Being one of the most important and influential advancements in information technology since the emergence of the Internet, cloud computing has invaded the area of English for Specific Purposes (ESP), among other fields, due to its flexibility, availability, practicality and cost effectiveness. In 2006 Google developed its Apps for Education, currently referred to as “G Suite for Education”, that provide teachers and students with access to different tools, such as Classroom, Mail, Drive, Calendar, Docs, etc., each serving different educational purposes. This paper reports on a research study conducted at the Cyprus University of Technology Language Centre in Fall 2016, in the context of two blended English for Academic Purposes (EAP) courses for first-year students of the Departments of Agricultural Sciences, Biotechnology and Food Science and Commerce, Finance and Shipping, which are based on social constructivist approaches with elements of connectivism and student-centered teaching methods. The study aimed at eliciting data on the students’ views regarding the ease of use of G Suite for Education tools, difficulties encountered during their use, and their efficiency in the teaching and learning process. Data was obtained through an online questionnaire, consisting of Likert scale and open-ended questions, administered to the students at the end of the semester. Findings illustrate that students viewed the use of G Suite for Education tools in their EAP courses very positively, both in terms of ease of use and efficiency in the learning and teaching process, encountering only minor difficulties during their use.

Developments in Information and Communication Technology (ICT) have transformed the way people communicate, interact and also the way they learn. ICT tools are widely used in language teaching and learning, and the benefits have been repeatedly expressed in literature. ESP is yet another area of language education that has been affected by these developments. Despite the fact that there are ESP practitioners who utilise technologies in their teaching, more research is needed in order to identify how widely technology tools are used in ESP, so that action is taken to empower practitioners and provide them with the help they need in order to integrate technology in their practices.  This paper reports on the findings of a study conducted among 67 ESP practitioners from Tertiary Education in Greece and the Republic of Cyprus, the data of which were obtained through the use of an electronic questionnaire. The paper aims at examining the profiles of ESP practitioners in Greece and the Republic of Cyprus describing their use of technology (hardware and software) for the preparation and delivery of their courses. Furthermore, it outlines ESP practitioners’ views on the inclusion of a component on the use of technology in ESP teacher education. The paper concludes with suggestions regarding opportunities for professional development on issues related to the integration of ICT tools in ESP teaching and learning.

This article explains how the

No abstract

No abstract