Rationale
English for Specific Purposes (ESP) is a tailored approach to language education that focuses on the unique needs of learners in specialized fields Over the past two decades, advancements in business and communication technology have transformed English language teaching, shifting the focus from general academic English to specialized language skills ESP plays a crucial role in various professional contexts, ensuring that individuals do not miss valuable opportunities in their careers.
English for Specific Purposes (ESP) has gained significant traction in language education globally, particularly in Vietnam since its integration into the international economy Currently, ESP is a key component of the curriculum at many universities and colleges across the country The primary goal of ESP courses is to equip learners with the specific language skills necessary for their future careers or studies abroad.
English for Business is an emerging area within English for Specific Purposes, driven by the need to enhance students' business communication skills At Thai Nguyen University of Economics and Business Administration (TUEBA), students primarily receive training in their native language After completing three semesters of General English, they progress to more advanced English for Business courses, aiming to develop their ability to comprehend professional materials in English for future academic and career success However, many students express dissatisfaction with their reading comprehension of English for Specific Purposes (ESP) texts, often facing criticism for insufficient reading skills or effort It is important to recognize that students are not solely to blame; factors such as the quality of materials, teaching methods, and overall attitudes towards teaching and learning also play a significant role in their challenges.
It is essential to closely examine the challenges students face at TUEBA when engaging with their English materials Understanding these difficulties can help improve their learning experience and outcomes.
Business On identifying the problems, it is hoped that the study will propose some possible suggestions for improving students’ ESP reading skills.
The significance of the study
The research identifies the challenges faced by students at Thai Nguyen University of Economics and Business Administration (TUEBA) in understanding specialized materials By addressing these issues, effective solutions can be developed to enhance students' reading comprehension in English for Business The study aims to provide valuable insights for both students and English for Specific Purposes (ESP) educators at TUEBA and similar institutions.
Aims of the study
This study aims to identify the challenges faced by ESP students at TUEBA when engaging with their reading materials, explore the underlying causes of these difficulties, and propose strategies to alleviate them.
In particular, the study is designed with the hope to achieve the aims as follows:
To discover students and teachers’ attitudes towards ESP teaching and learning at TUEBA;
To investigate the present situation of ESP teaching and learning at TUEBA in order to identify the students’ difficulties in ESP reading and their causes;
To propose some recommendations to help students overcome the challenges in order to improve their ESP reading skills.
Method of the study
This study utilizes a questionnaire to gather data on the current state of English for Specific Purposes (ESP) teaching and learning at TUEBA, focusing on identifying student challenges and their underlying causes The collected survey data will be paraphrased and analyzed using descriptive statistics, specifically simple percentages, to present the findings effectively.
The instruments used to develop this study are chosen according to the needs of the students such as: pen, paper and questionnaire format.
Scope of the study
The focus of the study is mainly on investigating some linguistic problems related to ESP reading skills of the students at Thai Nguyen University of Economics and Business
Administration After that, suggestions will be recommended so as to reduce the difficulties and help students learn ESP more effectively.
Organization of the study
There are three main parts in this study including: Introduction, Development and Conclusion
The Introduction part of the study covers the rationale for the study, the significance, aims, methods, scope as well as the organization of the study
The Development part of the study consists of 5 chapters as follows:
Chapter 1 provides a theoretical framework for the study, including, definitions and types of ESP, ESP related issues, and typical features of English for Business
Chapter 2 examines the current state of English for Business education at TUEBA, highlighting the materials used and the objectives of the teaching and learning process It primarily addresses the challenges students encounter when reading English texts and business documents.
Chapter 3 reports the methodology used in the research including research questions, participants, instruments and the procedures for data collection and analysis
Chapter 4 reports and discusses the major findings
Chapter 5, the last part of this section, offers suggestions to reduce difficulties and help the students to effectively improve their ESP reading skills
The Conclusion part summarizes what is addressed in the study, points out the limitations, draws pedagogical implications and provides some suggestions for further study
LITERATURE REVIEW
ESP Teaching and Learning
English for Specific Purposes (ESP) focuses on teaching English tailored to specific utilitarian needs, often linked to occupational requirements such as those for international operators and civil airline pilots It also encompasses vocational training in areas like hospitality and technical trades, as well as academic and professional studies in fields such as engineering, medicine, and law.
English for Specific Purposes (ESP) has evolved over time, yet its definition varies among scholars While some view ESP as the teaching of English for any defined purpose, others offer a more focused perspective, emphasizing its role in academic studies or vocational and professional contexts (Anthony, A 1999).
Dudley-Evans and St John (1998) expanded upon Strevens' (1988) definition of English for Specific Purposes (ESP) by outlining its absolute and variable characteristics The absolute characteristics emphasize that ESP is tailored to meet the specific needs of learners, incorporates methodologies and activities relevant to the discipline, and focuses on the language elements—such as grammar, lexis, and genres—pertinent to those activities In contrast, the variable characteristics highlight that ESP can be aligned with specific disciplines, may employ different teaching methodologies than general English, is often aimed at adult learners in tertiary or professional settings, but can also cater to secondary school students Furthermore, ESP is typically designed for intermediate to advanced learners, although it can accommodate beginners who possess some foundational knowledge of the language.
The definition Dudley-Evans offered is clearly influenced by that of Strevens (1988), although he has improved it substantially by removing the absolute characteristic that ESP is
English for Specific Purposes (ESP) differs from General English by incorporating a range of variable characteristics, as highlighted by Johns and Dudley-Evans (1991) This distinction into absolute and variable traits aids in clarifying what constitutes ESP Importantly, ESP is not limited to a specific discipline or demographic, making it a flexible teaching approach Dudley-Evans emphasizes that ESP embodies an "attitude of mind," aligning with Hutchinson and Waters' (1987) perspective that ESP focuses on tailoring content and methods to the learner's objectives.
Hutchinson and Waters (1987) expanded the definition of English for Specific Purposes (ESP) by proposing that it is an approach to language teaching where all content and methods are tailored to the learner's specific reasons for learning.
“ESP – is an approach not a product – does not involve a particular kind of language, teaching material or methodology” (Hutchinson, T and Waters, A 1987: 16)
It can be seen from the definitions that ESP courses are purposeful so “the growth of
The emergence of English for Specific Purposes (ESP) can be attributed to three key factors: the growing demand for English tailored to specific needs, advancements in linguistics, and developments in educational psychology (Hutchinson & Waters, 1987).
ESP teachers must prioritize their students' specific language needs in various fields of specialization rather than solely teaching general English This focus enables students to use the language accurately in both written and verbal communication.
There are various types of English for Specific Purposes (ESP), but the primary classifications focus on two main areas: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP).
The types of ESP will be easily seen in a tree diagram according to different views Firstly, there comes the traditional Robinson’s tree diagram showing a distinction between the two areas
For study in a specific discipline In-study
Figure 1: ESP classification by experience (Robinson, 1991: 3-4)
In the ESP framework, English for Academic Purposes (EAP) encompasses pre-experience, in-service, and post-experience courses, while English for Occupational Purposes (EOP) focuses on discipline-specific study at various stages, including pre-study, in-study, and post-study Pre-experience or pre-study courses do not include specific work related to the discipline, as students lack the necessary familiarity with the content Instead, opportunities for targeted or integrated work are offered during in-service or in-study courses.
ESP can be categorized into two main branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP), based on specific disciplines or professional fields, as illustrated in the framework developed by Dudley-Evans and St John.
English for Academic Purposes English for Occupational Purposes
English for (Academic) Medical Purposes
English for (Academic) Legal Purposes
English for Management Finances and Economics
Figure 2: ESP classification by professional area (Evans, T D and St John, 1998: 6)
The tree diagram illustrates that English for Academic Purposes (EAP) encompasses various fields, including English for Academic Science and Technology (EST), English for Academic Medical Purposes (EMP), English for Academic Legal Purposes (ELP), and English for Management, Finance, and Economics Conversely, English for Occupational Purposes (EOP) includes English for Professional Purposes, such as English for Medical Purposes and English for Business Purposes (EBP), as well as English for Vocational Purposes, which covers both pre-vocational and vocational English While EST has been the primary focus within EAP, EMP and ELP also play significant roles EOP pertains to professional English used in administration, medicine, law, and business, as well as vocational English aimed at non-professionals in specific trades or job-seeking scenarios.
The classification of English for Specific Purposes (ESP) courses presents challenges that do not adequately reflect the dynamic nature of ESP teaching and the overlap between English for Academic Purposes (EAP), English for Business Purposes (EBP), and General English For instance, Business English serves as a bridge between the specialized language of a specific industry and the more general language understood by the public, positioning it between English for General Purposes (EGP) and specialized English.
Therefore, Dudley-Evans and St John (1998) considered the whole of ELT should be on a continuum that runs from General English courses to very specific ESP courses as follow:
Position 1 Position 2 Position 3 Position 4 Position 5
Intermediate to advanced EGP courses with a focus on particular skills
EGAP/EGBP courses based on common core language and skills not related to specific disciplines or professions
Courses for broad disciplinary or professional areas, for example Report Writing for Scientists and Engineers, Medical English, Legal English,
Negotiation/Meeting Skills for Business People
1) An ‘Academic support’ course related to a particular academic course
2) One-to-one work with business people
Figure 3: Continuum of ELT course types (Dudley-Evans and St John, 1998:9)
The classification of a course as English for Specific Purposes (ESP) depends on the overall context of the program, as seen in positions 2 and 3 In position 4, the emphasis shifts to the specific skills being taught, making it crucial to select the appropriate skills to focus on for effective learning outcomes.
Business professionals require diverse resources, such as business journals and communication skills, to effectively engage with partners The needs vary significantly across different disciplines, including scientists, engineers, lawyers, and doctors, highlighting the importance of specialized texts for each profession Furthermore, the fifth position emphasizes that courses are designed to be flexible and tailored to meet the specific needs of individuals or groups.
Studying various types of English for Specific Purposes (ESP) equips teachers with a comprehensive understanding of their learners' needs, which is crucial for enhancing their ESP reading skills effectively.
1.1.3 The differences between General English and ESP
Business English – a type of ESP
In recent decades, Business English has gained significant interest, despite being overlooked by linguistics researchers The proliferation of Business English course books and the growth of language schools offering specialized courses indicate a rising demand This demand primarily stems from adult learners who possess a solid grammatical foundation in English and seek to use their language skills for specific professional purposes Consequently, these learners approach Business English courses with elevated expectations, hoping for a more productive and practical application of their existing knowledge.
Business English necessitates meticulous research and the development of tailored pedagogical materials and activities for a distinct group of adult learners within a specific context (Johns & Dudley-Evans, 1991) It is specifically crafted to address the unique needs of the learners (Strevens, 1988).
Business English is a vital subset of English for Specific Purposes (ESP) that operates within the broader ESP framework It incorporates essential elements common to various professional fields, including needs analysis, syllabus design, and the development of teaching materials Like other ESP varieties, Business English addresses specific contexts, utilizes targeted language corpora, and emphasizes particular forms of communication.
Business English is distinct from other varieties of English for Specific Purposes (ESP) because it combines specific content relevant to particular job sectors or industries with general content aimed at enhancing overall communication skills, particularly in business contexts.
Teaching Business English focuses on equipping adults with the language skills necessary for success in the business environment, emphasizing job-related content tailored to learners' specific needs The effectiveness of English in business is measured by the successful completion of transactions, making cost-effectiveness a priority for both self-funded learners and companies investing in employee training Regular progress reports are often expected by supervisors or those responsible for language training within organizations Given the competitive nature of business, attendance may be monitored, especially when courses are company-sponsored Business English courses can vary in length and may be conducted either on-site at companies or in external language schools or rented spaces.
Business meetings worldwide often occur in English, even when it is a second language for participants The language used tends to focus on essential vocabulary and basic structures, lacking the richness and cultural nuances of native speech In a business context, understanding complex grammar and idioms is not always necessary, as subtle distinctions in meaning may be less critical However, specific areas, such as conditionals for negotiations and modality for politeness, may require greater emphasis in Business English courses Therefore, syllabus designers must carefully consider the unique needs of Business English learners to create effective learning experiences.
Ellis and Johnson (1994) identified three key characteristics of Business English: a sense of purpose, social aspects, and the importance of clear communication, based on their extensive experience with both pre-experience and job-experienced learners.
In business meetings, telephone calls, and discussions, the key characteristic of effective exchanges is a clear sense of purpose Professionals using Business English primarily aim to enhance their job performance and achieve specific goals through effective communication.
In the business world, effective communication primarily revolves around transactional language, which focuses on achieving goals and persuading others to support proposed actions This type of language tends to be objective, prioritizing clarity and professionalism over personal or subjective expressions.
International business professionals often require efficient networking with unfamiliar contacts, as meetings tend to be brief due to time constraints To foster comfort and understanding among individuals from diverse cultures and language backgrounds, there is a pressing need for universally accepted practices in business interactions.
Effective communication requires clarity and brevity to minimize misunderstandings and reduce processing time Using logical language and clear terminology is essential, especially in formats like fax or telephone where conciseness is crucial Familiar concepts should be presented in concise phrases to avoid unnecessary elaboration.
1.2.3 Performance objectives for Business English
A Business English course primarily aims to address the work-related needs of students, focusing on enhancing their operational effectiveness The key characteristic of Business English is its emphasis on performance, enabling learners to communicate effectively in a business context For many individuals in the business world, the ability to understand and convey their messages is paramount, making complex language nuances less relevant to their learning experience.
What the majority of business learners need to acquire could be broadly summarized as follows:
Confidence and fluency in speaking
Skills for organizing and structuring information
Sufficient language accuracy to be able to communicate ideas without ambiguity and without stress for the listener
Strategies for following the main points of fast, complex, and imperfect speech
Strategies for clarifying and checking unclear information
Speed of reaction to the utterances of others
An awareness of appropriate language and behavior for the cultures and situations in which they operate
Some learners may also need to develop practical reading and writing skills
In the realm of Business English, it's crucial to understand performance criteria within the specific business contexts learners will encounter Analyzing typical job requirements reveals that learners must participate in English-language meetings, actively follow discussions, and contribute effectively.
1.2.4 Content of Business English course
Business English courses are designed with specific content tailored to meet the diverse needs and objectives of students These needs can vary significantly, as some learners seek to acquire English for future job opportunities, while others aim to enhance their current job performance with specific partners or clients According to Donna, S (2000), the effectiveness of a course is largely determined by its ability to identify relevant content that addresses students' needs efficiently.
According to Ellis and Johnson (1994), the English Business syllabus focuses on essential business performance skills, including meetings, presentations, socializing, and report-writing Within these areas, key concepts are explored and can be categorized into functional language skills such as comparing and contrasting, expressing cause and effect, making recommendations, and reaching agreements The syllabus encompasses various linguistic elements, including grammatical and lexical items, as well as components of spoken and written discourse, such as cohesive devices, stress and intonation patterns, and organizational features like signaling new topics and turn-taking in conversations.
In other words, Business English focuses on the language of business that students need in the workplace This can take the form of:
Everyday language which is used in social situations
General business language which can be used in a variety of business contexts
Context specific language used by a particular industry or profession
The precise mix of language taught in courses will depend upon the needs of particular groups of learners
Summary
This chapter aims to comprehensively address the key issues related to the study Currently, Business English is experiencing significant growth due to ongoing economic and political developments worldwide, positioning it as the leading branch of English for Specific Purposes (ESP) This phenomenon mirrors the rise of English for Science and Technology and English for Academic Purposes during the 1970s and 1980s (Dudley-Evans and St John, 1996: 39).
THE PRESENT SITUATION OF TEACHING AND LEARNING ENGLISH
Introduction of Thai Nguyen University of Economics and Business Administration
Thai Nguyen University of Economics and Business Administration (TUEBA), a newly established member of Thai Nguyen University, has been operational for five years following the merger of the Faculty of Agricultural Economics and the Faculty of Industrial Economics The university's primary mission is to provide high-quality training at both undergraduate and graduate levels, as well as short-term non-degree programs TUEBA aims to become a leading center for education in economics, business administration, and rural development, contributing to hunger eradication, poverty reduction, and sustainable socioeconomic development in the midland and mountainous regions of Northern Vietnam.
Each year, TUEBA welcomes an increasing number of students into its four-year degree programs Graduates from TUEBA find ample job opportunities in the economic sector, often securing roles in accounting, business administration, banking, and management Many alumni quickly ascend to high positions within their careers, showcasing the effectiveness of TUEBA's educational offerings.
Students at TUEBA, aged between 19 and 25, hail from various provinces in Northern Vietnam, each with unique living conditions and educational backgrounds Many come from remote areas with limited resources for both living and learning While some students began studying English as early as grade 3, others did not start until grade 10, and some have experience with other foreign languages such as French or Russian.
Objectives of the ESP course at TUEBA
The course aims to enhance students' English proficiency in business contexts, equipping them for effective communication in their future careers Graduates are likely to pursue opportunities in international companies or work in environments where English is commonly used, necessitating strong communication skills with global business professionals.
At TUEBA, English is a mandatory part of the curriculum, structured into two stages The first stage spans three semesters, where students focus on General English to enhance their listening, reading, speaking, and writing skills In the second stage, students engage in English for Specific Purposes (ESP), which consists of 45 periods, requiring the completion of prior General English courses as a prerequisite.
By the end of the course, learners are expected to be familiar with business terminologies and write competent English.
Materials of the ESP course
In English for Specific Purposes (ESP) teaching and learning, there are two main types of materials: published materials and in-house materials Published materials, created by experienced publishers, are generally considered high-quality resources In contrast, in-house materials are developed by teachers within training institutions, tailored specifically to their unique teaching contexts Both types aim to equip students with specialized vocabulary and reading practices relevant to their fields.
At TUEBA, the in-house textbook "English for Economics and Business" is utilized for ESP teaching and learning This comprehensive resource comprises seven chapters that explore essential topics, including Microeconomics, Macroeconomics, Business Management, Finance and Accounting, International Trade, Marketing, Economic Policies and Issues, and Business Communication The content is curated from updated published materials and tailored to meet the university's teaching conditions and the students' English proficiency and professional knowledge levels Each chapter is structured into three key sections: Vocabulary, Discussion and Reading Comprehension, Grammatical Points, and Assigned Exercises.
The problems in teaching and learning ESP at TUEBA
2.4.1 Problems on the part of the teachers
The English division comprises 10 teachers, with 8 aged between 25 and 30, while the remaining 2 are in their fifties Most teachers have received formal English Language Teaching (ELT) training from various institutions in Vietnam Notably, one teacher transitioned from teaching Russian to English, and another holds a second degree in Business Administration Additionally, a teacher specializing in English for Specific Purposes (ESP) is a graduate of the Faculty of Business English at Hanoi Foreign Trade University All teachers have participated in domestic workshops focused on foreign language teaching, with some attending specialized ESP workshops.
Five teachers in the division are specifically trained in General English (GE) but are unexpectedly tasked with teaching English for Specific Purposes (ESP), a subject they are not familiar with As a result, they encounter significant challenges related to the specialized knowledge and teaching methodologies required for this new subject.
Teachers must strive to enhance their skills and work diligently to meet the demands of the teaching and learning process.
2.4.2 Problems on the part of the students
Many TUEBA students begin their English education in high school, having completed three semesters of general English (GE) prior to studying English for Specific Purposes (ESP) While they possess a solid understanding of English vocabulary and grammar, their proficiency varies, highlighting the distinct differences between GE and ESP.
Despite being taught professional subjects in Vietnamese alongside English for Specific Purposes (ESP), students struggle with specialized English texts due to a lack of foundational knowledge Their unfamiliarity with real business contexts hampers their understanding of course material, leading to disappointing outcomes in their ESP studies.
Summary
This chapter offers an in-depth examination of the current state of English for Specific Purposes (ESP) teaching and learning at TUEBA, setting the stage for the methodology and findings discussed in Chapter 3.
RESEARCH METHODOLOGY
Research questions
The study aims to identify the challenges faced by third-year students at Thai Nguyen University of Economics and Business Administration in improving their English for Specific Purposes (ESP) reading skills It explores the underlying causes of these difficulties and proposes practical solutions to enhance students' reading proficiency.
Thus, the key research questions for this study are as follows:
(i) What are the difficulties that students at TUEBA have when reading ESP materials? (iii) What are the causes of these difficulties?
(iii) How to improve reading skills for ESP’s students?
Participants
For this study, a random sample of five English for Specific Purposes (ESP) teachers and 120 third-year students from TUEBA was selected to facilitate data collection and analysis TUEBA, as the sole institution within Thai Nguyen University specializing in Economics and Business Administration, provides a unique context for this research Additionally, the researcher’s affiliation with the English division simplifies the survey process.
All teachers who participated in the survey hold a Diploma in English and possess a minimum of five years of experience in English for Specific Purposes (ESP) teaching Their dedication is evident through their attendance at various domestic workshops and short training courses focused on General English (GE) and ESP This combination of qualifications and experience positions them well to provide valuable insights into their ESP teaching practices and the challenges faced by students from their perspectives.
A survey was conducted among 120 third-year students from the Faculties of Economics and Business Administration, utilizing cluster random sampling to select groups of students rather than individuals This method facilitated easier observation of participants as they completed the survey questionnaires in their respective classes.
The students at TUEBA, aged between 20 to 25, predominantly 21 years old, face challenges in learning English, with 65% hailing from rural areas lacking adequate educational resources While 33% began their English studies in primary school, 55% were introduced to the language only in grade 6, and a small percentage started in grade 10 or studied French instead In the first three semesters, they focus on General English before transitioning to English for Specific Purposes (ESP) courses Their General English proficiency varies, with most scoring between 6 and 7 out of 10; only 22% achieve marks between 7 and 8, and a mere 5% score between 8 and 9 This disparity in English proficiency levels creates significant challenges for teachers, who must address the diverse needs of the entire class while maintaining consistent expectations and requirements.
Data collection method
A comprehensive questionnaire was developed to gather data for this study, targeting both teachers and students involved in English for Specific Purposes (ESP) at TUEBA The first section of the questionnaire focuses on collecting information regarding teachers' English teaching experience and students' backgrounds, including their domicile, English learning experiences, and proficiency levels prior to enrolling in the ESP course The second section consists of multiple-choice questions—eight for teachers and fourteen for students—designed to assess their attitudes towards General English (GE) and ESP learning, ESP reading, and related materials It also aims to identify students' challenges in reading ESP, the underlying causes, and their expectations for improvement.
Prior to conducting the survey, the researcher assembled a group of ten students and two teachers to review the questionnaire and provide feedback This crucial step aims to enhance the completeness and reliability of the questionnaire.
The survey was conducted during class time, where students were thoroughly briefed on the study's purpose and the questionnaire itself They received clear instructions on how to complete the questionnaire and were encouraged to ask questions if they needed clarification on any aspects.
All the questionnaires were analyzed under the view of teachers and students in following segments:
− Attitudes towards ESP teaching and learning
− Views of the ESP course and reading materials
− Difficulties in dealing with ESP texts and materials and their causes
− Expectations for improving ESP reading skills for the students
The data is mainly analyzed through interpretation from the questionnaire and is illustrated by charts.
Summary
Chapter 3 provides a comprehensive overview of the processes undertaken from the initial stages to the final steps in achieving the study's outcomes.
Chapter 4 will present and discuss the findings of the study.
FINDINGS AND DISCUSSION
Questionnaire Results and Interpretation
4.1.1 Student’s purposes of learning English and learning to read English
The initial questions of the student survey aim to uncover their motivations for learning English and specifically for reading in English By clearly identifying their purposes, students are more likely to commit time and effort to their English language studies.
B To study in a foreign country w here English is w idely spoken
C To communicate and w ork w ith foreigners
D To find a job easily after graduation
(Ref: question 1 in the Appendix I)
Chart 1: Student’s purposes of learning English
Chart 1 reveals that students have diverse motivations for learning English, with over half aiming to read English materials Additionally, nearly half view English as a crucial tool for interacting with foreigners, while 30.8% believe it will enhance their job prospects Only 4.17% of students wish to learn English for studying abroad, and a small number are motivated solely by the need to pass English as a compulsory subject.
A To improve my specialized know ledge
B To enhance both English competence and specialized know ledge
C To read materials, books, new spapers in English for relax
(Ref: question 2 in the Appendix I)
Chart 2: Student’s purposes of learning to read English
Half of the surveyed students believe that reading in English is essential for enhancing their language skills and specialized knowledge Specifically, 35.8% read to deepen their expertise, while 10% engage with various reading materials for relaxation Additionally, 4.17% of students read for purposes such as improving reading comprehension or developing personal work skills.
In conclusion, many students understand the importance of learning English, particularly in developing their reading skills Despite the challenges associated with mastering the language, they are committed to putting in the effort needed to achieve proficiency.
4.1.2 Attitudes towards foreign language skills in the students’ future work and the role of ESP teaching and learning
(Ref: question 3 in appendix I and 1 in appendix II)
Chart 3: Attitudes towards foreign language skills in students’ future work
Teachers and students hold contrasting views on the importance of foreign language skills for future careers While 60% of students prioritize speaking skills above all, only 25% recognize reading as essential, with even fewer valuing listening and writing In contrast, 60% of teachers believe reading is the most critical skill, with two teachers supporting speaking and writing equally.
The disparity in expectations between students and teachers regarding English language skills may stem from differing assumptions about future work environments As globalization and international integration advance, students aspire to work in multinational companies or international organizations, leading them to prioritize spoken English for interactions with foreign colleagues In contrast, teachers emphasize the importance of reading skills, believing that students must be proficient in understanding business documents such as contracts and regulations to effectively navigate international partnerships Mastery of legal and professional standards is crucial for students' success in the global workforce.
(Ref: question 4 in appendix I and 2 in appendix II)
Chart 4: Views of the role of ESP course
Both teachers and students recognize the critical importance of English for Specific Purposes (ESP) in university education, with 100% of teachers and 72.5% of students affirming the necessity of ESP courses This consensus highlights their awareness of how essential ESP is for students' future careers, particularly in navigating specialized documents and materials across various fields.
4.1.3 Views on ESP teaching and learning materials
A Books, new spapers and magazines related to your major
B Compulsory books of the subject
Chart 5: Students’ favorite reading materials
The chart indicates that 62% of students are most interested in reading business-related books, newspapers, and magazines, while 24% find the compulsory materials of their ESP course, such as course and reference books, quite engaging Additionally, 12% enjoy reading for entertainment, and 2% prefer English software and computer programs This highlights the students' strong focus on specialized materials, which can enhance their knowledge in their field Furthermore, it's essential for students to acquire knowledge beyond their major, as they appreciate both specialized and entertainment reading in English.
4.1.3.2 Difficult materials to teach and learn
A Academic texts in particular fields of Economics and Business
B Journals and analysis in the field of Economics and Business
(Ref: Question 6 in appendix I and 3 in appendix II)
Chart 6: Types of difficult texts and materials
Chart 6 clearly illustrates that students (48.3%) and teachers (60%) face significant challenges when engaging with academic texts in the fields of Economics and Business This issue is prevalent among many English for Specific Purposes (ESP) educators, as their academic backgrounds primarily focus on General English rather than business-related subjects.
A significant 28.3% of students and 20% of teachers struggle with journals and analyses in Economics and Business, primarily due to the complex nature of the content derived from real business activities This unfamiliarity makes it challenging for students to thoroughly comprehend these texts, indicating a need for more time and support in engaging with such materials.
In business transactions, various documents like business letters, contracts, and press announcements are generally manageable for teachers; however, 21.7% of students find them challenging Notably, 1.67% of students, along with one teacher, report no difficulties when handling any type of English for Specific Purposes (ESP).
4.1.3.3 Attitudes towards the current ESP reading materials
B Difficult but interesting and helpful
C Suitable to the student’s know ledge
(Ref: Question 7 in appendix I and question 4 in appendix II)
Chart 7: Attitudes towards current ESP reading materials
According to Chart 7, a significant majority of teachers (60%) and students (45.8%) hold a positive view of the current English for Specific Purposes (ESP) materials used for reading instruction They acknowledge that while these materials can be challenging, they are also engaging and beneficial The combination of difficulty and interest in the reading texts serves as a motivating factor, encouraging both teachers and students to enhance their skills and deepen their understanding of the subject.
A survey revealed that only 40% of teachers and 15% of students consider the current English for Specific Purposes (ESP) reading materials appropriate for students' knowledge levels In contrast, 36.7% of students find these materials challenging, while a small percentage of 2.5% believe they are easy, likely due to their strong English proficiency.
In conclusion, current ESP reading materials can pose challenges for both teachers and students To improve student motivation and success in the course, it is essential to adjust the content of these materials.
4.1.4 Students’ difficulties in dealing with the ESP reading materials
A Understanding and remembering business terminologies
B Understanding and remembering long w ords and phrases
C Finding appropriate meaning of polysemantic w ords
D Understanding and remembering idiomatic expression, metaphors, verb phrases and noun phrases
(Ref: Question 8 in Appendix I and question 5 in Appendix II)
Chart 8: Students’ difficulties in vocabulary
Many students struggle with vocabulary, particularly in understanding and remembering idiomatic expressions, metaphors, verb phrases, and noun phrases, as indicated by chart 8, where 58.3% of students reported such difficulties Furthermore, 80% of teachers observe that the prevalence of metaphors and idiomatic expressions in economic and business texts poses significant challenges for students This is particularly concerning as English for Business is heavily characterized by these linguistic features, making it crucial to address these vocabulary issues to enhance student comprehension.
Discussions
The survey results have been thoroughly analyzed, revealing the challenges encountered by students in their English for Specific Purposes (ESP) reading lessons at TUEBA, along with the underlying causes of these issues.
4.2.1 The students’ difficulties in dealing with ESP reading texts and materials
Students have a lot of difficulties in reading ESP materials These differences can be regarded as barriers that impede the students’ comprehension
The survey results reveal that the primary challenge faced by students is the limited vocabulary and terminology in English for Specific Purposes (ESP), a concern acknowledged by both students and teachers in their responses to the questionnaire.
Students often struggle with reading skills, particularly in deciphering the meanings of new vocabulary and predicting the content of texts This difficulty hinders their ability to fully comprehend the material, making it challenging to summarize the texts effectively.
The lack of adequate business knowledge presents significant challenges for students When students possess a strong foundation in business concepts, it enhances their English proficiency, ultimately leading to improved reading success This background knowledge is crucial as it aids in reading comprehension and enables students to effectively interpret the subject matter of various texts.
Students often find grammar to be one of the easier aspects of reading English for Specific Purposes (ESP) texts, as they typically have a foundational understanding of grammatical rules and structures prior to starting their ESP courses However, they may struggle when confronted with unfamiliar grammatical structures that they have not encountered before.
The current ESP textbook addresses students' challenges, with many finding it difficult, while some consider it interesting and others deem it boring As a crucial element in the teaching and learning process, the textbook serves as a bridge between students and knowledge However, if it fails to motivate, it can hinder their progress Thus, adjustments are necessary to enhance its effectiveness in improving students' reading skills.
4.2.2 The causes of the students’ difficulties
The causes of the students’ problem can be clearly seen in the students’ responses of the question 12 of their questionnaire
The length of reading materials significantly hinders students' ability to master the texts, while the presence of complex grammatical structures further complicates their understanding.
Teachers are crucial to the learning process, and they must address the challenges students face At TUEBA, all ESP teachers transition from General English (GE) and often lack essential business knowledge, which hampers their effectiveness in ESP instruction This gap can result in inadequate classroom performance, making it difficult for teachers to provide clear explanations of terminology and to select suitable supplementary reading materials and teaching methods.
Students often struggle with reading skills due to a lack of awareness regarding their importance and the role of English for Specific Purposes (ESP) courses in their future careers Many prioritize other language skills over reading, viewing the course merely as a requirement Additionally, students frequently enter ESP classes without sufficient knowledge of their field or language proficiency, neglecting their studies until issues become severe Instead of taking responsibility for their learning, they tend to blame lengthy and challenging reading materials and criticize their teachers for inadequate teaching methods.
The surveyed students hail from various northern midland and mountainous regions, each with unique learning conditions for English These diverse backgrounds contribute to the challenges they face in acquiring English for Specific Purposes (ESP).
Summary
This chapter presents a clear depiction of the current state of English for Specific Purposes (ESP) teaching and learning at TUEBA The subsequent chapter will explore potential strategies to enhance students' ESP reading skills.
IMPLICATIONS FOR IMPROVING READING SKILLS OF BUSINESS
For the students
5.1.1 Awareness of the importance of reading skill and role of the ESP course
In today's globalized world, an increasing number of expatriates are working in international and multinational companies, highlighting the importance of effective communication in a diverse workplace For individuals whose first language is not English, mastering Business English becomes essential to navigate these environments successfully Unlike traditional language components, Business English emphasizes a comprehensive understanding of communication skills necessary for business interactions, making it a valuable asset for career advancement.
Reading skills are essential for acquiring information and knowledge from various sources such as books, journals, newspapers, and business documents In an international work environment, professionals must not only exhibit strong work ethics but also possess a solid understanding of international laws and regulations, necessitating extensive reading among students.
Raising students' awareness of the importance of reading skills and English for Specific Purposes (ESP) courses can motivate them to engage more actively in their reading lessons, ultimately helping them understand the purpose behind their learning.
5.2.2 Development of reading strategies and techniques
One major challenge students face is the lack of effective reading strategies By enhancing these strategies, students can better understand their reading tasks, leading to a more engaging and enjoyable reading experience.
The popular reading strategies and techniques are brainstorming, predicting, non- verbal signs, skimming, scanning
The brainstorming technique is a creative method aimed at generating numerous ideas to solve a problem It utilizes a mapping method that focuses on associative thinking, starting with a clearly defined topic Each participant contributes their individual ideas, which are subsequently combined into a comprehensive idea map.
During the consolidation phase, participants develop a shared understanding of the issues by exchanging the meanings behind their ideas, which can lead to the emergence of new concepts These new ideas are incorporated into the overall framework, fostering both individual and collective creativity Once all ideas are documented, the group proceeds to read the text, a technique that aids in anticipating the content and vocabulary, enhancing comprehension.
Prediction involves anticipating the content of a text by using clues and formulating questions that can be answered in the reading material It plays a crucial role in both spoken language comprehension and reading, as it helps learners to foresee what is coming next The effectiveness of prediction is significantly enhanced by prior knowledge; the more familiar one is with a subject, the easier it becomes to understand the text and anticipate its content.
Non-verbal signs, such as various fonts, bold print, italics, underlining, graphs, pictures, and tables, play a crucial role in conveying ideas The interpretation of these stylistic features can vary across different texts; for instance, italics might emphasize a word in one context while serving as subtitles in another Generally, these elements are designed to draw the reader’s attention to specific points or ideas Additionally, non-verbal indicators often communicate underlying intentions, many of which may be involuntary.
Speed reading involves quickly scanning a text to grasp its main ideas without delving into details, focusing on general comprehension The objective is to identify the intended audience, the text's genre, and the author's purpose.
Reading for specific information involves a careful and deliberate approach, focusing on identifying answers to particular questions of interest This method emphasizes understanding main points and achieving detailed comprehension.
5.2.3 Development of extensive reading habits
A significant barrier for students entering the business world in English is the lack of business vocabulary and terminology To overcome this challenge, students are encouraged to cultivate a habit of extensive reading outside the classroom, which will enhance both their business vocabulary and understanding of the subject Given the dynamic nature of the business landscape, classroom materials alone are insufficient for acquiring comprehensive knowledge Engaging in extracurricular reading allows students to keep pace with contemporary business developments However, it's important to recognize that becoming a fluent reader is a gradual process, and noticeable improvements in reading skills may take time.
For the teachers
5.2.1 Improvement of background knowledge of Business
ESP teachers at TUEBA often face challenges due to a lack of background knowledge in business However, as noted by Ellis and Johnson (1994), it is not essential for ESP teachers to be subject matter experts Their primary role is to help students communicate effectively in English about their specialized fields Students possess the specific content knowledge, which they bring into the classroom, allowing teachers to focus on enhancing language skills within a business context rather than teaching business concepts or practices.
Teachers must have a strong grasp of their specialized content areas, ideally being experts in those fields When educators possess a solid background knowledge of the subject matter, they gain confidence in their teaching, enabling them to pose insightful questions, provide accurate answers, and explain new vocabulary and terminology effectively.
Regular opportunities for teachers to engage in subject discussions can enhance their specialized knowledge Additionally, increasing access to in-service training courses, workshops, and seminars led by business specialists is recommended Implementing team-teaching strategies may also be beneficial for professional development in the business field.
Collaboration between language teachers and subject teachers is essential for effective learning Third-year students, equipped with specialized knowledge from other subjects in their native language, can actively contribute to the learning process, enhancing teachers' understanding of the subject matter This co-learning dynamic fosters a richer educational experience for both students and educators.
5.2.2 Enhancement of ESP teaching methodology
ESP teachers must be well-trained in diverse teaching methodologies, as their roles extend beyond traditional teaching to include flexibility in various capacities According to Dudley Evans and St John (1998), the five essential roles of an ESP practitioner are: teacher, course designer and material provider, collaborator, researcher, and evaluator To effectively fulfill these roles, ESP teachers need a combination of specialized subject knowledge and proficiency in English teaching methodologies.
In the context of TUEBA, from the real ESP teaching and learning situations and the discussion of the survey data, several solutions can be proposed as follows:
In teaching vocabulary and business terminology
There is generally no significant difference in the methods used for teaching vocabulary in General English and English for Business, as vocabulary acquisition can be approached similarly across various specialized fields Utilizing authentic materials such as economic magazines and business documents naturally introduces essential business terminology, which, while occasionally inconsistent with Romanian, is often straightforward for learners already familiar with these concepts in their native language.
According to Linda Cypres (www.http://learningenglish.co.uk), it is possible to approach new business terms in the same way to approach other vocabulary as:
− Introducing vocabulary in context, and using it in a variety of sentences
− Having students listen to and repeat dialogues (which illustrate business practices and language)
− With repetition drills, examples, questions and answers
− By students participating in role-play (or mini dramas) in groups of two or more
− With written and oral exercises
Business vocabulary and terminology are essential for effective communication in the corporate world While there is little debate about the necessity of learning these terms, the approach to teaching them remains largely focused on traditional methods of General English, which adequately address the requirements of various business contexts.
Despite ongoing debates, many educators still emphasize the importance of teaching grammar, as they believe that language accuracy is crucial for effective communication, regardless of the context.
Teaching grammar in Business English is similar to teaching it in General English, as both require a solid understanding of grammatical structures despite being perceived as less engaging than conversational classes The necessity for grammar remains unchanged, with Business English sharing the same objectives as General English, but incorporating specific terminology Business English users must apply the same language rules and grammar structures, engaging in conversations that adhere to grammatical norms, just like regular English speakers.
To enhance students' reading skills, it is essential to implement a three-phase approach in reading classes: pre-reading, while-reading, and post-reading Each phase serves distinct objectives and necessitates the use of diverse reading strategies tailored to those goals.
The initial stage of reading instruction focuses on engaging students with the upcoming text, enhancing their interest and motivation for the topic Teachers can implement prediction activities, draw on students' prior knowledge, and create connections between the reading material and learners' experiences and interests (Varaprasad, 1997).
Learners can enhance their reading comprehension by answering initial or interspersed questions within the text To support less proficient readers, creating mixed groups with more skilled peers can be beneficial Collaborative activities such as completing diagrams, making lists, and taking notes can foster effective reading habits and promote individual improvement.
In order to help prepare for pre-reading work, useful questions that the teacher can ask are:
− What knowledge, ideas, or opinions have the learners already had on the topic of the text?
− How can such kind of knowledge be drawn out and used?
− Why should anyone want to use this text?
− Can the same or similar reasons be generated in the learners?
To effectively introduce the text and engage learners, it is essential to incorporate language preparations while providing answers to key questions Utilizing visuals such as diagrams, maps, and photographs can enhance understanding, alongside creating lists or formulating questions to stimulate discussion and interaction.
(oral or written) may all play a part in the pre-reading This can be handled through oral discussion and pictures (Gebhard, 1987)
During this phase, students are encouraged to engage in active reading by employing various strategies Techniques such as skimming for the main idea, scanning for specific details, identifying rhetorical structures, and understanding the author's intent are essential Additionally, students should practice inferring meaning from contextual clues and develop critical reading skills to enhance comprehension.
There may be a lot of questions that the teacher can ask himself as a guide to while- reading task such as:
− What is the function of this text? (Aim)
− How is the text organized or developed? (e.g a report, a press announcement, a contract, a job advertisement with various examples: Aim of organization)
− What content or information is to be extracted from the text? (To clarify the text content)
− What language may be learned from the text? (To clarify the text content)
− What may the reader infer or deduce from the text? (To clarify the text content)
− What reading styles may be practiced?
To effectively enhance students' comprehension of a text, teachers should tailor practice exercises based on their responses to key questions Typically, while-reading activities should start with a focus on the overall meaning of the text before delving into smaller components like words, sentences, or paragraphs This approach is essential because larger units of text offer contextual clues that aid in grasping the meaning of individual words, thereby enriching the reader's understanding.
For the materials
Materials play a crucial role in education by guiding learners in their learning processes, offering ideas and activities, and illustrating effective teaching principles They support learning by aligning with student needs, facilitating lesson preparation and revision, and enabling teachers to focus on instruction without the distraction of sourcing materials Additionally, educational materials can be adapted and improved to enhance their effectiveness.
Survey findings indicate that many students do not find their Business English course book suitable for their knowledge level, leading to a lack of motivation and engagement in learning Factors such as lengthy texts, unfamiliar topics, and an overwhelming amount of new vocabulary contribute to their fatigue and confusion As a result, students often adopt a passive attitude towards reading To enhance motivation and encourage active reading, it is crucial to focus on selecting reading materials that align with students' proficiency levels and are relevant to their interests.
To engage students effectively with the texts, it is essential to utilize the material fully and provide diverse tasks that capture their interest and maintain their focus Material designers can follow the nine-step paradigm for material preparation proposed by Adwina & Cozaron (1997) to enhance student engagement and learning outcomes.
Step 1 Reviewing the existing materials
Step 2 Identifying goals for the materials project
Step 3 Develop a plan for the design of the materials and the collaboration arrangement
Step 4 Gather and collect prose and non-prose texts
Step 5 Evaluate collected texts’ potentials for tasks and exercises
Step 6 Draft tasks, exercises and units
Step 8 Train teachers and staff
Nevertheless, we should never forget the student factor in ESP They are the consumers of our materials so the analysis of students’ needs should be concentrated on (Duong, T.N., 2007)
5.2.3 Awareness of the student’s needs in designing the materials
According to Brieger (1997), Business English is a subset of English for Specific Purposes (ESP), emphasizing the importance of tailoring courses to meet students' specific needs Conducting a thorough needs analysis is essential, as it helps define the course's specificity in relation to the learners' requirements.
− The content should be based around the students’ professional background
− The language knowledge (Specialist vocabulary) should be drawn from the students’ professional background
− The communication skills taught should practice the skilled needed in the real professional world
− The raining style should be adapted to the students’ preferences
− The program may include content-based training, provided by specialists in professional content, management skill or corporate culture
The study reveals that many students in the Business English classroom struggle with long and academic texts, often failing to find the information they seek in their textbooks Despite efforts to seek knowledge from alternative sources, their dissatisfaction with the results persists.
It is essential for teachers and material designers to consider various factors to ensure that educational materials meet expectations in the teaching and learning process Additionally, this approach serves as an effective way to motivate students in their learning journey.