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ESP Courseware-implemented Instruction in Technological Contexts: Students' Learning Effectiveness and Perceptions

Abstracts


This study reports on investigating students' learning effectiveness in the area of English for Specific Purposes (ESP) in an elective course, "English Reading for Technology," offered to sophomores of English as a Foreign Language (EFL) in a technical university in Taiwan. A sustained-content language leaching (SCLT) approach and a task-based learning (TBL) approach were combined with courseware-implemented ESP instruction. Students were asked to complete a variety of pre- and post-tests, including cloze tests, dictation and Q&A tests and a questionnaire survey of satisfaction was administered at the end of the instruction. The results indicated that students not only made significant progress but also felt satisfied with the content-based activities and integrative English practices provided by the courseware. A comparison was made with a control group using a conventional teacher-centered style of instruction. The learner-centered instruction with courseware implementation could be potentially helpful for teaching ESP courses by providing both content knowledge and related integrative language practice.

References


Lo, Y. G. (2012). ESP versus EGP: A case study of an ESP program for vocational high school students of Tourism. Taiwan International ESP Journal, 3(2), 71-100. doi: 10.6706/TIESPJ.2011.3.2.4
Tsou, W. (2009). Needs-based curriculum development: A case study of NCKU's ESP program. Taiwan International ESP Journal, 1(1), 77-95. doi: 10.6706/TIESPJ.2009.1.1.4
Brett, P. (2000). Integrating multimedia into the Business English curriculum: a case study. English for Specific Purposes, 19(3), 269-290. doi: 10.1016/S0889-4906(98)00018-0
Buck, G. (1992). Listening comprehension: Construct validity and trait characteristics. Language Learning, 42(3), 313-57. doi: 10.1111/j.1467-1770.1992.tb01339.x
Chang, C. C., Lei, H., & Tseng, J. S. (2011). Media presentation mode, English listening comprehension and cognitive load in ubiquitous learning environments: Modality effect or redundancy effect? Australasian Journal of Educational Technology, 27(4), 633-654. doi: 10.14742/ajet.942

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