INTRODUCTION
Rationale of the study
English for Specific Purposes (ESP) differs significantly from General English, primarily due to the specific motivations of learners ESP students typically possess a foundational knowledge of English and aim to enhance their language skills for professional communication and job-related tasks Consequently, an effective ESP course must be tailored to assess the learners' objectives and needs, focusing on the particular functions of English required in their professional contexts.
Currently, many universities are developing English for Specific Purposes (ESP) courses tailored to the needs of students in their future careers This trend is particularly prominent in polytechnic universities, driven by various incentives from educational authorities Despite the growing interest in high-quality ESP instruction, many vocational schools and colleges often struggle to align their course content and materials with the actual needs of learners Additionally, the teaching methods employed by lecturers frequently fall short of meeting students' learning aspirations Therefore, understanding students' needs and expectations is crucial for providing effective support and enhancing their educational experience.
At a university in Hanoi, formerly managed by the Vietnam National Textile and Garment Group, we specialize in textile and garment technology training, establishing ourselves as a leading institution in this field The Vietnamese garment industry primarily processes orders from foreign partners, necessitating proficiency in English for technical documentation and transactions The English for Specific Purposes (ESP) program aims to equip students with the skills needed to thrive in their careers upon graduation, addressing the growing demand for English proficiency in this sector This paper explores students' perceptions of the relevance and benefits of an ESP course in relation to their future career aspirations.
“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 aims to explore the perceptions of third-year university students, who are non-language majors, regarding the learning of English for Specific Purposes (ESP) The research specifically focuses on understanding how these students view the relevance and importance of ESP in their academic and professional contexts.
- 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, specifically examining their satisfaction with the English for Specific Purposes (ESP) course The research aims to assess the students' satisfaction levels concerning the course content and its alignment with their future career expectations Data will be gathered through questionnaires and interviews to gain insights into their perceptions.
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, which is 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 a growing number of individuals worldwide eager to learn it for various reasons, particularly during this era of global integration English Language Teaching (ELT) now extends beyond general English to include a focus on English for Specific Purposes (ESP), which addresses the specialized language needs in fields such as science, tourism, technology, and business The increasing demand for ESP, especially in English as a Foreign Language (EFL) contexts, highlights its significance in developing specific skills tailored to learners' needs and the requirements of globalization As a result, ESP has emerged as a dynamic and innovative area of language teaching and research, evolving considerably over the past few decades.
Figure 1: The development of ELT and ESP (Kern & Warschaeur, 2000:11)
ESP represents the current trend in education, showcasing the evolution of teaching methods, perspectives on language, and educational paradigms This approach significantly impacts both language perceptions and teaching methodologies.
The practice of teaching English for Specific Purposes (ESP) began in the 1960s when foreign students sought to study specific majors in Britain (Starfield, 2013) ESP encompasses various definitions influenced by researchers' perspectives and focuses on the unique elements that define it Unlike English for General Purposes, which aims at broad knowledge and skills, ESP targets the specific English language required for particular subject areas Hutchinson and Waters (1987) emphasize that ESP is an approach to language teaching where content and methods are tailored to the learner's objectives This highlights that ESP is not a fixed product but rather a flexible approach that does not adhere to a specific language or methodology Strevens (1980) views ESP as a subset of special purpose language teaching, while Cindy et al (2008) note that ESP courses are designed to impart detailed content knowledge within vocational or professional contexts, such as engineering and business Richard and Platt (1985) further assert that the content of ESP courses is determined by the specific needs of distinct learner groups.
In summary, the design of English for Specific Purposes (ESP) courses is fundamentally centered around the needs and interests of learners in specific subject areas This purpose-driven approach emphasizes the importance of understanding learners' goals and perceptions to enhance their experience and effectiveness in mastering the ESP program.
Over the last six decades, English for Specific Purposes (ESP) has rapidly evolved, establishing itself as a crucial approach 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
The concept of natural language acquisition underpins 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 entails using language to achieve specific goals related to particular subjects, tailored to students' academic disciplines ESP instruction is distinguished by its communicative approach, where learners engage in tasks relevant to their professional environments, enhancing their ability to use the foreign language effectively in real-world scenarios.
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 teaching English for work-related contexts, helping learners enhance their job performance For instance, lawyers require English to effectively communicate with clients and colleagues, while technicians need it to comprehend technical manuals The primary goal of EOP is to facilitate personal development by improving English communication skills essential for both professional and everyday life.
English for Academic Purposes (EAP) is designed for students within educational institutions who require English language skills to excel in their studies, with course content tailored to meet learners' needs Mastery of English is essential for academic success, particularly when students focus on specific disciplines at higher education levels, whether during their studies or in preparation for them (Robinson, 1991) Hutchinson and Waters (1987) emphasized that understanding learners' specific language needs is crucial, highlighting that English for Specific Purposes (ESP) focuses on how individuals learn, not just the content they learn This 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 applications rather than being limited to a specific occupation This perspective acknowledges 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 teachers to understand students' perceptions and specific needs, as well as to align English instruction with relevant curriculum contexts.
All English for Specific Purposes (ESP) programs are fundamentally designed to address the specific goals and communicative needs of learners The primary aim of an ESP program is to fulfill the unique requirements of students by aligning English language instruction with relevant themes and topics pertinent to various disciplines, professions, and activities.
2.1.3 Problems in teaching ESP for pre-service students
ESP (English for Specific Purposes) is inherently learner-centered and goal-oriented, placing a greater burden and responsibility on ESP teachers compared to general English instructors Research indicates that this distinction requires ESP educators to adapt their teaching strategies to meet the specific needs of their students (Alsolami, 2014; Chostelidou et al., 2009; Kavaliauskiene & Janulevieiene, 2001; Kavaliauskiene, 2003; Luo).
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, absence of needs analysis for courses, lack of specialized ESP materials, and both students' and teachers' deficits in functional academic literacy and field-specific knowledge An effective ESP practitioner must simultaneously possess specialized knowledge and 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 still emphasize basic social English, lacking relevance to workplace terminology and expressions Given that communication skills are crucial in ESP classes, the question arises: should English be the sole medium of instruction? Tsao et al (2018) emphasize that the absence of essential elements in ESP programs can severely impact their quality, posing ongoing challenges for educators in the field.
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) examined the experiences of ESP teachers, focusing on the challenges they faced and the professional knowledge required for effective instruction Through in-depth interviews conducted at the semester's start and end, the research identified various problems encountered by ESP teachers and proposed strategies for improvement, such as revising teacher education programs, mentoring novice educators, and addressing conflicts in pre-service education Similarly, Khan (2016) investigated the challenges faced by 76 hospital professionals in mastering medical terminology after a 15-hour professional development course in Jeddah, Saudi Arabia The findings indicated that participants struggled with understanding medical terms due to complexities in English, Greek, and Latin, 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) and Belcher (2006) This process involves gathering information about learners to establish appropriate and realistic syllabus objectives By identifying the specific requirements and skill gaps of ESP learners, educators can tailor their instruction to meet diverse motivations and language needs Ultimately, NA serves as a crucial tool for teachers to enhance the effectiveness of their ESP programs.
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) encompasses various procedures for collecting information about learners and communication tasks essential for syllabus design Hutchinson and Waters (1987) categorized NA into target needs, which pertain to what learners must achieve in specific situations, and learning needs, which focus on what learners require to facilitate their learning Alsamadani (2017) highlighted several approaches to NA in the context of English for Specific Purposes (ESP), including deficiency analysis, sociolinguistic models, learning-centered approaches, target situation analysis, and present situation analysis Deficiency analysis assesses learners' current needs alongside the demands of the target situation, while the sociolinguistic model is crucial for achieving the ultimate goal of enabling learners to develop communicative competence in real-life contexts The learning-centered approach emphasizes understanding students' needs throughout the learning process, prioritizing their experiences over mere knowledge acquisition by the end of the course.
In the learner needs-based approach, ESP educators focus on the gap between learners' current and target competencies (Belcher, 2009) Needs analysis (NA) in ESP is crucial for identifying specific target needs, distinguishing them from the needs of general language learners ESP specialists take on the responsibility of understanding what their students require to effectively read, write, speak, and comprehend within specific contexts to achieve their goals Research by Berwick (1989) and Poedjiastutie & Oliver (2017) highlights that exploring individual learning goals can guide ESP teachers and course developers, although the effectiveness of these investigations relies on students' awareness of their own lacks and wants (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 a comprehensive needs analysis that considers various factors, including learners' goals, backgrounds, language proficiencies, motivations for taking the course, teaching and learning preferences, and the specific communication contexts they will encounter The primary objective of this analysis is to determine how learners intend to use the language and assess their current competency levels Additionally, it is essential to gather data on course materials to ensure alignment with learners' needs.
Second language learners‘ perceptions of their ESP learning program
2.3.1 L2 learners’ needs and perceptions of ESP courses
Research has shown 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 (Hua & Beverton, 2013; Arnos-Macià et al., 2020) have explored these needs from both learners' and content teachers' perspectives.
Boran (1994) conducted a quantitative study involving 100 students, 10 tourism lecturers, and 3 ESP lecturers to assess the English language communication needs in tourism education The research revealed that, despite speaking and listening being the most crucial skills for students' future careers, these skills were not practiced frequently in ESP classes Students struggled with language acquisition due to deficiencies in grammar, vocabulary, and sentence structure Interestingly, while tourism lecturers regarded translation as the least important skill, ESP lecturers ranked it third after speaking and listening These findings highlight the necessity for increased practice of essential language skills in ESP classes, emphasizing the need for ESP lecturers to develop appropriate learning materials and effective teaching methodologies.
Hua and Beverton (2013) highlighted that Taiwanese vocational high school students acknowledge the global significance of English and the growing necessity for English proficiency in the job market Consequently, they anticipate that their English education will enhance their employment prospects.
Thirteen schools are enhancing students' future career prospects by equipping them with the language skills needed to effectively communicate with foreigners These students demonstrate instrumental motivation, which is linked to their commitment to improving their English proficiency for career advancement.
In a case study by Alsamadani (2017) focused on the needs of Saudi engineering students, it was found that English is primarily required for professional purposes, such as giving oral presentations, reading articles, and writing field-specific reports Academic needs, including exams, note-taking, and classroom participation, were also noted The study highlighted the necessity for an integrated skills approach to language learning; however, time constraints in English for Specific Purposes (ESP) courses pose challenges in prioritizing practice across different skills.
A survey 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 education They emphasized the necessity of a solid foundation in basic English skills prior to engaging in ESP learning Additionally, students advocated for ESP instruction to prioritize language communication skills while incorporating relevant terminology and subject matter They also highlighted the importance of ESP instructors possessing both English-teaching competency and subject knowledge Notably, students identified needs analysis, learning capacity, and motivation as critical factors for the success of ESP courses.
Research has highlighted the diverse English language learning needs of students across various majors, as perceived by students, administrators, and both English and content teachers These needs primarily revolve around two key purposes: academic advancement and professional practice.
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 Research by Hua & Beverton (2013) highlights the importance of this understanding in enhancing educational outcomes.
A study indicates that a 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 their textbooks rarely reflect real-life English usage in Taiwan, and the language taught is often impractical for everyday situations.
A study by Poedjiastutie and Oliver (2017) on Indonesian L2 learners' needs for English identified six key categories: the ability to read English publications, enhance international collaboration, improve employment and life opportunities, and measure learning outcomes In the context of English for Specific Purposes (ESP) pedagogy, students recognize the necessity of a strong command of English to boost employment prospects, facilitate international engagement, and achieve success in higher education, while also prioritizing the development of communicative competence.
In Saudi Arabia, ESP classes were predominantly taught through a traditional, teacher-centered approach, as noted by Alsamadani (2017) Despite the significance of writing skills, they received minimal attention in higher education ESP programs The lack of focus on productive skills in engineering colleges can be attributed to the proficiency levels of the engineering students, who often undervalue the importance of various language skills in relation to their academic and professional requirements.
A study by Mede and Koparn (2018) involving 50 aviation students, three English teachers, and six graduates from a Turkish university's Civil Aviation Cabin Services Program examined perceptions of English for Specific Purposes (ESP) among these groups Participants unanimously recognized the significance of the ESP program in Turkish higher education and its impact on graduates' future careers Findings revealed that students preferred a balanced Aviation curriculum that integrates both theoretical knowledge and practical application, emphasizing the need to learn specific aviation terminology alongside effective communication skills for real-world scenarios.
Fifteen students expressed a desire to achieve fluency and accuracy when communicating with passengers during flights While they responded positively to experienced teachers, they found the learning materials lacking Additionally, when assessing their competence in Aviation English, it became clear that the students felt insufficiently skilled in Aviation vocabulary and identified a need for more practice in applying these specific terms within relevant contexts.
A recent study by Arnó-Macià, Marta Aguilar-Pérez, and Dietmar Tatzl (2020) examined Engineering students' views on the significance of English for Specific Purposes (ESP) courses in internationalized universities, revealing a high level of satisfaction among students They recognized ESP courses as valuable, reporting various learning gains irrespective of their proficiency levels Notably, students achieved improved English fluency, accuracy, and an expanded technical and general vocabulary Furthermore, they distinguished between university ESP courses and general English courses, noting that the former enables them to develop advanced academic and professional communication skills.
The studies revealed that students perceive the ESP program as crucial for their future careers, although many feel it lacks real-world relevance While some students emphasize the need for skills development to be integrated into the program's design, it is essential to align the program's goals with learners' expectations Additionally, providing a platform for students to voice their opinions on their English proficiency, needs, and course requirements is important The upcoming chapter will incorporate these elements 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 teaching and learning of English for Specific Purposes (ESP) in Vietnamese schools, identifying key challenges and proposing solutions They emphasized that the quality of ESP instruction is influenced by factors such as the expertise of teaching staff, student awareness, varying English proficiency levels, textbook selection, and assessment methods A significant issue highlighted was the imbalanced focus on the four language skills, which neglected the development of essential soft skills needed in the workplace, contributing to students' unmet expectations from ESP courses.
A study by Nguyen, H and Nguyen, T (2017) in Vietnam examined the perceptions of teachers and students regarding the academic and occupational needs for English for Specific Purposes (ESP) learning materials in civil engineering at a vocational college The research revealed that both groups recognized the importance of customizing course content and language skills to enhance communication Participants expressed positive views on the necessity of an ESP course tailored for civil engineering students However, students identified several inadequacies in the ESP course, including the quality of materials, audiovisual aids, course hours, textbooks, and key terminology Notably, the lack of speaking and pronunciation practice was highlighted as a significant factor contributing to their challenges in mastering ESP.
In a needs assessment titled "A Study on Congruence Between ESP Course Objectives and Students' Needs at the Business Management Department, Vietnam Forestry University," Nguyen Thi Lan Anh (2008) utilized two distinct questionnaires to gather data—one targeting 187 students and the other aimed at three faculty members The findings indicated significant gaps between the objectives of the English for Specific Purposes (ESP) course and the actual needs of the students.
A study conducted by Le Thi Kieu Van in 2017 examined students' perceptions of English for Mathematics instruction at a university in Ho Chi Minh City The findings indicated that students believed the English for Mathematical Purposes courses enhanced their professional knowledge, developed essential soft skills, and improved their proficiency in using English within their field of study.
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, studies indicate that the design of English for Specific Purposes (ESP) programs aims to prepare students for their future careers, with learners recognizing this objective Students value ESP programs for their role in providing essential professional and academic knowledge, English language proficiency, and soft skills, as reflected in their needs and expectations However, challenges persist that hinder the effective delivery of these courses to meet students' primary needs Similar to international research, Vietnamese studies emphasize students' perceptions regarding various aspects of ESP courses, including course content, textbooks, instructors, and the skills 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 employers 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 has become essential for competing with rivals, enhancing employee efficiency, and expanding global operations Job advertisements frequently list English competency as a top requirement alongside experience, especially for key positions like merchandisers and managers Surveys conducted in 2018 and 2019 revealed that 75% and 78% of management participants were satisfied with garment graduates' English skills, while 32% and 40% expressed a desire for more English for Specific Purposes (ESP) programs However, the surveys also highlighted that 51% and 52% of respondents identified English usage as a significant challenge among employees A similar survey in 2020 further underscored the ongoing need for improved English proficiency in the workforce.
A significant percentage of participants, specifically 22%, 20%, and 21%, expressed a desire for more English for Specific Purposes (ESP) training programs This highlights the critical need for English proficiency in garment enterprises, which has become a top criterion for employees Despite this demand, effective English usage in the workplace is still limited, creating a growing need for ESP courses tailored not only for current students but also for graduates entering the workforce.
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 meet the specific needs and expectations of learners by focusing on English language skills relevant to particular disciplines, occupations, and activities These programs enable learners to perform tasks familiar to them in their professional environments using a foreign language.
Research indicates that tertiary students prioritize English for Specific Purposes (ESP) courses primarily for career development and opportunities to interact with foreigners Their motivations include enhancing language skills for professional growth and academic pursuits Initially, I believed students enrolled in ESP solely for these reasons; however, discussions with them revealed additional factors influencing their expectations and needs Some students face challenges in English proficiency, leading them to pursue ESP mainly to pass exams, as highlighted in the study by Nguyen Phuong Nga et al (2007) Ultimately, the ESP program aims 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 English for Specific Purposes (ESP) courses has highlighted several issues regarding curriculum fulfillment, course content, and the proficiency of both teaching staff and students Studies conducted in Vietnam and internationally reveal that while students find ESP programs relevant to their future careers, there remains a disconnect between their learning experiences and expectations Notably, dissatisfaction with the ESP program has been reported in studies by Hua & Beverton (2013) and Mede and Koparn (2018), echoing findings from Huan Nguyen & Thu Nguyen (2017) regarding inadequate materials and a misalignment between course objectives and student needs Furthermore, the predominance of teacher-centered approaches in ESP teaching has negatively impacted educational quality, as language skills essential for workplace communication are not being equally taught and practiced Research by Alsamadani (2017), Mede and Koparn (2018), and Arnó-Macià et al (2020) underscores the necessity of balancing vocabulary instruction with practical application and giving equal emphasis to productive skills.
While students have varying expectations regarding ESP courses and their relevance to primary needs, it is essential to explore additional issues, including expectations related to academic and professional goals Beyond course content, teaching methods, and the distribution of language skills, further investigation is warranted Fortunately, I discovered a study model by Mede and Koparan that may provide valuable insights.
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, while assessing how well their initial goals 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 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 Key studies by Mede, Koparan & Atay (2018) and Elisabet et al (2020) support these elements and provide a foundation for creating a questionnaire and interview to explore students' purposes and needs regarding the English course, as well as their perceptions of the course's relevance to their expectations Additionally, previous research on students' perceptions of ESP programs is reviewed to identify effective data-gathering methods for the current study, with the research methodology to 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 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 familiar tasks from their professional environments in a foreign language.
Research indicates that tertiary students prioritize English for Specific Purposes (ESP) courses primarily for career development, viewing language proficiency as essential for interacting with foreigners and enhancing job opportunities Additionally, many students seek to use English for academic purposes within ESP programs Initially, I believed students pursued ESP solely for these reasons; however, discussions with my students revealed a more complex landscape of motivations Factors such as difficulties in learning English and varying proficiency levels also play a significant role For instance, students struggling with English may focus on ESP solely 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 English for Specific Purposes (ESP) courses across various studies, including those by Hua & Beverton (2013) and Mede and Koparn (2018), revealed that while students find ESP programs relevant to their future careers, there remains a disconnect between their learning experiences and expectations Many students expressed dissatisfaction with the quality of materials and the alignment of course objectives with their needs, as noted by Huan Nguyen & Thu Nguyen (2017) Furthermore, the predominance of teacher-centered approaches in ESP teaching has negatively impacted the quality of education, leading to unequal emphasis on language skills Studies by Alsamadani (2017) and others highlight the necessity of balancing vocabulary instruction with practical application and ensuring equal focus on productive skills in ESP programs.
Students have varying expectations regarding English for Specific Purposes (ESP) courses and their relevance to their primary needs, as highlighted in previous research However, several issues warrant further exploration, including whether students have expectations beyond academic and professional purposes Additionally, it is essential to examine aspects such as course content, teaching methods, and the distribution of language skills taught Fortunately, a study model by Mede and Koparan provides valuable insights into these areas.
Atay (2018) conducted a comprehensive study examining four key aspects of students' perceptions of the English for Specific Purposes (ESP) program, including their expectations of the program, the teachers and materials, their self-assessment involvement, their confidence in Aviation English, and the challenges faced Similarly, Elisabet et al (2020) investigated students' initial proficiency levels, expectations, and learning objectives, while also assessing how well their initial goals were met and their evaluation of 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 literature relevant to the study of English for Specific Purposes (ESP), focusing on the objectives of ESP design, challenges in teaching and learning, and the significance of needs analysis in ESP programs It highlights learners' expectations and perceptions regarding ESP courses, drawing from the studies of Mede, Koparan & Atay (2018) and Elisabet et al (2020) to inform the development of questionnaires and interviews aimed at understanding students' purposes and needs for the English course, as well as their views on the course's relevance to their expectations Additionally, previous research on students' perceptions of ESP programs is briefly examined to identify effective data collection methods for the current study, with the research methodology to be detailed in the next chapter.
METHODOLOGY
Research approach
This study aims to investigate students' perceptions regarding the effectiveness of their current English for Specific Purposes (ESP) course in meeting their expectations Utilizing a quantitative descriptive approach, the research involved a survey conducted among 165 third-year garment technology students for whom ESP is a mandatory subject Data was primarily collected through a questionnaire, deemed the most suitable method for capturing learners' views and needs Additionally, closed-end interviews were conducted with selected 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), effective data collection methods should be determined after clearly understanding stakeholders' inquiries about the program Therefore, decision-makers and evaluators must first identify, clarify, and prioritize their investigative needs The study's objective is to assess students' perceptions of how well the ESP course meets their expectations, ultimately striving to enhance the course's learner-centered approach.
Research questions
This study aims to examine non-English major students' perceptions of the usefulness of the English for Specific Purposes (ESP) program in relation to their future careers Additionally, it seeks to assess the relevance of the English course offered in garment technology as a preparation tool for students' future employment opportunities The research is designed to address these key questions.
(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 a course in English for Garment Technology for three years to meet the needs of students and the garment industry Despite significant investments in curriculum, materials, and teaching methods, several challenges remain, particularly regarding students' perceptions of the course and the difficulties they face in learning English for Specific Purposes (ESP) Understanding these perceptions will enable administrators and teachers to make necessary adjustments to enhance training outcomes, while also guiding students in adapting their study strategies for improved success.
The curriculum for garment graduates equips them with the skills to read and translate technical documents and effectively communicate with international clients in the garment industry Graduates are also trained to write essential professional documents, including reports and emails The English for Specific Purposes (ESP) learning materials comprise a textbook developed by experienced ESP teachers and technical documents sourced from garment enterprises All ESP instructors hold MA degrees in English and have a minimum of five years of teaching experience, along with at least three months of practical experience in garment enterprises prior to their teaching roles.
Students at this university, like those in many tertiary institutions, exhibit varying levels of English proficiency due to diverse backgrounds and educational experiences As a result, differences in English competence are evident among them In the first two years, garment students undertake 90 periods of General English at levels A1 and A2, while the English for Specific Purposes (ESP) course, worth three credits, is introduced in the third year with 60 periods of instruction.
According to Mertler and Charles (2008), survey research is an effective method for collecting extensive data from diverse populations, especially when other 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 common belief Brewer (2009) further 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 successful results This reinforces my confidence in utilizing a small-scale survey approach for this study.
The research involved 165 third-year students from five classes within a specialized faculty, all enrolled in the English for Garment Technology course Among the participants, there were 130 females and 35 males, randomly selected from various cities and provinces, with varying levels of English proficiency Prior to the ESP course, which consisted of 60 periods, these students completed General English courses at levels A1 and A2 All participants responded to a questionnaire, and ten were randomly selected for interviews with the researcher.
Data collection instruments
The primary research instrument utilized in this study consisted of questionnaires and interviews designed to assess students' needs and experiences in 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 30 students to identify and refine any unclear or complex elements, such as wording, question order, ambiguity, and response options, thereby enhancing the validity of the instrument The core constructs addressed in the questions focused on the ESP program and the motivations for learning English, aiming to uncover non-major English students' purposes, needs, and perceptions regarding their ESP learning experience.
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 gather insights from 165 students regarding their motivations and expectations for studying English for Specific Purposes (ESP) Part I collected general demographic information, while Parts II and III focused on students' learning purposes and individual needs related to ESP Part IV assessed students' perceptions of the ESP course, including course content and teaching quality, using a Likert scale from 1 (Strongly disagree) to 5 (Strongly agree) Additionally, Part V invited students to self-evaluate their English language proficiency on a scale from 1 (Very poor) to 5 (Very good), aiming to determine the alignment between the ESP course and their expectations The online questionnaire sought to uncover the reasons behind students' choice to study ESP and to evaluate how well the course met their expectations.
The researcher conducted semi-structured interviews with ten randomly selected students from three classes, aligning closely with a modified questionnaire to gather diverse responses The open-ended questions addressed students' perceptions of the purposes and needs of English for garment, their overall views on the ESP course, course content, and the effectiveness of ESP teachers Additionally, the interviews explored 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 gathered information will be categorized and analyzed alongside questionnaire data to answer 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
A questionnaire was created to assess students' expectations from the ESP course, particularly regarding their future career preparation, and to evaluate how well the program meets these expectations Distributed via a Google Form link shared in class Zalo groups, the questionnaire was conducted in Vietnamese After removing 15 incomplete responses, the valid ones were analyzed Additionally, a set of interview questions was developed for a more in-depth exploration of the research questions, conducted face-to-face in Vietnamese The data from both the questionnaire and interviews were analyzed concurrently to ensure reliability and validity, leading to meaningful findings and suggestions for improvement.
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
A two-hour interview was conducted with students to explore their perceptions of the English for Specific Purposes (ESP) course The data collected from these semi-structured interviews was analyzed using pattern coding, as outlined by Miles and Huberman.
In 1994, responses to open-ended questions were first categorized into similar groups, which were then subjected to a coding process to identify main themes The researcher analyzed notes from interviews to extract key words and phrases relevant to the research Subsequently, subthemes were organized to develop overarching ideas, leading to 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 by detailing the research context, participants, and materials, followed by the presentation of the research questions The chapter further explains the rationale behind selecting two specific data collection instruments Finally, it concludes with a comprehensive overview of the methods and procedures employed in 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 Research by Richard and Platt (1985), Robinson (1991), and Hua & Beverton (2013) indicates that for those in vocational education, the primary motivation for learning English for Specific Purposes (ESP) is closely linked to career advancement This aligns with Hua & Beverton's findings that emphasize career development as the foremost goal of ESP learning Consequently, English is viewed as a crucial medium for accessing and interpreting knowledge relevant to their fields of study.
The 39% response rate suggests that while some students are motivated to learn English to maintain professional connections with foreigners, many do not intend to use English for communication within their field ESP courses, including those at this university, are tailored to meet learners' needs and interests in specific subject areas, as noted by Robinson (1991), who indicated that EOP courses focus on work-related English usage However, the low response rate indicates that less than half of the students recognize the importance of using English for workplace communication.
Garment students are motivated to learn English for Specific Purposes (ESP) to enhance their career prospects and academic goals, yet they face the additional pressure of it being 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 purposes, with a long-term goal of enhancing their English communication skills for both professional and everyday life.
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 they expect the ESP course to equip them with knowledge and skills relevant to their intended careers, aligning with Cindy W et al (2008), who emphasized that ESP courses are designed to teach specific content within professional contexts Similarly, Alsamadani (2017) highlighted the language needs of Saudi Engineering students, reinforcing the importance of English in their field This underscores students' recognition of ESP's relevance to their future careers and the growing demand for English proficiency in the job market Additionally, approximately 50% of participants expressed the necessity of ESP for effective communication with foreigners, corroborating findings by Hua & Beverton (2013), which demonstrated that ESP enhances students' ability to interact internationally.
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 primarily learn English for Specific Purposes (ESP) to enhance their employment prospects and succeed in recruitment exams, a focus that has been underexplored in previous research The data indicates that students view ESP as essential for gaining a competitive edge in the job market, emphasizing its role in improving specialized knowledge While passing school exams is a consideration, with only 33% of participants prioritizing it, the overall intention among garment students leans more towards the practical application of ESP in their future careers.
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 highlights a broader expectation among students to acquire English skills for their future careers However, some perceive that learning English for Specific Purposes (ESP) is merely a means to an end for university exams Research by Vietnamese scholars, including Nguyen Thi Kieu Thu and Nguyen Phuong Nga, supports the notion that certain ESP courses in tertiary institutions may not fully meet these expectations.
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' interview data highlights a significant reason for learning English: its role as a medium of instruction, which enables them to access educational materials in English.
This study highlights that students prioritize "learning English for career development" as their main motivation for studying English in the Garment sector, overshadowing other aspects like passing school exams or fulfilling a required subject Garment students understand the significance of English for their academic and future career opportunities, expressing expectations that their English for Specific Purposes (ESP) education at university will enhance their career prospects However, the importance of using English as a means of communication with foreigners appears to be less emphasized in their responses.
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 views on the ESP course, the course content, the qualifications of ESP lecturers, and their English proficiency The findings will provide insights into how well the ESP course meets the needs of 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 consensus among students regarding the relevance of English for Specific Purposes (ESP), with five out of six criteria receiving over 80% agreement However, the criterion related to ESP enhancing academic communication received the lowest agreement at 66% Notably, a higher percentage of students believe that the English learned in school is applicable to their future careers Those who disagreed cited reasons such as the infrequent occurrence of certain situations and the outdated vocabulary encountered in their studies, indicating a disconnect between their ESP education and real-world applications This perspective is further supported by insights from student interviews, which sought to explore whether the ESP course effectively prepared them for their future professional needs.
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 English for Specific Purposes (ESP) course for enhancing professional communication The findings indicate that the course effectively met learners' needs, particularly their desire to communicate in English with international colleagues in their field Supporting this, Elisabet et al (2020) highlighted that students prioritized communication skills over merely understanding the language as a system This sentiment was echoed in interview responses, where participants affirmed the importance of English for Garment in their professional communication.
―Of course, English is quite important and it will be useful in almost all occupations‖ (Student 1)
This course focused on essential communication skills for our future careers, but the time dedicated to each skill was not evenly distributed Notably, translation received the most emphasis.
―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 demonstrated a significant consensus among participants, with 86% agreeing that the ESP course provides opportunities for self-directed learning, while only 5% disagreed This indicates that the course effectively assists students in identifying their learning needs, guiding them in researching material resources, selecting suitable learning strategies, and evaluating their learning outcomes Interview responses further reinforced the positive perception of the ESP course in fostering self-directed learning opportunities.
Understanding the significance of English in both academic and professional settings is crucial, particularly in a global context This course has enabled me to discover effective methods for learning and preparing for my future career.
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 made me realize that developing this skill is beneficial not only for my current studies but also for other subjects in the future.
A recent survey revealed that 66% of students believe that English for Specific Purposes (ESP) significantly enhances both academic and daily life communication, while 25% remained neutral and 9% disagreed The ESP course was meticulously designed to incorporate real garment industry documents and situations, ensuring that learning materials were aligned with practical applications Furthermore, the curriculum was developed in consultation with industry specialists, equipping learners with essential skills that benefit both their professional and academic communication, supporting findings by Chen (2005).
Gatehouse (2001) highlighted that many English for Specific Purposes (ESP) courses still emphasize basic social English communication in their curriculum development In contrast, Huhta, Vogt, Johnson, and Tulkki (2013) argue that ESP teaching should focus on contextual and situational use rather than being limited to specific occupations, as individuals often assume multiple social roles across various fields Additionally, student interviews reveal the significance of learning English for academic purposes, with many agreeing that the English for Garment course they took in school was crucial for 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)
Some students found the skills taught in the ESP course beneficial for their presentations in other subjects, highlighting their practical application However, others expressed disagreement, stating that the skills were redundant since they had already been covered in General English classes.
―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% of respondents agreed that the current textbook requires revision to enhance learners' English competence in line with recent industrial developments, indicating that existing teaching materials may be inadequate This finding aligns with Majid's (2008) research, which identified insufficient time and ineffective textbooks as key issues in Iran's ESP programs Furthermore, studies by Nguyen Thi Kieu Thu (2007) and Nguyen Phuong Nga et al (2007) in Vietnamese universities also highlighted the challenges posed by outdated and inadequate course materials in 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 accessible terminology and technical documents relevant to our major, making it easy to comprehend However, it is essential to include additional materials, ensuring that these 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)
A significant 84% of garment students agree that the ESP curriculum is tailored for job-oriented English use, reflecting their positive attitudes and high expectations for professional English skills Only 6% disagreed, while 10% remained neutral The students reported engaging in internships and professional activities such as emailing, participating in discussions, and giving presentations, highlighting the integration of their work and studies This perception likely stems from their experiences during internships, where they spend two to four weeks each term practicing professional skills in the school’s production factory, allowing them to become familiar with the working environment Interviews further support this notion, with many students affirming that the English for Garment curriculum is indeed 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 work with are primarily in English, and the English I learned in school has been beneficial However, I feel that the vocabulary I acquired in school is insufficient for the demands of my work.
Six percent of students expressed disagreement, believing that this subject is merely a compulsory requirement that does not contribute to their future career prospects During interviews, these neutral students shared their views on the matter.