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Advances in Social Sciences Research Journal – Vol. 9, No. 1
Publication Date: January 25, 2022
DOI:10.14738/assrj.91.11657. Vrapi, F., & Karapici, V. (2022). Deliberate Techniques in Teaching ESP at Polytechnic University of Tirana. Advances in Social
Sciences Research Journal, 9(1). 502-510.
Services for Science and Education – United Kingdom
Deliberate Techniques in Teaching ESP at Polytechnic University
of Tirana
Fatmir Vrapi
Centre of Foreign Languages Faculty of Mathematics and
Physics Engineering Polytechnic University of Tirana
Viola Karapici
Agency for Quality Assurance in the Pre-University
Education Ministry of Education
ABSTRACT
The purpose of the article is to present and find out the techniques used in teaching
English for Specific Purposes at Polytechnic University of Tirana, whether the
syllabus and materials used are effective, and whether the feedback from the
students is positive. This is mostly a qualitative study. Two lecturers from the
Foreign Language Centre, part of the Polytechnic University of Tirana, were selected
in this study to obtain and analyze the real data. There was also a questionnaire
from two students’ groups that had already taken ESP classes, a subject in their first
semester. The data were analyzed by using descriptive analysis. The results showed
that teachers used a variety of methods in teaching ESP to students of Engineering
Branches. The methods resulted mostly successful, and there was mainly positive
feedback from students, but it also leaves space for improvement and suggestions
on steps that could be taken in order to achieve more and better practical outcomes.
After having studied the textbooks and CD, teachers modified these teaching
materials based on students’ prior knowledge in the field of ESP and adapted them
with their syllabuses and lesson plans. The materials used tend to develop all the
necessary skills (reading, listening, speaking, writing) and competencies needed
from the students (linguistic, socio-linguistic, pragmatic) in compliance with the
Common European Framework of Reference for Languages (CEFR). As an
assessment method, both oral and written tests were used at the end of the teaching
period that corresponded to the end of the Semester. However, continuous
assessment, including also the constant feedback during the classes, was part of the
general assessment for the students to obtain the final mark.
Keywords: ESP materials, GE level, feedback, setting, assessment, Polytechnic University.
INTRODUCTION
English for specific purposes has always been a subject of discussion among educators and
academic managers. Due to the prevalence of it, nowadays, it is highly important to determine
the teaching methods and designed materials, on how they could be taught and developed for
learners to faster build up the needed abilities and skills in order to use them in a specific field
of study, inquiry or workplace.
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Vrapi, F., & Karapici, V. (2022). Deliberate Techniques in Teaching ESP at Polytechnic University of Tirana. Advances in Social Sciences Research
Journal, 9(1). 502-510.
URL: http://dx.doi.org/10.14738/assrj.91.11657
The emergence of English as a world language has led in recent years to the necessity of
developing a more specific language learning that will be appropriated to the labour market.
However, what is ESP sprout and why is it important?
According to Strevens (1977) “ESP concerns the emergence of a number of activities,
movements and subjects that are carried out predominantly, not exclusively in English across
the world”. This means that learners will exploit their knowledge for occupational or study
purposes.
While Coffey (1985), on the other hand, observes that ESP is “a quick and economical use of
English language to pursue a course of academic study (EAP) or effectiveness in paid
employment (EOP)”.
Hutchinson et al. (1987:19) state that: “ESP is an approach to language teaching in which all
decisions as to content and method are based on the learner’s reasons for learning”. So,
Hutchinson emphasizes ESP to be an approach to motor product which means that language
learning and not language use is highlighted. This will point out that ESP will develop a career
like law, engineering or business, in general.
With all the above definitions mentioned, Lorenzo (2005) also reminds us that ESP
“concentrates more on language in context, than on teaching grammar and language
structures”. Because of this, different factors have to be taken into account to better understand
how the communicative, social, interpersonal and discursive content shapes its form and usage.
For this reason, the current paper aims to mention deliberate techniques in teaching ESP to
students and question the fact that with ESP only, a “language is learnt not for its own sake or
for the sake of gaining a general education, but to smoothen the path to entry or greater
linguistic efficiency in academic, professional or workplace environments”, Basturkmen
(2006:18).
Notwithstanding the fact that the term ‘lingua franca’ can be mostly adapted by English
language pro-motors, recently , there are still plenty of other challenges and hints of teaching it
as a language to foreigners. Not only the acquisition of the abilities and skills can be really hard,
but also under certain circumstances and classroom settings, grammar and vocabulary of
General English. pose obstacles in professional teaching. This means that students will learn
ESP, while practicing GE. as the best conjecture to practice the language.
In Albania, English for Specific Purposes is normally conducted and taught at University. It is
part of the Higher Education Curriculum and in most cases, it is covered in the First Year of
Bachelor Studies. ESP is usually spread among Specific Faculties as a tool to help students get
used with a specific glossary and terminology, and further on with their study research areas,
by taking into consideration the fact that a lot of their literature and study materials are covered
by English language. ESP covers 5 classes per week, out of which 4 seminars and 1 lecture.
What is worth mentioning is that ESP and GE are different from the methodology, and also from
the materials used in the classroom. Students use materials that are suitable with the Profile
Subject they are studying. Since the materials of students are ready-set from Engineering
Textbooks and their subject objectives are well defined from the very beginning of the academic
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year, theoretically, it should not seem to be a complex issue. But, the reality of academic-setting
is quite different. According to the pre-university curricula, student should have achieved B2
level as an exit- level from Comprehensive School. Supposedly, they are proficient in
understanding and speaking General English, and there is no need for the university teachers
to furthermore explain grammar rules and regularities. Presumably, this means that teachers
should no longer focus on GE, rather than on ESP materials. Nevertheless, this is an issue often
raised among educators regarding their professional proficiency in teaching ESP. The
widespread assumption and view is that the ESP teachers are mostly language teachers, and
are not required to have been specialized in subject areas of knowledge. An educator teaching
mechanical engineering, not necessarily needs to be specialized in mechanics, but one needs to
have an understanding of the subject area and certain activities.
To conclude the point, when teaching ESP classes, teachers of the specific subject need to have
some general knowledge on the subject-matter they are teaching, but also display a genuine
interest and zeal towards it, and ideally, support and encourage students to extend their
knowledge on their subject area.
SCOPE AND REVIEW OF ESP
Over the years the definition of ESP has changed, improved, but has also remained the same in
substance. Hutchinson stated (1987) ESP is an approach of teaching a language having proper
command on syllabus, methods and the activities used for learning a language on the basis of
the needs of the learners and for the antecedent of their learning.
According to Dudley- Evans & John (1998, p.1): Nowadays, ESP has been shifted from modals
to general ELT, still it has reserved its focus on the practicalities of the results. ESP has always
been concerned with the needs analysis, so together with the help of tracking the needs, we
can see and also enhance the abilities and skills of the learners, so that they can communicate
effectively in their work and study with the help of well-defined tasks through higher integrated
skills.
According to Evans (1977) ESP is delineating to encounter the distinct needs of the learners.ESP
lays emphasis on the language appropriateness and its semantic and morphological meaning,
not on the lexical or syntactic meaning of the language.
Hereupon, based on linguistic terminology, ESP means what learner needs in the target
situation or what one wants about his function of language usage (Khan et al, 2011).
TRAITS OF ESP
Strevens’ (1988) definition of ESP makes a distinction between 1) absolute characteristics and
2) two variable characteristics
According to Strevens’ (1988) the absolute characteristics of ESP are determined as follows:
• Meet specified needs of the learners;
• Content- centred on particular subjects, professions and social activities;
• Centred on that language, which is appropriate to those activities in syntax, lexis,
discourse, semantics and analysis of the discourse;
• Contrasting with General English (GE)
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Vrapi, F., & Karapici, V. (2022). Deliberate Techniques in Teaching ESP at Polytechnic University of Tirana. Advances in Social Sciences Research
Journal, 9(1). 502-510.
URL: http://dx.doi.org/10.14738/assrj.91.11657
According to Strevens’ (1988) the variable characteristics are described as follows:
• Restricted as to the language skills to be learned (e.g. reading only);
• Not taught according to any pre-ordained methodology.
Dudley-Evans and St. John (1998, pp. 4-5) on the other hand, have introduced an adjusted
definition of ESP as claimed by Strevens’ (1988). According to them, absolute characteristics
include: a) ESP is defined to meet specific needs of the learner; b) ESP makes use of the
underlying methodology and activities of the discipline it serves; and c) ESP is centred on the
language (grammar, lexis, and register), skills, discourse and genres, appropriate to these
activities
METHODOLOGICAL APPROACHES USED IN TEACHING ESP TO ENGINEERING STUDENTS
IN ALBANIA
Hutchinson and Waters (1990) stated that for language learning, relevant knowledge and grasp
is not enough for learners to make things meaningful, but the fulfilment of needs and
requirements to be adopted and replied in language; the learner is communicatively competent
in one language, but does not necessarily know the special terms or specific forms of the
relevant language. This means that language use and application differ a lot, from language
learning. Knowing a language does not give you the ability to speak it fluently, and this is all
about the environment and setting in which students have learnt English, how much they have
used it, and how much they have acquired for their vocabulary to be expanded and utilized into
real usage situations.
When we discuss about methods and approaches in teaching ESP, does not necessarily mean
that we want or use an appropriate method, rather than a specific approach. Depending on the
level of GE of students enrolled in the Course, teachers decide how to adapt and communicate
the syllabus. In most cases, students that learn ESP are required to be at least at pre- intermediate level/B-B1 and possess the basics of grammar usage already settled and because
this is a pre requisite for the enrolment; we usually admit students that are B1 and above the
threshold. Another reason is also the exit level of English from the pre -university curricula that
describes students to be B2 level according to CEF for Languages.
Based on this, the acquisition of grammatical structures and its usage is not frequently part of
the methods used when teaching ESP at PUT. Teachers use techniques to develop
communicative and integrated skills in order to increase the use of the vocabulary terms from
the students’ discussions and dialogues. Examples of this would be by improvising a dialogue
or setting up a learning situation where students are allegedly seated in a workplace, and are
requested to use technical vocabulary.
ASSESSMENT
Assessment involves the use of empirical data on student learning to review and adjust the
programmes, and improve student learning. (Assessing Academic Programmes in Higher
Education by Allen 2004). Assessment is the process of gathering and discussing information
from multiple and diverse sources in order to develop a deep understanding of what students
know, comprehend, undertake and can do with their knowledge as a result of their previously
educational experiences; the process culminates when assessment results are used to improve
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subsequent learning and course assignments. (Learner-Centred Assessment on College
Campuses: shifting the focus from teaching to learning by Huba and Freed 2000).
Due to the importance of assessment, especially when trying to examine whether the course
has resulted successful and the methods used have been proving fruitful, we try to assess
students’ performance during the Course as well, not only at the end of the Semester. Daily
quizzes that involve vocabulary acquisition are carried out constantly in order for the students
to be consistent to their tasks and studies. Assessment is the systematic collection, review, and
use of information about educational programmes undertaken for the purpose of improving
student learning and development. (Assessment Essentials: planning, implementing, and
improving assessment in higher education by Palomba and Banta 1999). Thereupon, when
asking students to demonstrate their understanding in the subject- matter, plays an essential
role to evaluate whether the standards of the English Group have been properly developed.
Before the time the students could obtain their marks from final assessment, they are asked to
handle a project at the end of the semester. The project is usually a research work performed
by them individually or as a group with two to three students. The topic of the project is in most
cases assigned since the beginning of the year, so that the students are given the opportunity to
start working on the project whenever they feel comfortable. The topics proposed are related
with the terminology, and also the Branch/Profile that students are studying, in a way, they can
further expand and better use their vocabulary while in the process of learning and researching.
At the end of the semester, after successfully concluding the English curricula, and after meeting
the objectives of the syllabus the students receive the final evaluation score that is composed
of all the above components, together with the presence/attendance during the classes and
their participation.
DATA, RESULTS AND DISCUSSIONS
As it was previously mentioned in this article, there has been an interview with two teachers
from the Foreign Language Centre in the Polytechnic University of Tirana and also short
questionnaires completed by Two Students’ Groups that had already taken ESP Courses during
the first Semester.
The interview questions were mainly about the methodology used during the teaching classes
of ESP. The first question consisted in the obstacles that the teachers had encountered during
the process, and they both agreed that the most difficult burden in teaching ESP was the battling
students with low GE level. One of the teachers stated that the first week of teaching she would
do a revision of all the grammar structures with exercises and additional materials for a brief
recapitulation of items that are considered relevant and helpful.
Another question addressed to the teachers was about the materials used during the ESP
classes. The teachers stated that the book was the main tool used in accordance with the
programme and syllabus of the subject. The textbook contains also a CD for the students to
listen and simultaneous complete audio exercises, so they would also develop the auditory
learning. One of teachers added that sometimes additional materials were applied, especially
when time promises for these materials to be reviewed with students. The extra material
consisted in extra reading passages, containing some more technical terms for the students to
acquire.