This program evaluation study investigated the first-time implementation of English-for-specific-purposes (ESP) courses featuring learner-centered, cooperative learning approaches in a private university in Taiwan. Questionnaires comprised of both scaled and open-ended items were distributed to 133 students enrolled in nine elective ESP courses to gather background information and gauge learner satisfaction. Results of these questionnaires also serve to refine the design of the ESP curricula. In addition, four participants joined semi-structured interviews to report their experiences in this ESP program. The 133 respondents' English proficiency ranged from CEFR A2 to B2, the majority of which were English major students scoring at the mid-range of B1. The top reasons for enrollment were to enhance English ability and to fulfill academic requirements. Participants rated the receptive skills of reading or listening as being more useful than productive skills in their daily and academic lives because they use reading skills most to comprehend articles on the Internet, textbooks, or emails and letters in English. They use listening skills most when comprehending class lectures and information on the Internet. The results of the data analysis also revealed that most students supported learner-centered approaches in the ESP context. In addition, participant responses indicated a high level of satisfaction regarding the effectiveness of the ESP program. Participants indicated higher motivation for professional English than general English, and perceived themselves as autonomous learners who actively seek out-of-class reading opportunities. The study suggests that substantial improvement could occur if ESP courses continue to be offered at the university.
關聯:
Hwa Kang English Journal ； 23卷 (2018 / 07 / 01) ， P27 - 66
