Challenges Perceived by Indonesian ESP Teachers in Post-Pandemic Era: A Survey from a Higher Education Institution
(1) University of Hamzanwadi
(2) University of Hamzanwadi
(*) Corresponding Author
Abstract
This study examines challenges experienced by Indonesian ESP teachers in face-to-face education system, and possible solutions they have deployed to tackle the challenges. An online survey was employed to discover challenges the ESP teachers perceived, which was then quantitatively analysed using SPSS software. Besides, semi-structure interviews were carried out to explore solutions the ESP teachers had deployed to resolve the challenges, which was then qualitatively analysed using coding system. The findings show that the ESP teachers are dealing with five major challenges with inadequate teaching material being the most challenging (M=3.15, SD=0.88) and unsupported institution system being the least challenging (M=2.34, SD=0.62). To tackle the challenges, the teachers employ several techniques such as adapting ready-made materials, collaborating with specific-subject teachers, and participating in relevant trainings, and asking for IT experts’ assistance. As the findings reveal, this study provides us with pedagogical implications such as the need of relevant trainings and adequate textbooks for ESP teachers and placement tests for ESP students. Some limitations and suggestions for future studies are also presented.
Keywords
Full Text:
PDFReferences
Al-Jarf, R. S. (2021). ESL teachers’ professional development on facebook during the Covid-19 pandemic. European Journal of Education and Pedagogy, 2(6), 75–81.
Alsharif, D., & Shukri, N. (2018). Exploring pedagogical challenges of ESP teachers at a Saudi Arabian university. International Journal of Asian Social Science , 8(10), 841–855.
Basturkmen, H. (2019). ESP teacher education needs. Language Teaching, 52(3), 318–330.
Chmelikova, G., & Hurajova, L. (2019). ESP teachers in the world of globalization and higher education internationalisation. Journal of Teaching English for Specific and Academic Purposes, 7(4), 443–452.
Diachkova, Y., Sazhko, L., Shevchenko, L., & Syzenko, A. (2021). Global issues in ESP classroom: challenges and opportunities in higher education. Arab World English Journal, 12(1), 388–400.
Drisko, J. W., & Maschi, T. (2015). Qualitative Content Analysis. In Content Analysis. Oxford University Press.
Dudeney, G., Hockly, N., & Pegrum, M. (2014). Digital literacies. In Research and Resource in Language Teaching (1st ed.) Pearson, 1–400.
Er, M., & Kirkgoz, Y. (2018). Introducing innovation into an ESP Program: Aviation English for Cadets. In Key Issues in English for Specific Purposes in Higher Education (11), 179–199. Springer, Cham.
Gollin-Kies, S., Hall, D. R., & Moore, S. H. (2015). LSP classroom management and professional development. In Language for Specific Purposes, 135–140. Palgrave McMillan.
Iswati, L., & Triastuti, A. (2021). Voicing the challenges of esp teaching: lessons from ESP in non-English departments. Studies in English Language and Education, 8(1), 276–293.
Lenard, D. B., & Lenard, I. (2018). Examining pedagogical content knowledge of ESP Teachers. The Journal of Teaching English for Specific and Academic Purposes, 6(3), 353–364.
Marcelo, C., & Yot-Dominguez, C. (2019). From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education, 47(3), 975–988.
Marcu, N. A. (2020). Designing functional ESP (English for Specific Purposes) courses. Procedia Manufacturing, 308–312.
Marwan, A. (2017). ESP teaching challenges in an Indonesian vocational higher institution. The English Teacher, 3(1), 1–12.
Nezakatgoo, B., & Behzadpoor, F. (2017). Challenges in teaching ESP at Medical universities of Iran from ESP stakeholders’ perspectives. Iranian Journal of Applied Language Studies, 9(2), 59–82.
Petraki, E., & Khat, K. (2022). Challenges and constraint in the design of an ESP course in Cambodia: implications for higher education institutions. Asia Pacific Journal of Education, 42(2), 260–275.
Poedjiastuti, D. (2017). The pedagogical challenges of English for Specific Purposes (ESP) teaching at the university of Muhammadiyah Malang, Indonesia. Educational Research and Reviews, 12(6), 338–349.
Rokenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A Study of digital competence in Norwegian teacher education. Computer and Education, 97(1), 1–20.
Windsor, A., & Park, S. S. (2014). Designing L2 reading to write tasks in online higher education contexts. Journal of English for Academic Purposes, 14, 95–105. https://doi.org/10.1016/j.jeap.2014.01.003.
DOI: http://dx.doi.org/10.30998/scope.v7i2.15526
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Andri Suherman
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License