Exploring English for Specific (ESP) Instruction Realities: Teacher Perspectives on Challenges and Strategies
DOI:
https://doi.org/10.14689/enad.44.2072Abstract
Abstract: The present study focused on the challenges, strategies and suggestions of a group of English for Specific Purposes (ESP) instructors employed at a School of Foreign Languages (SFL) in Türkiye. It employed a qualitative case approach, involving semi-structured interviews with nine ESP instructors. The data were analyzed through both directed and conventional methods. The findings revealed that the primary challenge was the limited or diverse language proficiency of the learners, which could lead to difficulties in selecting and adapting resources and burdening the instructors with hefty workloads. Students’ low motivation was another significant challenge, and the absence of pre-service and in-service training and of collaboration with field instructors further exacerbated the situation for ESP instructors. The participating instructors also noted discrepancies in teaching methodologies and assessment procedures both within their own institution and among various universities. To address these issues, they used resources such as native language, artificial intelligence, general English materials, images, and videos. They also believed that certain courses and organizations should be provided at both pre- and in-service levels devoted specifically for ESP teaching, credentials (i.e., establishing standardizations for the ESP groups of learners) should be designed by the Higher Education Council (HEC). Thus, the participating instructors’ suggestions for the design and delivery of more efficient ESP classes hold implications for ESP instructors, higher education institutions, instructor educators, coursebook providers, HEC and the researchers in the field.
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