ESP program evaluation framework: Description and application to a Taiwanese university ESP program

Tsou, Wen-Li; Chen, Fay

doi:10.1016/j.esp.2013.07.008

Cited by 38 publications

(43 citation statements)

References 22 publications

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“…Their proposed framework consists of at least three components: course evaluation, learner assessment and teacher participation and empowerment. Tsou and Chen adopted the first two parts from Hutchinson and Waters' model and the third part from the foreign language (FL) program evaluation model developed by Watanabe et al (as cited in Tsou and Chen, 2014). Unlike these two models, Tsou and Chen's model emphasizes gaining insights into certain aspects of an ESP program that have not been mentioned in previous models of ESP program evaluation such as materials authenticity, learner autonomy, and learning transfer.…”

Section: B Evaluation Framework In Espmentioning

confidence: 99%

“…This explains why the course continues to exist for more than a decade without adjustment. Despite that program evaluation is an indispensable procedure in ESP because it determines whether the objectives of an ESP program have been met and guarantees the program's continuous improvement (Tsou & Chen, 2014), it is usually avoided due to several factors. Batchman (1981) contended that lack of ESP program evaluations is due to the impression that it is carried out in an informal ad hoc manner, and that evaluation is rarely incorporated into the ESP course design.…”

Section: Course Evaluationmentioning

confidence: 99%

“…Despite that their evaluation framework is "somewhat dated" (Tsou & Chen, 2014, p. 39), Hutchinson and Waters' (1987) developed a useful ESP program evaluation consisting of two levels: learner assessment and course evaluation. Their evaluation model is similar to Batchman's (1981) model.…”

Section: B Evaluation Framework In Espmentioning

confidence: 99%

“…More recently, Tsou and Chen (2014) proposed an ESP evaluation framework that looks beyond learner assessment and course evaluation. Their proposed framework consists of at least three components: course evaluation, learner assessment and teacher participation and empowerment.…”

Section: B Evaluation Framework In Espmentioning

confidence: 99%

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Teaching English to Saudi Police Cadets: An Evaluation Study

Alhuqban¹

2014

JLTR

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Abstract-This study evaluated the teaching of English to Saudi police cadets at King Fahd Security College in Riyadh, Saudi Arabia. The participants included three groups of stakeholders: six English teachers, sixteen former police cadets and 122 current police cades. Data collection instruments included a set of three short questionnaires and observation. The analysis of the results showed that the ESP course and teaching at KFSC is ineffective and inappropriate due to administrative and methodological factors. The current ESP course lacks the major principles associated with the teaching of English for specific purposes such as meeting the police cadets' actual needs and turning these needs into operational objectives that can be tested. Administratively, the three groups of stakeholders expressed their dissatisfaction with the course duration and timing. The study concludes with some important pedagogical implications for the improvement of the ESP course and teaching at KFSC.

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Section: B Evaluation Framework In Espmentioning

confidence: 99%

Section: Course Evaluationmentioning

confidence: 99%

Section: B Evaluation Framework In Espmentioning

confidence: 99%

Section: B Evaluation Framework In Espmentioning

confidence: 99%

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Teaching English to Saudi Police Cadets: An Evaluation Study

Alhuqban¹

2014

JLTR

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“…Recent trends in ESP research largely focus on needs analysis (Lockwood, 2012;Peters & Fernández, 2013;Spence & Liu, 2013;Tsou & Chen, 2014), implementation (James, 2010;Shi, 2013;) and evaluation (Knoch, 2014;Lam, Cheng, & Kong, 2014;Pryor & Woodward-Kron, 2014;) of ESP programmes in countries such as the USA, Australia, Hong Kong, France, China, Iran and Taiwan. This research is discussed further in the three sections that follow.…”

Section: English For Specific Purposes In Higher Educationmentioning

confidence: 99%

Managing the complexities of English language teaching in engineering

Mohamed¹

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In this 21 st century, engineering employers seek professional engineers who have excellent scientific knowledge and are able to demonstrate good communication and problem solving skills.With this focus on job demands, engineering education has been restructured, balancing the emphasis between scientific knowledge and soft skills. This shift in focus has not only affected the teaching and learning in engineering education, but also English Language (EL) educators who are involved in teaching non-technical components within an engineering education curriculum.This shift in focus has raised the demand for ESP which include teaching communication skills in English language discourse used in engineering, and teaching problem solving skills in English language teaching. With this demand, challenges are inevitable among EL educators who are generally prepared for teaching English for generic purposes in school settings and who bring with them pedagogical knowledge and beliefs in English language teaching, as well as identities they have developed from their previous to their new workplace. This shift also raises questions about the ways in which English language teaching is positioned, the role of English language courses within an engineering-specific context and the implications of this positioning on the design of the English language courses.The main aim of this study was to investigate how EL educators managed the complexities in teaching English at one technical university in Malaysia. In addressing the research questions, a case study design was developed to highlight the complexities within that context and the ways in which EL educators managed these complexities. The data for this study were collected through qualitative and quantitative methods to unpack the complex process of teaching English for engineering which included teaching problem solving and communication skills. These methods obtained insights into the ways in which EL educators conceptualised English language teaching, positioned themselves and framed their teaching in an engineering context. The quantitative data were collected through a questionnaire involving 12 EL educators. The data from the questionnaire were used to profile the EL educators at the English Language Department of this university. Based on the profiling, four EL educators teaching undergraduate engineering students were selected for the main study. The qualitative data were collected through document study, individual semistructured interviews, classroom observations, video recording of classroom observations and stimulated recall protocols.This study found that there were disconnections between English language teaching and the engineering discipline at this university. These disconnections were due to the dissemination process of the engineering accreditation requirements whereby these requirements went through ii multiple layers of interpretation, adaptation and translation before they reached the EL educators, causing ambiguities in positioning English language ...

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