1. A multi-dimensional approach to managing English for specific purposes (ESP) courses and assessment practices in technical and engineering education context.
- Author
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Ahmad, N., Sayadi, Z. A., Danuri, N., and Ismail, S.
- Subjects
ENGLISH language ,ENGINEERING education ,TECHNICAL education ,REQUIRED courses (Education) ,EXPERT evidence - Abstract
Although the expansion of the language education domain at higher institutions in Malaysia saw active incorporation of the validity, reliability, impact, practicality and quality (VRIPQ) framework; the aligning of English curriculum to the Common European Framework of Reference (CEFR) model and the increased embrace of English for Specific Purposes (ESP) principles, language educators still need to address issues to ensure the courses are well managed and the intended outcomes are achieved. All these take place within the backdrop of continuous lament and outcry from the employers and the public on graduates' lack of command and mastery of language and communication skills. In addition,the roles of language educators at tertiary level have become more complex as 21
st century education and sustainable development goals (SDGs) demand elements of critical thinking, creativity, innovation, awareness and integrity to be incorporated in the curriculum so that these traits could be internalised in the undergraduates. These complex set of goals, expected outcomes and demands to be addressed, raise the questions on the ways and approaches to be undertaken in managing the English language courses in terms of content development, assessments and delivery. This qualitative study aims to investigate the ways in which key English educators manage the ESP courses they offer at their respective institutions, the factors that govern their management practices and the challenges that they face and mitigate to ensure course effectiveness. By exploring all these, strategies for a continuous improvement of ESP courses could be identified and put forth. Nine senior English educators holding various key designations from three engineering and technical related public universities participated in the study by providing qualitative inputs in the form of self-reflections, perceptions, opinions and anecdotal evidence to interview questions on the managing of the ESP courses and the assessment components. This study found that the managing of the ESP courses offered at the universities calls for a multi-dimensional approach due to the diverse nature of the English language, the learners' profile, the contextualisations and the challenges to be mitigated. This study unearthed a multitude of factors and educational realities that governed the educators' practices in managing ESP courses. The multi-dimensional managing efforts demonstrated by educators also reflected a range of conformity to best practices in ESP and assessment principles. [ABSTRACT FROM AUTHOR]- Published
- 2023
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