71 ESP versus EGP: A case study of an ESP program for vocational high school students of Tourism Yi-Hsuan Gloria Lo National Taiwan University of Science and Technology, Taiwan Abstract Research on English for Specific Purposes (ESP) has been attracting a great deal of attention in English language education over the past two decades. However, most studies focus on ESP learners at the university or in the workplace, while little attention has been paid to secondary school learners. In Taiwan, vocational high school (VHS) students have long been considered low achievers in English, lacking basic English proficiency and motivation for learning English. This situation suggests that more attention needs to be paid to English for general purposes (EGP), in order to enhance VHS students’ ability in the four language skills. In contrast to this dominant EGP approach, can an ESP program that integrates English with the knowledge and skills of VHS students’ professional field help solve the problem facing VHS English education in Taiwan? Implemented through a school-university partnership, the purpose of this case study was to examine the effectiveness of an ESP program on 33 VHS students of tourism. The results of the study indicate that an ESP program characterized by (1) rich and multiple inputs, (2) need-based content, (3) practical use of English, and (4) meaningful tasks creates excellent opportunities for learning, via both EGP and ESP. Not only can the VHS students consolidate their knowledge and skills through learning ESP, they also increase their overall English proficiency. Most significantly, their motivation for learning English is increased. The study concludes with both theoretical and pedagogical implications for ESP education for VHS students. Keywords: English for Specific Purposes (ESP), vocational high school (VHS), English for General Purposes (EGP), school-university partnership Taiwan International ESP Journal, Vol. 3: 2, 71-100, 2012
Transcript
71
ESP versus EGP: A case study of an ESP program for
vocational high school students of Tourism
Yi-Hsuan Gloria LoNational Taiwan University of Science and Technology, Taiwan
Abstract
Research on English for Specific Purposes (ESP) has been attracting a great deal of attention in English language education over the past two decades. However, most studies focus on ESP learners at the university or in the workplace, while little attention has been paid to secondary school learners. In Taiwan, vocational high school (VHS) students have long been considered low achievers in English, lacking basic English proficiency and motivation for learning English. This situation suggests that more attention needs to be paid to English for general purposes (EGP), in order to enhance VHS students’ ability in the four language skills. In contrast to this dominant EGP approach, can an ESP program that integrates English with the knowledge and skills of VHS students’ professional field help solve the problem facing VHS English education in Taiwan? Implemented through a school-university partnership, the purpose of this case study was to examine the effectiveness of an ESP program on 33 VHS students of tourism. The results of the study indicate that an ESP program characterized by (1) rich and multiple inputs, (2) need-based content, (3) practical use of English, and (4) meaningful tasks creates excellent opportunities for learning, via both EGP and ESP. Not only can the VHS students consolidate their knowledge and skills through learning ESP, they also increase their overall English proficiency. Most significantly, their motivation for learning English is increased. The study concludes with both theoretical and pedagogical implications for ESP education for VHS students.
Keywords: English for Specific Purposes (ESP), vocational high school (VHS), English for General Purposes (EGP), school-university partnership
Taiwan International ESP Journal, Vol. 3: 2, 71-100, 2012
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1. Introduction
From the early 1960’s, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of language education today. Its development is reflected in the increasing number of universities offering an MA in ESP and in the number of ESP courses offered for international students in English-speaking countries (Harding, 2007; Hyland, 2006; Orr, 2008). The growth of ESP can also be observed from the publication of international journals (e.g., English for Specific Purposes and The Asian ESP Journal) dedicated to identifying aspects of ESP needing development and areas into which the practice of ESP may be expanded. The interest in ESP is also seen worldwide in the establishment of ESP Special Interest Groups (SIGs) under professional associations (e.g., IATEFL and TESOL). Such groups have been very active at their national conferences.
In Taiwan, the growth of ESP in the past five years has been rapid and definite. In 2006, the NCKU Eagle Project, developed and implemented by the Language Center at National Chung Kung University became the first institution in Taiwan dedicated to the development of ESP materials and curricula in place of the more traditional English for General Purposes (EGP) courses offered by most colleges/universities in Taiwan to freshmen and non-English majors (for more, please refer to http://english.ncku.edu.tw/eagle/?q=node/14). The shift of the instructional focus from EGP to ESP aims to increase students’ motivation for English learning and to help students prepare for the demands of English in their future careers.
In 2008, with a vision for the future professional development of English language education, the Taiwan ESP Association (TESPA) was established (for more, please refer to http://www.tespa.org.tw/). The goals of TESPA are to promote ESP education in Taiwan, to promote global literacy for Taiwan professionals to communicate with people worldwide, and to provide a learning platform for ESP students. To complete its mission, in December 2009 TESPA published the first academic ESP journal in Taiwan, Taiwan International ESP Journal, marking the beginning of the ESP era in mainstream Taiwan EFL. Since then both local and international scholars have
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been able to exchange their ESP research and engage in scholarly discussion through this journal.
The rapid ESP development has also caught the attention and gained the support of the Ministry of Education (MOE). With support and approval from the MOE, the Department of Applied Foreign Languages at the National Kaohsiung University of Applied Science has just offered the first ESP-based Master’s Program in Taiwan this academic year. This is considered a very significant move in Taiwanese academia in terms of the ESP movement. Likewise the conference theme of the 2011 International Conference & Workshop on ESP, organized by the Department of Applied English at Hung-Kuang University in Taiwan, is ESP in Taiwan University Settings: Teacher and learner competences. This theme shows that ESP research and education at the college/university level have gained major attention compared to ESP at other educational levels in Taiwan (e.g., Chien & Hsu, 2010; Huang & Li, 2008; Lo & Sheu, 2008; Tsao, 2011)
In particular, Dudley-Evans and St. John’s (1998) theories on the “absolute characteristics” (p. 4) of ESP can help provide a rationale for the rapid growth of ESP worldwide and in Taiwan, particularly at tertiary institutions in Taiwan. By “absolute” characteristics, Dudley-Evans and St. John (1998) refer to three points: (1) ESP is designed to meet the specific needs of the learner; (2) ESP makes use of the underlying methodology and activities of the disciplines it serves; and (3) ESP is centered on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities (p. 4-5). The “absolute characteristics” illustrate that an ESP approach concerns not only learners’ language issues, but also the design of the methodology and activities related to students’ disciplines. Most importantly, ESP views students’ needs as the first priority.
The result of Tsao’s (2011) survey questionnaire of 351 students in a technological university about their attitudes toward ESP shows that (1) students favored ESP more than EGP, (2) students do not believe their English proficiency is up to a level needed to cope with the ESP course requirements, (3) ESP should focus on the training of language skills while integrating specialized terms and discipline content
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into the course, and (4) English should be the main medium of instruction. Tsao’s study also reveals that college students perceive a positive relationship between ESP courses and their future careers. They believe that the content of ESP courses is practical and helps them meet the growing English demands of the industry when they graduate from college.
Can the principles that guide ESP instruction (for more, see the ESP approach and materials design model in the Literature Review) for college level students be applied to secondary school learners in Taiwan? In addition to the “absolute” characteristics of ESP, Dudley-Evans and St. John (1998) identified “variable” characteristics of ESP as follows: (1) ESP may be related to or designed for specific disciplines; (2) ESP may use, in specific teaching situations, a different methodology from that of general English; (3) ESP is likely to be designed for adult learners, either at a tertiary institution or in a professional work situation but could, however, be used for learners at the secondary school level; and (4) ESP is generally designed for intermediate or advanced students; most ESP courses assume a basic knowledge of the language system, but it can be used with beginners (p. 5). To what extent can the variable characteristics of ESP be observed in Taiwanese secondary schools, particularly in the VHS system, which aims to prepare VHS students for professional fields? In other words, can an ESP program be designed and implemented for VHS students of a specific discipline who are not motivated to learn English and who have a low level of English proficiency?
VHS students in Taiwan are usually considered underachievers in English compared to those who enter public senior high schools (Hung, 1994, 1996a, 1996b, 1999; Shi & Lin, 1996; Lou, 2000; Liu, 2002; Chen & Lee, 2007). The reasons cited for their unsatisfactory English performance focus on the learners’ lack of interest and motivation to learn English prior to entering VHS, their low English proficiency in junior high school, and the lower expectations of society and of the learners’ families, who usually belong to lower socio-economic groups. The reasons cited for the low opinion of VHS English education have been English being a neglected subject in the VHS system and insufficient instructional time per week as well as an inappropriate teaching approach (Lin, 1995, 1996; Lou, 2000; Liu, 2002; Yu, 2007). What is worse
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is that the English test in the vocational and technological college/university entrance examination (Shi & Lin, 1996) tests only grammar knowledge and reading proficiency, neglecting speaking and listening skills. As a result, the most common teaching approach is the grammar translation method, involving Chinese translation of the text and grammar explanation and exercises (Liu, 2002; Lou, 2004).
Many VHS English teachers in Hung and Lou’s (1995) study indicated that the aim of English education and the actual practice were in conflict in the VHS system. Their dilemma was whether to teach the English that students would need in their professional fields (ESP) or to teach the four language skills students would need in college. Almost two decades have passed since the dilemma was raised. Currently the majority of VHS students continue their studies in colleges/universities of science and technology, so preparing VHS students to succeed in the entrance examination has been the top priority. However, the fundamental question that remains unresolved is whether an ESP approach helps solve the problems facing English education in VHS. Could an ESP approach serve as an alternative for VHS students’ English instruction and improve their learning of English?
The purpose of the 6-month research project through a school-university partnership (Tsui & Law, 2007; Tsui, Edwards & Lopez-Real, 2009) was to understand whether an ESP program designed and implemented for 33 VHS students of tourism would help improve their learning of ESP as well as their learning of EGP. The results of the study provide insight into the EGP-versus-ESP dilemma facing VHS English education in Taiwan and contribute to the ESP case studies on secondary school learners.
This study addresses two questions as follows:1. What effect did this ESP program have on the participants’ oral interpretation
competence and their overall learning of ESP? 2. What effect did this ESP program have on the participants’ overall English
proficiency?
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2. Literature review
In this section, a historical perspective on ESP is provided followed by important theories and studies related to ESP course design, materials development, and a materials design model.
A historical perspective on ESP
Tracing the historical background of ESP, Hutchinson and Waters (1987) identified three main movements contributing to the emergence of all ESP: (1) the demands of a “brave new world,” (2) a revolution in linguistics, and (3) an increased focus on the learner.
First, since the end of the Second World War in 1945, English has become the accepted international language of technology and commerce; thus it has created a new generation of learners who must learn English to satisfy the demands of the commercially interconnected modern world. Second, the growth of English courses tailored to specific needs and language demands shifted the focus away from analyzing the formal structures of language to investigating the ways in which language is actually used in real communication. Third, new insights gained from educational psychology also contributed to the development of ESP. Instead of viewing learners as blank slates to be filled, learners were seen to have different needs and interests, differences which had a critical influence on their motivation and thereby resulted in the need for different approaches for them to achieve maximum effectiveness in their learning (Hutchinson and Waters, 1987).
Dudley-Evans and St. John’s (1998) work on developments in ESP provides another historical perspective. By examining closely the interaction between Applied Linguistics, English Language Teaching (ELT), and ESP from the 1960s to the 1990s, the authors traced four factors that contributed to the ESP development: (1) the balance between research and practice; (2) trends in English for Academic Purposes; (3) authenticity of text and authenticity of purpose; and finally (4) trends in English for occupational purposes. All these factors, as the authors observed, were greatly influenced by developments in education, business, and computer technology, whose
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impact can be seen even today. The balance between research and practice refers to the relationship between
theory and materials/teaching in ESP. ESP started its work in the area of register analysis. Swales’ influential work, Episodes in ESP (1988), prioritized certain areas for teaching and materials production, areas which formed the basis for more extensive research. In addition to register analysis, trends in English for Academic Purposes – the movements in rhetorical and discourse analysis, analysis of study skills, and analysis of learning needs – have also influenced the development of ESP. The third factor identified by Dudley-Evans and St. John (1998) states that authenticity goes hand in hand with genuineness. Authenticity of purpose is as critical as genuineness of text. Authenticity and genuineness lie in the nature of the interaction between the reader and the text. Lastly, an understanding of the different needs of learners with various degrees of job experience has led to development of a variety of ESP materials to bridge cultural gaps and to help people communicate effectively across borders.
Orr (2008) identified three phases of ESP development, which he labeled as First Generation ESP (FirstGen ESP), Second Generation ESP (SecondGen ESP), and Next Generation ESP (NextGen ESP). By FirstGen ESP, Orr (2008) refers to the middle of the 20th century, after the close of World War II. This phase is characterized by the English language instruction for academic and occupational purposes that began when large numbers of nonnative speakers of English immigrated to English-speaking countries, settled in areas where the majority were English-speaking people, and therefore needed to learn English in order to obtain opportunities for higher education and better employment.
The SecondGen ESP started in the second half of the 20th century and still exists. Its features are needs-based, purpose-driven English language instruction; significant growth in research, publishing, and professional events; and growth in the number of language educators identifying themselves as ESP professionals.
NextGen ESP, according to Orr, began in the 1990s. The initial impetus for its development lay in rapid changes in technology, economics, and culture. NextGen ESP is characterized by (1) changes in ESP locations, moving ESP training out of English
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departments to locations that can best meet the needs of learners; (2) changes in ESP staffing, including staff with degrees not only in applied linguistics but also other professional fields to fulfill the requirements set by the language company; (3) changes in ESP content, changing from content designed for general language teaching to materials for specialists who need high levels of discipline-specific understanding; and (4) changes in ESP delivery, delivering materials not only through human beings but also technology.
ESP course design
Hutchinson and Waters (1987) identified three approaches to ESP course design. Language-centered course design draws a direct connection between the analysis of the target situation and the content of the ESP course. The learning needs of the students are not accounted for at every stage of the course design process. Skills-centered course design tries to build on the positive factors learners bring to the ESP course, enabling learners to achieve on their own paths. This approach focuses more on language use than on language learning. A learning-centered approach is based on the principle that learning is totally determined by the learner. Learning is viewed as a process by which the learners use what knowledge or skills they have in order to make sense of the new information. This approach concerns not only what competence a learner acquires but also how this particular competence is acquired.
Dudley-Evans and St. John (1998) pointed out a number of parameters that need to be considered in approaching ESP course design: (1) Should the course be intensive or extensive? (2) Should the learners’ performance be assessed or non-assessed? (3) Should the course deal with immediate needs or with delayed needs? (4) Should the role of the teacher be the provider of knowledge or should it be as a facilitator? (5) Should the course have a broad or narrow focus? (6) Should the course be pre-study or pre-experience or run parallel with that study or experience? (7) Should the materials be common-core or specific to learners’ study or work? (8) Should the learners be homogeneous or heterogeneous? (9) Should the course design be worked out by the language teacher or should it be subject to a process of negotiation with the learners?
four important topics: (1) varieties of language, (2) needs analysis, (3) types of syllabuses, and (4) narrative and wide-angle course designs. In terms of varieties of language, there are two perspectives. Should there be a specific-purpose language based on and extending from a basic core of general language? Or does language exist as one variety or another with no basic core language? Different types of syllabuses can emerge during the design process. Specifying and ordering the content of an ESP course involves a number of theoretical stances (e.g., synthetic vs. analytic) and reveals the course designer’s beliefs about the nature of teaching and learning. Finally, the principles of course designs suggest that when needs are specific, a narrow-angled course may be appropriate, whereas when the needs are more general, a wide-angle course may be more suitable.
An ESP materials design model
Chen (2006) stated three possible ways of obtaining materials for ESP programs: (1) using existing materials, (2) writing materials, and (3) adapting materials. For example, in Gao’s (2007) study of Chinese students of business, one existing textbook was used, but this textbook was supplemented by in-house materials. Robertson’s (2005) examination of materials for improving flight attendants’ English skills in Korea showed that the materials lacked principles of English grammar and structure. Thus, appropriate materials needed to be created. In a project for training tour guides, Lo & Sheu (2008) also indicated that there were no suitable textbooks and thus ESP materials needed to be adapted from existing materials.
Hutchinson and Waters (1987) introduced an ESP materials design model, consisting of four elements: input, content focus, language focus and tasks (p. 108-109).
Input refers to a text, dialogue, video-recording, diagram or any piece of communication data, to address the needs a teacher has defined in an analysis of the class. Input may involve (1) stimulus material for activities, (2) new language items,
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(3) correct models of language use, (4) a topic for communication, (5) opportunities for learners to use their information processing skills, and (6) opportunities for learners to use their existing knowledge both of the language and the subject matter.
Content focus addresses the mindset that language is not an end in itself, but a means of conveying information and feeling. Non-linguistic content should be exploited to generate meaningful communication in the classroom.
Language focus refers to the idea that the teachers’ aim is to enable learners to use language, but giving learners communicative tasks and activities for which they do not have the necessary language knowledge is unfair. Good materials should involve both opportunities for analysis and synthesis. In a language focus, learners have the opportunity to take the language apart, study how it works, and practice putting it back together again.
Tasks reflect the idea that the ultimate purpose of language learning is language use. Following this reasoning, materials should be designed to lead towards a communicative task in which learners use the content and language knowledge they have built up through the unit.
Historical studies of ESP enable us to understand current ESP developments both in Taiwan and worldwide. The theories and important studies that underpin the essential principles of ESP course design and materials development have served as an important foundation for the design and implementation of the ESP program for the VHS students of tourism in this study.
3. The context of the study
This section introduces the context of the study, which includes the school-university partnership, the materials development process, the ESP approach taken in the program design, and various stages of the program implementation.
The school-university partnership
This ESP program took place in a school-university partnership funded by the
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county government of Penghu an off-shore island of Taiwan. With recent interest in Penghu as a tourist destination, the county has been striving to attract more tourists, both domestic and international. Training tour guides with English competence for explaining the features and uniqueness of popular tourist spots is critical for boosting tourism.
The university involved in this project is the only institution in the county that offers a major in English. In addition to equipping English major students with essential abilities in the four skills, the Department of Applied Foreign Languages aims to train ESP professionals for the tourism industry and TESOL. Likewise, the VHS involved in this study has the only Tourism Management Department on the island, which is dedicated to enhancing the knowledge and skills VHS students need for working in the tourism industry of the county. The funding of the school-university partnership by the county indicates that the mission and development of these educational institutions are deeply rooted in the needs of the local culture, industry, and economy and that, as a result, all the parties involved can benefit from this collaboration.
Materials development of the program
Developing materials for the program involved (1) deciding criteria for selecting topics, (2) finding sources for the materials, and (3) creating alternative materials.
Criteria for selecting the topics. Three criteria were used in choosing 18 topics for developing the VHS tourism students’ competence in introducing tourist spots in English: popularity with outsiders (tourists), familiarity to the students, and breadth of coverage. As the research team was not originally from Penghu, the team had an outsider’s perspective and knew what tourists expected to see when they came to visit Penghu. The choice of topics was also based on familiarity to the participants. Furthermore, the 18 topics covered a range of subjects, not only geographical attractions but also human interest topics, both on the main island and also on the off-shore islets.
The sources of the materials. The materials for the 18 topics can be classified into three categories: (1) for eight topics, materials were adopted from existing materials
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(Lo, 2008); (2) for five topics, existing materials (Lo, 2005) were supplemented with self-created conversations, and (3) for a further five topics, materials were self-created based on books and information published by the Penghu Tourism Bureau and relevant websites.
Self-created video clips as alternative materials. Instead of using commercially prepared videos or DVDs, the research team designed and developed18 on-the-spot video-clips based on the 18 topics. The video-clips were uploaded to YouTube so the participants could watch them easily and as often as they wished. The video clips featured (1) real people, (2) real places, and (3) real engagement between people and places in various interactive formats to reach the intended teaching goals.
The design and implementation of the program
The Tourist Spots Interpretation Program was designed and implemented through four phases:
Phase I (Getting to know the participants, March 11-April 10, 2009): For effective ESP program design and implementation, a needs analysis was conducted in order to learn about the participants’ English proficiencies in the four skills, the level of difficulty they felt in learning each of the four skills, their English learning needs, and their expectations for this program. The data for the needs analysis was gathered through a survey questionnaire and an English Proficiency Test.
Phase II (Building the knowledge and language skills for the chosen topics, April 11-August 23, 2009): Because the 18 topics were taught by different instructors, the sequence of course delivery and the time spent on each component might differ from one instructor to another. However, a typical two-hour lesson plan consists of a warm-up activity, questions on a given topic, introduction of vocabulary, demonstration of the text, the showing of the video clip, group practice and activity, and finally watching edited outtakes, video clips that were removed in the editing process and were not included in the finalized version. Essential components for a two-hour session are outlined in Table 1. The major instructional activities in the first 50 minutes include a warm-up activity, asking questions related to the topic, introducing vocabulary, and
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reading the topic. The second 50-minute section engages students in on-the-spot tourist video clips and group time to master the skills and language needed in games and tasks, and finally, the whole class watches edited outtakes to end a session.
Phase III (Creating interpretation scripts and tour rehearsals, August 23-27, 2009): In order to build their confidence in oral English skills, the participants, working in groups, were asked to write at least three hundred words on a given topic. At least two-thirds of the script should be created by themselves and based on authentic experiences. Their scripts were revised based on discussion with their group leader (a college student majoring in English). Their scripts were further proofread based on their discussion with a native English speaker who was invited to participate in the project.
The students rehearsed their tour scripts several times in class with their group leader. Each time, their rehearsal was videotaped and the participants and their group leader watched the video clip immediately afterwards in order to make improvements.
Table 1 A typical two-hour session
Time Slot Instructional Activity Instructional Focus
10 minutes -Warm-up activity -To focus participants’ attention on the topic
10 minutes -Asking questions on the topic -To activate students’ background knowledge
10 minutes -Introducing vocabulary -To equip participants with the essential terms and words
20 minutes -Introducing a theme-based reading -To demonstrate the topic through a PowerPoint presentation or self-created reading materials
10-minute -Break
15 minutes -Showing video clips -To introduce a topic or a tourist spot through video clip presentation
15 minutes -Group work -To use the language and practice the skills needed in groups
15 minutes -Assessment (Games and Tasks) -To assess participants’ learning through games and activities
5 minutes -Watching edited outtakes -To understand the frustrations they may experience in preparing videotapes in English and to avoid the same mistakes when giving English tours
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Phase IV (A tourist spot interpretation tour, August 28, 2009): Informed by Lave and Wenger’s situated learning (1991), each group of participants, ranging from two to four members, gave a tourist spot interpretation tour in English on the final day of this project. Each of the English interpretation tours was videotaped, edited, and uploaded on YouTube. The video clips were then assessed and evaluated by their peers, the administrators, invited guests, and the research team.
4. Method
This section discusses the participants, instruments, data collection, and analysis procedures followed in this case study.
Participants
From the VHS, a total of 33 mixed-grade (first year and second year) VHS students and one English teacher from the same VHS participated in the study. From the university, four college students, student-researchers in the TESOL track who participated in order to complete their graduation research projects, played multiple roles. These students served as group leaders developed tourist spots video clips for the class, and also shot and edited the tourist spot video clips of the English tours conducted by VHS students.
Three native-speaking English teachers participated in the study. They shared their experience with the tourist attractions on the island from the target audience’s perspective, and one of the teachers proofread and edited drafts of the students’ scripts at different stages.
Instruments
The primary instruments used in this study were English proficiency tests and questionnaires triangulated with observations and written scripts.
English Proficiency Tests. English Proficiency Tests based on the Elementary General English Proficiency Test (GEPT) in Listening, Reading, and Writing were
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administered at the beginning and at the end of the program. For testing the participants’ oral proficiency, our research team used the Hong
Kong Certificate of Education Examination (HKCEE) English Oral test, which was developed to test the spoken proficiency level of secondary students in Hong Kong. This test is a far more sensitive measure of oral proficiency than the spoken part of the GEPT and thus more accurately measured each student’s progress in speaking. Furthermore, the design of this test was considered more appropriate as it required the test takers to engage in group discussion and social interaction and to give short speeches in English, tasks that mimicked the speaking skills we were trying to foster.
Questionnaires. Two types of questionnaires were developed. The first type was intended to obtain background information concerning the participants’ experience and difficulty in learning English. This information was used in getting to know the participants and in designing the ESP program. The second questionnaire was administered as students exited the program. This instrument had two parts, to serve two purposes: first, to understand the effects the program had on the participants’ ESP competence and their learning of ESP, and second, to investigate the effects of the program on the participants’ self-perception of their general English language proficiency in different skills and overall English learning.
Observations. Observational notes were based on in-class and field trip observations. The major focus of the observations was to document the participants’ language level and their skills at the beginning and the end of the project.
Written scripts. A total of eight group scripts on four tourist spots were completed by VHS participants, and later uploaded to YouTube along with their video clips. An example of the written scripts can be seen in the Appendix.
Data collection procedures
the project lasted 6 months (from March 11 to August 28, 2009). A total of 64 hours of lesson plans were implemented during the weekends and summer vacation. In the beginning, participants took English proficiency tests in four skills. On the final day, the participants took the same English proficiency tests as on the first day and also
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completed the Exit Questionnaires. The final written scripts and the video clips of the participants’ English tours were also collected.
Data analysis
A paired t-test was applied to compute quantitative data from the results of the pre- and post- English proficiency tests. On the questionnaires, participants responded on a five-point Likert Scale (with 5 “strongly agree” and 1 “strongly disagree”). Descriptive statistics (percentages, mean scores, and standard deviations) were generated using the SPSS statistics package. In addition, qualitative analyses based on the observational notes, written scripts, and final video clips regarding participants’ use of language and oral skills were also conducted to describe participants’ oral interpretation competence.
5. Findings
The first research question seeks to determine the effectiveness of the program on the participants’ English interpretation competence and their overall learning of ESP. The positive responses on the questionnaires reveal the overall effectiveness of the program in their learning of ESP.
1. What effect did this ESP program have on the participants’ English oral interpretation competence and their overall ESP learning?
Effects on oral interpretation competence
“Oral interpretation competence” in this study refers to being able to apply the knowledge and skills introduced in the program in presenting a tourist attraction on the spot in oral English. At the beginning of the program, the participants, no matter their language proficiency, did not have the specific English language to introduce a given tourist spot or topic, nor did they have the oral skills to deliver the contents in a professional manner. To fulfill the expected outcome – to interpret a tourist spot in
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oral English – the VHS students practiced their oral skills in various ways, such as completing task-based activities in class, presenting their written scripts to a native speaking instructor, rehearsing their written scripts many times with the college participants, and finally, perfecting their English tour at the tourist spot locations until they were satisfied with their performance.
Based on the principles for assessing language for specific purposes (Douglas, 2000), the VHS participants were able to make good use of the knowledge and vocabulary introduced to interpret a given tourist spot. At the end of their English Tour Trip, one of the VHS students said to me proudly and excitedly: “I have never spoken so much English within one day!” (Observational field notes, August 28, 2009). The accumulated oral practice had a positive effect on VHS students’ oral interpretation competence. Through the ESP program, the VHS students acquired the essential oral skills to effectively deliver the content, not only in a professional manner but also interactively (see Appendix).
Effects on ESP learning
The data suggest that this ESP program had an extremely positive effect on the participants’ overall ESP learning. “ESP learning” refers to three elements: understanding, interest, and ability. Although the VHS participants were all locals from the island, many of them (96.1%, M= 4.65) believed that this program helped them understand better the tourist spots in Penghu; 96.2% (M=4.62) thought the program helped them understand the local culture (M=4.62); and 92.3% indicated that the program helped them understand more about Penghu (M=4.62) through English.
Even though oral competence was emphasized, 96.2% believed this ESP program helped them read articles about Penghu in English (M=4.69). More importantly, 96.1% indicated that their interest in using English to interpret information about tourist spots on Penghu Island was increased (M=4.42) and 96.1% of them believed that their ability to interpret in English was enhanced (M=4.50). Lastly, 88.4% of them reported an increased motivation to engage in related interpretation activities (M=4.49). Table 2 summarizes the effects of the program on the participants’ ESP learning.
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Table 2 Perceived effects of the program on the participants’ ESP learning
N= 261
5Strongly agree %
(No)
4Agree %
(No)
3Neutral %
(No)
2Disagree %
(No)
1Strongly
disagree %(No)
Mean SD
1. The ESP program helped me understand the tourist spots in Penghu.
69.2%(18)
26.9%(7)
3.8%(1)
0.0%(0)
0.0%(0)
4.65 .562
2. The ESP program helped me understand the local culture of Penghu.
65.4%(17)
30.8%(8)
3.8%(1)
0.0%(0)
0.0%(0)
4.62 .571
3. The ESP program helped me understand more about Penghu.
69.2%(18)
23.1%(6)
7.7%(2)
0.0%(0)
0.0%(0)
4.62 .637
4. The ESP program helped me read articles about Penghu in English.
73.1%(19)
23.1%(6)
3.8%(1)
0.0%(0)
0.0%(0)
4.69 .549
5. The ESP program increased my interest in introducing Penghu Island in English.
57.7%(15)
26.9%(7)
15.4%(4)
0.0%(0)
0.0%(0)
4.42 .758
6. The ESP program enhanced my ability to introduce Penghu tourist spots in oral English.
53.8%(14)
42.3%(11)
3.8 %(1)
0. 0%(0)
0. 0%(0)
4.50 .583
7. The ESP program motivated me to engage in related oral interpretation activities in the future.
53.8%(14)
34.6%(9)
11.5%(3)
0. 0%(0)
0. 0%(0)
4.42 .703
2. What effect did this ESP program have on the participants’ overall English proficiency and their general English learning? The second research question in this study concerned the effects of this ESP
program on the participants’ English proficiencies, on their perceived improvement in four skills, and on their overall English learning.
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Effects on participants’ proficiencies
Table 3 shows the results of a paired t-test of mean scores on tests of listening, speaking, reading, writing, and overall English proficiency. No significant difference was found between pre- and post-test scores on listening, reading, and writing. However, significant differences (p < .01) were found in the results on the speaking tests and overall English proficiency.
Table 3 Paired t-Test of mean scores on listening, speaking, reading, writing and overall English proficiency in the pre-test and post-test
Although the program might not have lasted long enough for the participants to make a statistical difference in their listening, reading, and writing proficiency, the majority of the participants believed that the ESP program had a positive effect on their general English ability in the four skills (see Table 4). More than 90% believed that participating in the ESP camp enhanced their listening ability (M=4.50). More than 85% indicated feeling that their speaking ability was enhanced (M=4.46). Nearly 85% thought their reading ability was improved (M=4.17). More than 70% indicated that their writing ability was enhanced (M=4.12). Nearly 90% believed that the learning
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experience gained from participating in the ESP program was helpful for learning English in the future (M=4.46). Finally, more than 85% of the participants indicated that the learning experience in this program increased their motivation to learn English (Mean=4.50).
Table 4 Participants’ perceived improvement in four skills and perceived effect on their learning motivation
Perceived Improvement in English AbilityN= 26
5Strongly agree %
(No)
4Agree %
(No)
3Neutral %
(No)
2Disagree %
(No)
1Strongly
disagree %(No)
Mean SD
1. Pa r t i c ipa t ing in th i s ESP program enhanced my listening ability.
57.7%(15)
34.6%(9)
7. 7%(2)
0. 0%(0)
0. 0%(0) 4.50 .648
2. Pa r t i c ipa t ing in th i s ESP program enhanced my speaking ability.
50.0%(13)
46.2%(12)
3. 8%(1)
0. 0%(0)
0. 0%(0) 4.46 .582
3. Pa r t i c ipa t ing in th i s ESP program enhanced my reading ability.
38.5%(10)
46.2%(12)
11. 5%(3)
3. 8%(1)
0. 0%(0) 4.19 .801
4. Pa r t i c ipa t ing in th i s ESP program enhanced my writing ability.
42.3%(11)
30.8%(8)
23.1%(6)
3. 8%(1)
0. 0%(0) 4.12 .909
5. The ESP program was helpful for my English learning in the future.
57.7%(15)
30.8%(8)
11.5%(3)
0. 0%(0)
0. 0%(0) 4.46 .706
6.This ESP program increased my motivation to learn English.
61.5%(16)
26.9%(7)
11.5%(3)
0. 0%(0)
0. 0%(0)
4.50 .707
6. Discussion
The Taiwanese VHS students of tourism entered the program without the necessary language and oral skills for interpretation but left the ESP program being able to interpret a tourist attraction in English. The impact of this ESP program, such as
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the perceived impact on the participants’ interest and ability in ESP interpretation, was profound. In addition, this ESP program had positive effects on participants’ overall English proficiency, particularly in speaking.
This section first addresses the learning conditions contributing to the effectiveness of the ESP program in this school-university partnership, followed by a response to the ESP vs. EGP dilemma, based on the results of the study.
Learning conditions created through this school-university partnership
The materials design model proposed by Hutchinson and Waters (1987) is the analytical framework we use for examining the learning outcomes co-constructed by the school-university partnership. Four interconnected learning conditions contributed to the positive learning outcomes: (1) rich and multiple inputs, (2) needs-based contents, (3) practical use of English, and (4) meaningful tasks.
Rich and multiple inputs. This ESP program offered rich input from multiple sources. The materials on the18 topics were adapted, modified, and/or self-created, to allow the participants to interact with materials in different genres. The college English instructor and VHS English teacher provided the participants with the critical background information in both Chinese and English. The native-speaking English teachers provided the learners with key words for expressing ideas in English. “Here and now” vocabulary and photos as well as the self-created, on-the-spot video clips not only helped students make better sense of the topics, but also set a solid knowledge foundation for accomplishing their assigned tasks.
Needs-based contents. The contents of the program were needs-centered, both professionally and locally. Because the majority of the participants lacked the language and oral skills required by the ultimate task, namely, introducing a local tourist attraction in oral English, the program (divided into four phases) was primarily designed to bridge the gap. The contents fulfilled the needs not only of participants in their professional field, but also of the local county government.
Practical use of the language. Practical application of the language learned was the first concern. The participants did not study the English language for later
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use; rather, the new words introduced in the program were immediately applied in games and activities. Complex sentence patterns that did not fit the oral mode or were too difficult for the participants were avoided. The features of immediacy and simplicity could be found in the materials for the 18 topics, in the language used by the instructors, and in the self-created video-clips.
Meaningful tasks. The tasks reflected the idea that the ultimate purpose of language learning is language use (Hutchinson and Waters, 1987). The sense of meaningfulness lay not only in a communicative task in which the participants were able to use the content and the language knowledge they had built up through a series of in-class-tasks, but also in the expertise demonstrated in the ultimate task required by the participants’ professional field and by the strategic plans for internationalization set up by the county government.
The ESP vs. EGP dilemma
Conversations and interviews with the VHS English teachers and administrators over the course of this project (Personal communication, March-December 2009) coupled with findings from previous studies (Hung, 1994, 1996a, 1996, 1999; Hung & Lou, 1995) suggest that most VHS English teachers believe they have to choose between ESP and EGP learning. The ambivalent response toward the ESP vs. EGP dilemma suggests that ESP curricula might take away from students’ time spent studying general English, and result in poor performance on entrance examinations, thereby denying them the opportunity to study at a college or university. The results of this study showed a different outcome.
The ESP program led to improvements in participants’ language skills, including oral English competence, as well as their knowledge of local tourist spots. Moreover, participants left the program with a positive attitude towards ESP programs, indicating that they would be more willing to engage in English interpretation in the future. The “side effect” of this ESP program was that participants’ overall English proficiency increased (p <.01). What is worth mentioning is that the participants (M=4.46) stated that the positive experience with this ESP program was helpful for their learning
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English in the future, indicating they would carry over the positive learning experience to their EGP learning. Additionally, the participants reported that their motivation to learn English was enhanced (M=4.50) as the result of participating in this program.
Unlike Chen (2006), who proposes a one-way direction from a common core (EGP) to specific (ESP) instruction, Figure 1 presents the discursive relationships among the four interconnected learning conditions and their impact on participants in terms of (1) ESP competence and learning, (2) EGP overall proficiency and EGP learning, as well as (3) their motivation for learning English (EGP and ESP).
Based on the findings of the study, Figure 1 shows that an effective school-university partnership can create positive learning conditions for building participants’ ESP competence and learning of ESP and that these positive learning outcomes, as indicated by the dotted lines of Figure 1, can have an immediate and permeating impact on overall English proficiency and self-reported improvements in four skills. Consequently, these positive experiences with ESP and EGP will contribute to participants’ fundamental and long-term motivation to learn EGP as well as ESP.
ESP Competence and Learning
School University
Needs-based contents
Practical language
Meaningful tasks
Rich and multiple inputs
Motivation for Learning English
(EGP and ESP)
English Proficiency and Learning
EGP (Listening)
EGP (Reading)
EGP (Writing)
EGP (Speaking)
Figure 1. Four interconnected learning conditions through a school and university partnership and their impact on learning ESP and EGP
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In sum, participating in ESP programs will not compete with Taiwanese VHS students’ time for learning EGP. Rather, learning ESP will both help increase the knowledge and the skills that match their professional field and consolidate basic language skills required by the entrance examination. Essentially, motivation for learning both ESP and EGP will be cultivated.
7. Conclusions
The study delineates what is involved in ESP materials development and program design and implementation for VHS students of tourism through a school-university partnership. It is found that effective ESP materials development, program design, and implementation are characterized by (1) rich and multiple inputs, (2) needs-based content, (3) use of practical language, and (4) meaningful tasks. These positively interconnected learning conditions can contribute to effective outcomes, not only in learners’ ESP competence but also their overall English proficiency, as well as their motivation for further ESP and EGP learning.
The results of the study suggest that VHS English teachers should not be caught in the either-ESP-or-EGP dichotomy. An ESP program that matches the nature of students’ majors and their professional needs can create a win-win situation. Not only will the VHS students gain ESP competence, but they will also improve their overall language proficiency. More importantly, as this study demonstrates, an ESP program that takes learners’ needs as its first priority can nurture students’ internal motivation to learn English rather than as a response to outside forces.
8. Suggestions
Several suggestions are made based on the results of the study. The positive outcomes of this ESP program suggest that ESP courses should be included as part of the English curricula in the Taiwanese VHS system. If this is done, VHS students can engage in learning ESP during the regular academic year, which will reduce the
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problem of attendance. As this ESP project took place over the weekends and the summer time, some students were not able to participate in the program due to other commitments.
The results of the study are based on VHS students of tourism. Case studies on VHS students in other professional fields should be conducted in order to seek other potential forms of ESP materials development, program design, and implementation. More case studies can fill in the gap in ESP research on secondary learners.
Studies should also be conducted to investigate the effects of ESP programs through different forms of school-university partnerships. For example, a college English instructor could collaborate with a subject area specialist (Perry & Stewart, 2005; Yu, 2007) from high school to offer an ESP course in interpretation in the VHS system.
Lastly, this study would not have been possible without the multiple roles played by the college students majoring in English. More studies should be conducted to address the roles that college English-major students can play in creating ESP programs (e.g., Sava, 2010) for secondary school students.
Note
1. Although a total of 33 VHS students of tourism voluntarily participated in this study, the number of participants who filled out the questionnaires (Table 2, N=26) and who took the pre- and post- GEPT tests (Table 3, N=25) might not be the same because some participants had other time commitments on weekends and the summer break.
Acknowledgement
I would like to thank the four college participants in this study: Laura Liu, Jason Liu, Anita Wang and Ricky Chen. Without their commitment and dedication, this study would not have been possible.
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Appendix: A Videotaped English Tour Given by the VHS Tourism Students
http://www.youtube.com/watch?v=skP5JusSIk0
Title: Urkan Village
Date: August 28th, 2009Location: Urkan Village, Xiyu TownshipCast: Karen, Chris, Chichi, Benjamin
Scripts on the English Tour
Hello everyone. We are your tour guides:I’m Benjamin. I’m Karen, I’m Chris and I’m Chichi.Now we are at Urkan village. Look, this is Ursing temple.You can see a lot of natural scenery in Penghu.But do you know that Penghu is also a place full of traditional culture?Right! That is Urkan village. Urkan village is located in Siyu Township.There are about three or four main narrow streets.There are almost twenty to thirty families in the whole village.As the government plans to protect this village the village’s traditional culture and history has been well protected.
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When you walk along the ancient streets of Urkan village, it is like taking a trip back into the past.Urkan village has the biggest historic house in Penghu; it has four hundred years of history.The Chen family house is the main historic attraction. Since the Chen family used to do a lot of business in the South Seas, the door of the Chen family house is of a South Sea like style.Now. Let’s go visit Urkan village.
Welcome to watch Yes, U Can TV.I’m reporter Chris. Wow, what a beautiful scenery!This is Urkan village. Look! There are many tourists visiting Urkan village.Let’s go talk to them.
R: HiB: こんにちは、どうしだの [Hello! What’s the matter?]R: Oh, sorry. I can’t understand what you say. Can you speak English?B: Sure. But my English is not good.R: It’s all right. So where are you from?B: I’m from Japan. Do you know where Japan is?R: Of course. Japan is a famous country and, Oh! Sorry what is your name?B: My English name is Benjamin.R: Nice to meet you! Benjamin. My name is Chris. Why did you come here?B: I came here for tourism.R: And what do you think about Urkan village?B: Urkan village is a beautiful village.R: Great! Why do you like here so much?B: You want to know? Let me tell you. That was one year ago. When I first came here I had a very good Chinese interpreter. He was very friendly and passionate. He spent one hour showing Urkan to me. I also remember he told me some legends. I love legends.R: That’s a special experience. You must have a good memory. I hope you have a nice trip today. Good bye.B: Good bye! さようなら [Good Bye!]K: See! How beautiful!B: See! How ancient!C: See! How traditional!R: If you come to Penghu, You must visit Urkan. ALL: Bye Bye!
