Are We Really Teaching English for Specific Purposes, or Basic English Skills? The Cases of Turkey and Latvia

Çelïk, Servet; Stavicka, Anna; Odiņa, Indra

doi:10.1007/978-3-319-70214-8_14

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…The teaching and learning English should involve the communicative approach hence the students can use the English actively, especially for their major needs such as tourism, hospitality and accounting (Çelik, Stavicka, & Odina, 2018;Muliyah & Aminatun, 2020). Due to the pandemic condition, teaching English in vocational high school is implemented through online learning.…”

Section: B) Teaching English For Vocationalmentioning

confidence: 99%

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Platforms, Problems and Solutions of Online English Language Teaching at Vocational High School

Kristina

Syahrial

Yunita

2021

Bahasa dan Sastra Inggris UPB

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The study aimed to discover and to describe online learning platforms used, the problems faced and the solutions that offered by the English teacher in Vocational High School. The descriptive qualitative research was used as the research design in order to describe in detail the issues which had been discovered. The researcher selected 7 English teachers from each state vocational high school of Bengkulu city as the representative sample for this research. The instrument of this research was the interview guideline and data were collected by using the interview. After collecting the data, the researcher analyzed the data by using descriptive analysis. The result Google classroom and WhatsApp were effective platforms to have online English language teaching in the pandemic era, especially, for the students at the vocational high school. The problems of using the platforms were the internet connection, lack of students’ motivation, lack of students’ understanding, and inefficient teaching time. While the problems of teaching language skills through the use of platforms were miss understanding and lack motivation, in adequate time, lack of interaction, and overload the use of data plan. The solution that the teacher used for solving the use of platform were providing the extended time and offline module or having face to face class. However for solving the problems of teaching language skills, the teachers did Whatsapp discussion, peer feedback and having question and answer session in Whatsapp, decreasing listening activity and providing additional time for writing.

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Section: B) Teaching English For Vocationalmentioning

confidence: 99%

“…Therefore, the teaching and learning process should provide more practices rather than giving the material to the students. So the students can achieve active communication by using English (Çelik, Stavicka, & Odina, 2018;Muliyah & Aminatun, 2020).…”

Section: Introductionmentioning

confidence: 99%

Platforms, Problems and Solutions of Online English Language Teaching at Vocational High School

Kristina

Syahrial

Yunita

2021

Bahasa dan Sastra Inggris UPB

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“…Another finding regarding teachers' familiarity with ESP is that 50% admitted to have a high familiarity with ESP. Since only a few of them conduct a NA before teaching, one may ask the question as put by Çelik, Stavicka, and Odina (2018): 'Are we really teaching English for specific purposes, or basic English skills? '…”

Section: Discussion and Implications Of The Findings Teachers' Familiarity With The Theory And Practice Of Espmentioning

confidence: 99%

The need for ESP in Burundi: What do tertiary English teachers say sbout it?

Nduwimana

2018

J NELTA

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This study examines the views that tertiary English teachers hold on the need for English for Specific Purposes (ESP) in Burundi higher education. To do so, it investigates the extent to which they are familiar with the theory and practice of ESP. For this study, 32 English teachers were contacted to participate in it. They were all requested to complete an online questionnaire, but only 17 proved willing to do so. The findings revealed that the majority of teachers are familiar with the practice of ESP. Although many of them reported to have high familiarity with the field of ESP, a few of them conduct a Needs Analysis (NA) before teaching ESP courses. Results also indicated that tertiary English teachers highly acknowledge the importance of teaching ESP in Burundi higher Education and, therefore, would encourage the ministry of education to fund an ESP project.

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Engineering Students’ Views on ESP Courses as a Pathway for the Development of Graduates’ International Mindsets

Arnó-Macià

Aguilar-Pérez

2022

Language Use, Education, and Professional Contexts

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Are We Really Teaching English for Specific Purposes, or Basic English Skills? The Cases of Turkey and Latvia

Cited by 5 publications

References 7 publications

Platforms, Problems and Solutions of Online English Language Teaching at Vocational High School

Platforms, Problems and Solutions of Online English Language Teaching at Vocational High School

The need for ESP in Burundi: What do tertiary English teachers say sbout it?

Engineering Students’ Views on ESP Courses as a Pathway for the Development of Graduates’ International Mindsets

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