ESP Teachers: Insights, Challenges and Needs in the EFL Context

This research investigated ESP teachers’ perceptions of the underlying concepts, challenges, and needs of ESP teaching in Thailand. A six-Likert questionnaire and checklist were given to 63 ESP teachers at a Thai government university. An interview was also used to further explore 12 teacher partici...

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Vydáno v:Theory and practice in language studies Ročník 13; číslo 2; s. 396 - 406
Hlavní autoři: Sukying, Apisak, Supunya, Nuntapat, Phusawisot, Pilanut
Médium: Journal Article
Jazyk:angličtina
Vydáno: London Academy Publication Co., LTD 01.02.2023
Academy Publication Co., Ltd
Témata:
Curricula
Curriculum Design
Education
English as a second language
English as a second language instruction
English education
English for special purposes
English for specific purposes
English language
English teachers
Genre
Grammar
Grammar Translation Method
Language Proficiency
Language Skills
Language teachers
Learning
Learning Objectives
Medical research
Needs
Occupations
Professional training
Research methodology
Scholarly publishing
Second language teachers
Student attitudes
Study and teaching
Surveys
Teacher attitudes
Teachers
Teaching
Teaching Methods
Thailand
ISSN:1799-2591, 2053-0692
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Shrnutí:This research investigated ESP teachers’ perceptions of the underlying concepts, challenges, and needs of ESP teaching in Thailand. A six-Likert questionnaire and checklist were given to 63 ESP teachers at a Thai government university. An interview was also used to further explore 12 teacher participants’ issues, challenges, and needs in ESP practices. The results indicated that Thai university teachers had a piecemeal understanding of ESP concepts, and they also agreed that ESP practice is a complex and challenging task. Moreover, the current findings indicate that language teachers must work in tandem with the content teachers. Indeed, the results strongly suggest that teachers require professional training in ESP teaching. Overall, ESP teachers must embody the five essential elements of ESP, including a language teacher, a content teacher, a researcher, a course planner and material provider, and a course evaluator.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1799-2591
2053-0692
DOI:10.17507/tpls.1302.14