thoroughly Mathematics materials in English and master soft skills
In Vietnam's tertiary education, ESP program design aims to prepare students for their future careers, with learners recognizing its significance in providing essential professional and academic knowledge, English language skills, and soft skills Despite their awareness of these benefits, students face challenges that hinder the effective delivery of ESP courses to meet their primary needs Similar to international studies, Vietnamese research emphasizes students' perceptions regarding key aspects of ESP courses, including course content, textbooks, the qualifications of ESP teachers, and the skills being taught.
2.5 An overview of garment industry’s requirements toward the labors in using foreign language in Vietnam
In recent years, the demand for skilled labor in Vietnam's garment industry has significantly increased, with enterprises requiring not only professional knowledge and skills but also proficiency in foreign languages, particularly English As the industry navigates the challenges of the 4.0 industrial revolution and globalization, English proficiency is essential for competing with rivals, enhancing employee efficiency, and establishing global business operations Recent job postings highlight English competence as a top requirement alongside experience, especially for key positions such as merchandisers, technicians, and managers Surveys conducted in 2018 and 2019 revealed that 75% and 78% of management participants were satisfied with graduates' English skills in the workplace, while 32% and 40% expressed a desire for more English for Specific Purposes (ESP) programs Additionally, 51% and 52% of respondents identified English usage as a significant challenge for employees A follow-up survey in 2020 among management staff from three garment enterprises in Nam Dinh, Hung Yen, and Thai Binh echoed these findings.
A significant percentage of participants—22%, 20%, and 21%—expressed a desire for more English for Specific Purposes (ESP) training programs This highlights the growing importance of English proficiency in garment enterprises, where effective communication in English is increasingly essential Despite this need, many employees still face challenges in using English effectively in the workplace Consequently, there is a rising demand for ESP courses tailored not only for current students but also for graduates entering the labor market.
2.6 Summary of previous studies on students’ perceptions of the ESP courses
From studying the research above, it dawns on me a lot of issues revolving around students‘ perception of ESP course
ESP programs are designed to cater to the specific needs and expectations of learners, focusing on teaching English in relation to particular disciplines, occupations, and activities These programs enable learners to perform tasks they are already familiar with in their professional environments using a foreign language.
Students in tertiary education prioritize English for Specific Purposes (ESP) courses primarily for career advancement, viewing language proficiency as essential for interacting with international colleagues and enhancing job opportunities Additionally, many students seek to utilize English for academic purposes within these programs Initially, I believed that students pursued ESP solely for professional and academic reasons; however, discussions and observations revealed a more complex landscape of motivations Factors such as difficulties in mastering English and varying levels of proficiency play significant roles in their expectations For instance, students struggling with the language may focus on ESP primarily to pass exams, a finding supported by Nguyen Phuong Nga et al (2007).
Finally, in terms of the relevance of ESP courses to students‘ expectations, several studies reported different levels of meeting students‘ expectations of the current ESP
Research on 19 courses has highlighted significant concerns regarding the fulfillment of the curriculum, course content, and the proficiency of both ESP teaching staff and students in English language skills Studies conducted in Vietnam and internationally indicate that while students recognize the relevance of ESP programs to their future careers, there remains a disconnect between their learning experiences and expectations Investigations by Hua & Beverton (2013) and Mede and Koparn (2018) revealed student dissatisfaction with ESP programs, echoing findings from Huan Nguyen & Thu Nguyen (2017) that pointed to inadequate materials and a misalignment between course objectives and student needs Furthermore, the prevailing teacher-dominated approach in ESP teaching has negatively impacted the quality of education The primary goal of mastering English for workplace use is hindered by unequal emphasis on language skills, as noted by Alsamadani (2017), Mede and Koparn (2018), and Arnó-Macià et al (2020), who stressed the necessity of teaching vocabulary and providing balanced practice across productive skills.
Despite varying student expectations regarding ESP courses and their perceived relevance to primary needs, there are still critical areas that require further investigation These include exploring expectations beyond academic and professional purposes, as well as examining factors such as course content, teaching methods, and the distribution of language skills taught Fortunately, I have identified a study model by Mede and Koparan that may provide valuable insights into these issues.
Atay (2018) conducted a comprehensive study on students' perceptions of the English for Specific Purposes (ESP) program, focusing on their expectations from the program, teachers, and materials, as well as their involvement in self-assessment and feelings of competence in Aviation English, alongside the challenges they faced Similarly, Elisabet et al (2020) examined students' initial proficiency levels, expectations, and learning objectives, assessing how well these objectives were met and evaluating the ESP course's effectiveness in preparing them for international academic and professional communication.
20 general of two theories supported by Mede, Koparan & Atay (2018) and Elisabet et al
(2020), I will build a fundamental framework to explore my students‘ perceptions of the current ESP program at our university
This chapter reviews the literature pertinent to the study's topic, focusing on the objectives of English for Specific Purposes (ESP) design, challenges in teaching and learning ESP, and the significance of needs analysis in ESP programs It highlights learners' expectations and perceptions regarding ESP courses The research by Mede, Koparan & Atay (2018) and Elisabet et al (2020) supports these themes and provides a foundation for creating questionnaires and interviews to explore students' purposes and needs for the English course, as well as their views on the course's relevance to their expectations Additionally, previous studies on students' perceptions of ESP programs are examined to inform the current research methodology, which will be detailed in the following chapter.
Summary of previous studies on students‘ perceptions of the ESP courses
From studying the research above, it dawns on me a lot of issues revolving around students‘ perception of ESP course
ESP programs are designed to fulfill the specific needs and expectations of learners, focusing on teaching English in relation to particular disciplines, occupations, and activities These programs enable learners to perform tasks they are already familiar with in their professional environments using a foreign language.
Students in tertiary education primarily view English for Specific Purposes (ESP) courses as essential for their future career development, emphasizing the importance of language skills for interacting with foreigners and enhancing career opportunities Additionally, many students are motivated by the need to use English for academic purposes While it was initially assumed that students pursued ESP solely for these reasons, further observations and discussions revealed a more complex landscape of expectations and needs Challenges in English proficiency often drive students to enroll in ESP programs, with some focusing solely on passing exams due to their difficulties in mastering the language, as highlighted in the study by Nguyen Phuong Nga et al (2007) Ultimately, ESP programs aim to equip students with the necessary English competence for both professional and academic success.
Finally, in terms of the relevance of ESP courses to students‘ expectations, several studies reported different levels of meeting students‘ expectations of the current ESP
Research on 19 courses examined the curriculum fulfillment, course content, ESP teaching staff, and students' English proficiency Studies in Vietnam and internationally revealed that while students found ESP programs relevant to their future careers, there remained a disconnect between their learning experiences and expectations Specifically, research by Hua & Beverton (2013) and Mede and Koparn (2018) indicated student dissatisfaction with the ESP program, echoing findings from Huan Nguyen & Thu Nguyen (2017) that highlighted inadequate materials and a misalignment between course objectives and student needs Furthermore, the studies emphasized a teacher-dominated approach in ESP programs, which negatively impacted teaching quality The primary goal of learning ESP is to master English for the workplace, yet language skills were not consistently taught or practiced Research by Alsamadani (2017), Mede and Koparn (2018), and Arnó-Macià et al (2020) underscored the necessity of teaching vocabulary and practice while equally prioritizing productive skills.
Despite varying student expectations regarding English for Specific Purposes (ESP) courses and their perceived relevance to primary needs, several issues warrant further exploration These include understanding expectations beyond academic and professional purposes, as well as examining the course content, teaching methods, and distribution of language skills taught Fortunately, a study model by Mede and Koparan provides a useful framework for this investigation.
Atay (2018) conducted a comprehensive study on students' perceptions of the English for Specific Purposes (ESP) program, focusing on their expectations regarding the program, teachers, and materials, as well as their self-assessment involvement, competence in Aviation English, and the challenges faced Similarly, Elisabet et al (2020) investigated students' initial proficiency levels, expectations, and learning objectives, evaluating the extent to which their initial goals were met and how well the ESP course prepared them for international academic and professional communication.
20 general of two theories supported by Mede, Koparan & Atay (2018) and Elisabet et al
(2020), I will build a fundamental framework to explore my students‘ perceptions of the current ESP program at our university
This chapter reviews the literature related to the study's topic, focusing on the purposes of English for Specific Purposes (ESP) design, challenges in teaching and learning ESP, and the significance of needs analysis in ESP programs It highlights learners' needs, expectations for ESP courses, and their perceptions of these courses, drawing on various perspectives Additionally, studies by Mede, Koparan & Atay (2018) and Elisabet et al (2020) provide a foundation for developing questionnaires and interviews to explore students' purposes and needs for the English course, as well as their perceptions of the course's relevance to their expectations Finally, the chapter briefly reviews previous research on students' perceptions of ESP programs to identify suitable data collection methods, leading to the presentation of the research methodology in the next chapter.
METHODOLOGY
Research approach
This study aims to investigate students' perceptions of how well the current English for Specific Purposes (ESP) course aligns with their expectations, employing a survey methodology Following Hutchinson and Waters (1987), the research method was chosen based on available time and resources, focusing on accessibility The quantitative descriptive study involved 165 third-year garment technology students, for whom ESP is a compulsory subject Data were gathered through a questionnaire, deemed the most effective tool for capturing learners' views and needs, supplemented by closed-end interviews with select participants to validate the questionnaire findings.
This survey aims to evaluate student satisfaction with the current English for Specific Purposes (ESP) course, aligning with evaluation research principles According to Davis (2011), it is crucial to first understand what stakeholders wish to learn about their program before selecting data collection methods Consequently, decision-makers and evaluators should prioritize and clarify their investigative goals The primary objective of this study is to assess students' perceptions of the ESP course's effectiveness in meeting their expectations, ultimately seeking to enhance the course's learner-centered approach.
Research questions
This study aims to investigate non-English major students' perceptions of the usefulness of the English for Specific Purposes (ESP) program for their future careers Additionally, it seeks to assess the relevance of the English course offered in garment technology as a preparation for students' future employment The research is designed to answer key questions regarding these topics.
(1) What are students’ expectations of their ESP course? and
(2) To what extent are their expectations satisfied by the current ESP course?
Research settings
A university has been offering an English for Garment Technology course for three years to meet the needs of garment technology students and the industry Despite significant investment in curriculum, materials, and teaching methods, challenges remain, particularly regarding students' perceptions of the course and the difficulties they face in learning English for Specific Purposes (ESP) Understanding these perceptions is crucial for administrators and teachers to implement necessary adjustments, ultimately enhancing training outcomes and helping students improve their academic performance.
The curriculum for garment graduates equips them with the skills to read and translate technical documents, communicate effectively with foreign clients, and handle real-world situations in the garment industry They are trained to write essential professional documents, including reports and emails The English for Specific Purposes (ESP) learning materials include a textbook created by experienced ESP teachers and technical documents sourced from garment enterprises All ESP instructors hold master's degrees in English and have a minimum of five years of teaching experience, along with at least three months of practical experience in the garment industry before they begin teaching.
Students at this university, like those in many tertiary institutions, exhibit varying levels of English proficiency due to their diverse backgrounds and educational experiences This disparity is particularly evident among garment students, who undertake 90 periods of General English at levels A1 and A2 during their first and second years In their third year, they transition to a specialized English for Specific Purposes (ESP) course, which consists of 60 periods and is worth three credits.
According to Mertler and Charles (2008), survey research is an effective method for collecting extensive data from diverse populations, especially when alternative research methods may not be practical, as noted by Best and Kahn (2003).
Cohen et al (2007) argue that small-scale surveys can indeed be validated, contrary to some beliefs Brewer (2009) highlights the value of smaller-scale research designs, despite the influence of large-scale surveys A notable example is the study by Bimrose and Bayne (1995), which, despite surveying only 28 participants, yielded positive results Consequently, I felt confident in adopting a similar small-scale survey approach for this study.
The research involved 165 third-year students from five classes in a specialized faculty, all enrolled in the English for Garment Technology course The participants, consisting of 130 females and 35 males, were randomly selected from various cities and provinces, with varying levels of English proficiency They completed General English courses at levels A1 and A2 before attending a 60-period English for Specific Purposes (ESP) course Additionally, all participants filled out a questionnaire, and ten were randomly selected for interviews with the researcher.
Data collection instruments
The primary research tools utilized in this study were questionnaires and interviews designed to gather insights into students' needs and experiences related to their English for Specific Purposes (ESP) courses, as well as their perceptions of the alignment between the English learned in school and the English required in the workplace Initially, the questionnaire and interview questions were piloted with a random sample of 30 students, leading to modifications in areas such as wording, question order, ambiguity, and response options to enhance the instrument's validity The questions focused on key constructs related to the ESP program and the motivations for learning English, aiming to uncover the purposes, needs, and perceptions of non-major English students regarding their ESP learning experiences.
In this study, a set of questionnaire for students were designed including both closed- ended and open-ended questions Questions were designed in two formats: multiple
The study utilized a comprehensive questionnaire consisting of 34 items divided into four parts to assess students' perceptions and expectations regarding English for Specific Purposes (ESP) courses Part I gathered general information about the participants, while Parts II and III focused on students' motivations and individual learning needs related to ESP, each featuring six relevant items Part IV comprised 16 items evaluating the overall perception of the ESP course, including aspects like course content and teaching effectiveness, measured on a Likert scale from 1 (Strongly disagree) to 5 (Strongly agree) Additionally, Part V included six items prompting students to self-assess their English proficiency, also on a Likert scale from 1 (Very poor) to 5 (Very good), to determine how well the ESP course aligns with their expectations Conducted online with 165 participants, the questionnaire aimed to uncover the reasons behind students' choices to study ESP and their expectations for the course, while providing insights into how well the course met these expectations.
The researcher conducted semi-structured interviews with ten randomly selected students from three classes, closely aligned with a modified questionnaire to encourage diverse responses The open-ended questions explored students' perceptions of the purposes and needs of English for garment, their views on the ESP course, the relevance of course content, and the effectiveness of ESP teachers Additionally, the interviews examined students' opinions on the connection between English learned in school and its application in the workplace, their perspectives on English for Garment learning at the university, and their self-assessment of English proficiency The data gathered from these interviews will be categorized and analyzed alongside questionnaire results to address the research questions, providing a deeper understanding of students' motivations for learning ESP and their perceptions of the subject.
25 course and the level of fulfillment of this course to their needs So they were used to support and explain the results obtained from the questionnaire.
Data collection procedure
The questionnaire was designed to assess students' expectations from the ESP course, particularly regarding their career preparation, and to evaluate how well the program meets these expectations Administered via a Google document link shared in class Zalo groups, the questionnaire was conducted in Vietnamese, resulting in the removal of 15 incomplete responses for analysis Additionally, a set of interview questions was created to gain deeper insights into the research questions, also conducted in Vietnamese through face-to-face interactions The data collected from both the questionnaire and interviews were analyzed concurrently, ensuring reliability and validity for drawing meaningful findings and recommendations.
Data analysis procedure
The data collected by all research instruments would be analyzed both quantitatively and qualitatively The data from questionnaire was analyzed quantitatively while the data from interview were analyzed qualitatively
To investigate the students‘ perceptions of all studying contents, the data obtained from the questionnaire was analyzed quantitatively by listing and calculating by percentage before drawing the conclusions
To gain deeper insights into students' perceptions of the ESP course, a two-hour semi-structured interview was conducted with the researcher The data collected from these interviews was analyzed using pattern coding techniques as outlined by Miles and Huberman.
In the study conducted in 1994, open-ended question responses were first categorized into similar groups, which were then coded to identify main themes The researcher analyzed interview notes to extract key words and phrases relevant to the research focus Ultimately, subthemes were consolidated to establish overarching ideas, leading to the formulation of conclusions for each identified theme.
Summary
This chapter outlines the research methodology used to explore students' perceptions of the relevance of an English for Specific Purposes (ESP) course to their future careers It begins with a detailed description of the research context, participants, and materials, followed by the presentation of research questions The rationale for selecting two data collection instruments is also provided, ensuring a comprehensive understanding of the survey research The chapter concludes with a thorough explanation of the methods and procedures employed for data analysis.
FINDINGS AND DISCUSSION
Research question 1: What are students’ expectations of their ESP course? 27 1 Students‘ purposes of learning ESP
Figure 2: Responses to question “Why do you learn ESP?”
Figure 2 shows the reasons why questioned students learn English for Garment In an initial overview of the results, learning English for ‗career development‘ and
―academic purposes‖ stand out as students‘ first reason (67% of responses), followed by ‗employment exams‘ accounting for 59% It means that students now are well
Communicating with foreigners in your field
Students' purposes of taking ESP course
Students are increasingly aware of the importance of English for both their current studies and future job prospects, aligning with findings from various researchers such as Richard and Platt (1985), Robinson (1991), and Hua & Beverton (2013) These studies indicate that vocational education students primarily learn English for Specific Purposes (ESP) to enhance their career development Notably, Hua & Beverton emphasize that the primary motivation for students in ESP learning is career advancement Consequently, English is viewed as a crucial medium of instruction, enabling students to access and interpret knowledge relevant to their fields of study.
The study revealed a 39% response rate, indicating that while many students are motivated to learn English to maintain connections with international professionals in their field, the intention to use English for communication with foreign colleagues is not prevalent among them The ESP courses offered at the university are tailored to meet learners' specific needs and interests in their subject areas, aligning with Robinson's (1991) assertion that English for Occupational Purposes (EOP) focuses on work-related communication However, the overall low response rate suggests that fewer than 50% of students recognize the significance of English in workplace communication, highlighting a gap in awareness regarding its importance in their professional development.
Garment students are motivated to learn English for Specific Purposes (ESP) to enhance their job prospects and academic goals, yet they face the additional pressure of a mandatory subject This finding aligns with the research conducted by Nguyen Thi Kieu Thu (2007) and Nguyen Phuong Nga et al (2007).
The investigation revealed that ESP students are primarily motivated by practical reasons, aiming to enhance their English communication skills for both professional and personal development.
4.1.2 Students’ expectations of the ESP course
Figure 3: Responses to question “What are your expectations of the ESP course?”
A significant 93% of respondents indicated that their primary expectation from the course is that English for Specific Purposes (ESP) equips them with the knowledge and skills necessary for their intended jobs This aligns with Cindy W et al (2008), who emphasized that ESP courses are designed to impart specific content knowledge within a vocational context Similarly, Alsamadani (2017) highlighted the importance of English in the engineering field, illustrating that students recognize the relevance of ESP to their future careers and the growing demand for English proficiency in the job market Additionally, about 50% of students expressed a need for ESP to communicate effectively with foreigners, supporting findings from Hua & Beverton (2013) that demonstrate ESP enhances students' ability to interact in international settings.
Equipping knowledge and skills for your intended job
Getting credits (pass school exam)
Communicating with foreigners in your field
Students' expectations of the ESP course
Students perceive English for Specific Purposes (ESP) as essential for passing employment exams, highlighting a gap in previous research This expectation reflects a broader need for ESP to enhance employability in a competitive job market While many students aim to use English to improve specialized knowledge, the desire to learn ESP for academic purposes, such as passing final exams, is notably less significant, with only 33% indicating it as a primary motivation Ultimately, garment students show a stronger inclination towards learning ESP for practical future applications rather than merely for academic assessments.
The importance of ‗learning English for career development‘ is also confirmed by findings in the students‘ interviews with the question ― What do you expect from the
―English for Garment is very important for us now because it will be helpful when we study the technical documents in English.‖ (Student 1)
―I think it is useful for my future job, very important.‖ (Student 2)
―I think it also helps me to find a good job in the near future because now
Vietnam garment companies are carrying out the contracts with garment and fashion companies from other countries Therefore, English plays the role of a medium of communication.‖ (Student 3)
―I am so bad at English I learn it only because it is a compulsory subject I need to learn for passing my exam.‖ (Student 8)
Many students find learning English challenging, with a primary focus on passing exams This sentiment reflects a broader expectation among students to acquire English skills that will prepare them for future careers However, some students perceive English for Specific Purposes (ESP) as merely a means to achieve academic success rather than a tool for professional development Research by Nguyen Thi Kieu Thu (2007) and Nguyen Phuong Nga et al (2007) supports this view, highlighting a trend in certain tertiary institutions where ESP courses are primarily aimed at exam preparation.
31 students are not interested in ESP and learn reluctantly and passively only in order to pass the exam
In fact, at this university, students have opportunities to practice several orders in English so learning English for Garment is very helpful
Students' interviews highlight a key reason for learning English: its role as a medium of instruction that enables access to educational materials in English.
This study explores students' expectations regarding their English courses, highlighting that "learning English for career development" is their primary motivation, particularly in the context of Garment studies While purposes like "passing school exams" and "meeting subject requirements" are acknowledged, they are deemed less significant Garment students understand the importance of English for their current studies and future career prospects, anticipating that their English for Specific Purposes (ESP) education will enhance their career opportunities However, the necessity of using English for communication with foreigners appears to be undervalued.
Research question 2: To what extent are their expectations satisfied by the
This section of the study focuses on analyzing participants' perceptions of four key components: their overall view of the ESP course, the course content, the effectiveness of ESP lecturers, and their English proficiency The findings will provide insights into how well the ESP course meets the needs of the students.
4.2.1 General perception of the ESP course
Table 1 below demonstrates students‘ opinions about current English for garment program (1 strongly disagree, 2 disagree, 3 neither agree nor disagree, 4 agree, 5 strongly agree)
The table, in general, showed a high level of meeting learners‘ expectations of the ESP course with five over six criteria got the agreement of over 80%
Item Questions Strongly Disagree Disagree Neither agree nor disagree Agree Strongly Agree
% Number of responses % Number of responses % Number of responses %
1 English learned in school is relevant to your future anticipated career 4 3% 0 0% 18 12% 101 67% 27 18%
2 ESP course is important for academic communication 4 3% 9 6% 38
3 ESP course is important for professional communication 6 4% 0 0% 13 9% 92 61% 39 26%
4 Curriculum was designed especially for job-oriented
5 The textbook needs revising to develop your English competence in the recent industrial context 6 4% 0 0% 13 9% 99 66% 32 21%
6 ESP course give you self-directed learning opportunity 6 4% 2 1% 14 9% 100 67% 28 19%
Table 1: Students’ general perception of the ESP course
The data reveals a strong overall agreement among students regarding the relevance of English for Specific Purposes (ESP), with five out of six criteria receiving over 80% agreement However, the criterion concerning academic communication skills garnered the lowest support at 66% Notably, a higher percentage of students believe that the English learned in school is pertinent to their future careers Those who disagreed cited reasons such as the infrequency of certain situations and outdated vocabulary that does not align with real-world experiences This indicates a disconnect in students' perception of the benefits of ESP for their future employment Further insights from student interviews highlight the need for a deeper exploration of how well the ESP course prepares them for their professional aspirations.
33 knowledge and skills for your future career life? To what extent did it equip ?”, for instance:
―I think the words and expressions won’t be enough to help me in the future‖
―Structures and grammar were quite simple I wonder if they are enough to help us communicate in the future workplace‖ (Student 8)
―Yes, I think there is a slight difference between English learnt at school and workplace English‖ (Student 9)
However, there are still positive responses to this question when they recognized the connection and applicability of English learnt in university to reality Some answers were to demonstrate that:
―Some situations like ―asking for information‖, ―making an arrangement‖,
―making a phone call‖ … are helpful to us not only in the daily communication but also in the workplace, especially in my job‖ (Student 2)
―The most effective and helpful skills I learnt in this course is presenting and working in group Of course, they will be indispensable skills in my imagined career life‖ (Student 7)
A significant majority of respondents (87%) recognized the importance of the ESP course for enhancing professional communication skills The findings indicate that the course effectively addressed the individual needs of students who aimed to learn English for interactions with foreign professionals in their field Supporting this, Elisabet et al (2020) highlighted that students prioritized communication over mere language system knowledge This sentiment was reflected in responses to interview questions regarding the importance of English for Garment, with many agreeing on its relevance to their professional communication.
―Of course, English is quite important and it will be useful in almost all occupations‖ (Student 1)
This course equipped us with essential skills for effective communication in our future careers, although the time dedicated to each skill was not evenly distributed Notably, translation received the most emphasis, highlighting its significance in our learning experience.
―Well, I learnt several skills in this course which I think are helpful to my communication like presenting, working in groups, giving ideas and having discussion.‖ (Student 7)
―As General English equips learners with communicating skills in basic situations in daily life, our ESP course taught us how to communicate in professional situations‖ (Student 10)
There was 4% of responses showing the strongly disagreement with this idea and 9% kept neutrality
The study showed a significant consensus among participants, with 86% agreeing that the ESP course provides self-directed learning opportunities, while only 5% disagreed This indicates that the course effectively assists students in identifying their learning needs, guides them in searching for relevant materials, helps them select and apply suitable learning strategies, and allows them to evaluate their learning outcomes.
Understanding the significance of English in both academic and professional settings is crucial in today's global landscape This course has enabled me to discover effective strategies for learning English, which will ultimately enhance my career prospects.
After completing this course, I have a clear understanding of my goals and the importance of learning autonomy The time constraints of the course have heightened my awareness of how crucial it is to develop independent learning skills, which will benefit me not only in this subject but also in my future studies.
A survey of students regarding the role of English for Specific Purposes (ESP) in academic communication revealed that 66% agreed that ESP enhances both academic and daily life communication Meanwhile, 25% remained neutral, and 9% disagreed with this assertion The course was structured around real garment industry documents and scenarios, ensuring relevance to students' professional contexts Additionally, learning materials and curriculum were developed in consultation with experts, equipping learners with skills that benefit both their professional and academic communication, aligning with the positive insights highlighted by Chen (2005).
Gatehouse (2001) highlighted that many English for Specific Purposes (ESP) courses still prioritize basic social English communication in their curriculum development In alignment with this perspective, Huhta, Vogt, Johnson, and Tulkki (2013) emphasized that ESP teaching should focus on contextual and situational applications rather than being limited to specific occupations, acknowledging that individuals often fulfill multiple social roles across various fields Additionally, students' interviews underscored the significance of learning English for academic purposes, with common responses indicating strong agreement on the importance of English for Garment studies in enhancing their academic communication.
―Skills in this course also helped me in other subjects, especially our specialized ones‖ (Student 5)
―English in this course is an effective mean for me to refer specialized documents‖ (Student 6)
In interviews, some students expressed mixed feelings about the ESP course, with one noting that the presentation skills learned were beneficial for other subjects However, another student disagreed, stating that the skills covered in the course felt redundant since they had already been learned in General English (GE).
―There were differences between what I learnt from this course to the fact so I think it does not help much in daily life‖ (Student 9)
A significant 87% agreement among respondents indicates that the current textbook requires revision to enhance learners' English competence in line with recent industrial developments This suggests that existing teaching materials may not be entirely suitable for effective learning These findings align with Majid's (2008) study, which highlighted similar issues within Iran's ESP programs, citing insufficient time and ineffective textbooks as key problems This correlation extends to the content relevance of textbooks and the course duration, as evidenced by studies on ESP challenges in Vietnamese universities (Nguyen Thi Kieu Thu, 2007; Nguyen Phuong Nga et al., 2007), which also identified inadequate and outdated course materials as significant obstacles for ESP courses.
36 the question ― The textbook needs revising to develop learners’ English competence to meet future occupational English How far do you agree?” :
The textbook features terminology and technical documents that are easily understandable and relevant to our major However, it requires the inclusion of additional resources, with a crucial emphasis on ensuring that these new documents are current and up to date.
―Well, I am in the internship period in one enterprise and I see that some terminologies in the textbook are different from what I met in reality‖ (Student 3)
―Moreover, there are some tasks in the textbook we have never met in the internship‖ (Student 9)
The ESP curriculum is viewed positively by garment students, with 84% agreeing that it is tailored for job-oriented English use, reflecting their high expectations and positive attitudes towards this focus Only 6% disagreed, while 10% remained neutral Students reported engaging in internships and professional activities such as sending emails, participating in discussions, maintaining contacts with foreign customers, and giving presentations This feedback highlights the integration of their academic and professional experiences, shaped by their observations during internships Each term, students have the opportunity to practice their professional skills for two to four weeks in the school’s production factory, allowing them to familiarize themselves with the working environment This context reinforces the belief that the English for Garment curriculum is effectively designed to prepare them for their future careers.
―Yes, I have done a job interview in English for a part time job in a garment company and I see that this course has helped me a lot‖ (Student 1)
―My leader was surprised at how I communicated with our order partner although this was only my part time job This was owing to the ESP course at school‖ (Student 5)
My family operates a small garment workshop that processes orders for larger companies The technical documents we receive are primarily in English, making the language skills I learned in school quite valuable However, I believe that my vocabulary from school is insufficient for the demands of this work.
Only 6% of students disagree with the importance of this subject, citing it as a compulsory course that does not contribute to their future careers During interviews, these neutral students expressed their views on the matter.