Military English Course Training for Non-Military Native English Teachers

( Chang Hwan Kim ) 한국ESP학회 2021 ESP REVIEW Vol.3 No.1

Despite the abundance of research available on English for specific purposes and English language education for professionals, addressing the lack of insight on how the native English teachers function in a specialization field to help the language learners should be analyzed. The discussion here is to see what is needed for the civilian language instructors to work in a military sector where the core curriculum is developing military officers. By reviewing the chapter from Higbee’s (2012) Military Culture and Education, the members in the Korean military education and training institutions, along with ESP researchers should start asking necessary questions to further enhance the ESP and professional language development programs for the ROK military. The complexity of ESP in the military sector requires multiple layers of language training and education as language learner’s additional specialization is merged with the basic framework of a professional soldier or an officer. A doctor might encounter ESP that is designed within the framework of the medical field, but a combat engineer in a military requires language designed for both the soldiers and an engineer. The paper is to encourage further research and analysis of the English language education development that will support ESP for the ROK military and how the native English instructors should be prepared to assist in professional language development for ROK military officers.

챗봇과 생성형 AI 활용 영어교육

심창용 ( Sim Chang-yong ),황필아 ( Hwang Pil-ah ),남보라 ( Nam Bora ) 한국ESP학회 2023 ESP REVIEW Vol.5 No.2

With the commercialization of generative AI, the development of AI digital textbooks is progressing rapidly in the context of the EdTech industry. AI digital textbooks, based on the Revised 2022 National Curriculum, adopt a cloud-based approach and presuppose the use of generative AI, leading to significant changes in English education. The emergence of generative chatbots, in particular, gives the impression that research on AI chatbot-assisted English education is not keeping up with the times. However, upon closer examination of the strengths and weaknesses of rule-based chatbots, AI chatbots, and generative chatbots, it becomes apparent that there must be a division of labor in applying them to English education. Rule-based chatbots can be used in areas where high accuracy is required, AI chatbots can be used where meaningful practices are employed, and generative chatbots can be used for communicative practices. Furthermore, generative AI shows high potential for creating and transforming learning materials suitable for learners’ levels, as well as for the direct assessment of speaking and writing. By differentiating between the roles of AI digital textbooks and teachers, a more effective English education can be performed, and this can be applied to diverse ESP education areas, offering a customized learning experience.

보편적 학습 설계(UDL)에 기반한 ESP 교육과정 구상: 일본 리츠메이칸 아시아태평양대학의 사례를 중심으로

정종희 ( Jung Jonghee ) 한국ESP학회 2021 ESP REVIEW Vol.3 No.1

This study aims at investigating the effect of the English language course design which is conducted on the basis of the approach called English for Specific Purposes (ESP). This English language course is designed based on the Universal Design for Learning (UDL) framework, which is increasingly drawing the attention of researchers and educators as an effective solution for diverse education settings in Japan. The UDL framework is considered as an efficient approach for designing flexible learning environments and accessible content. This ESP course design is based on the UDL guidelines and such design can match a wide mix of learner needs, abilities, background knowledge, and cultural differences. This research is part of a joint research project “A case study of inclusive class development based on UDL concept: Improving the first-year seminar and mandatory language subjects at Ritsumeikan Asia Pacific University (APU),” and is supported by the APU Center for Inclusive Leadership.

영어 교육 ESP 부문에서의 EST 분야 수업 설계 및 운영

김형엽 ( Kim Hyoung Youb ) 한국ESP학회 2019 ESP REVIEW Vol.1 No.2

With the era of globalization and the 4th industrial revolution upon us, the industrial sector has expanded the range of its own influence not only in many nations but also in various regions. In order to keep pace with these trends, English teaching methods that have been embraced by most universities in Korea are now facing fundamental problems. Several educational experts pointed out various deficiencies because they believed that traditional teaching methods could not nurture properly trained human resources with qualified talents. First of all, I maintain that it is necessary to find a new way of teaching and encouraging students which can allow them to actively check the level of appropriateness of their developmental learning process. With the advent of the Flip learning method and the MOOC system, it has become possible for a student to be exposed to the process of finding one’s own learning process and customizing the direction of learning. These new methods can also serve as the basis for developing the potential to allow students to keep abreast of the transformations occurring in society as it transitions to the future. In this sense, I think another blueprint for English education is urgently needed that reflects the new course operation system to which Flip learning and MOOC adhere. Thus, in this paper, I propose the FLMR model approach integrating the two methods, and attempt to find the most effective English teaching method that simultaneously covers the areas of humanities and science. Moreover, I am confident that the model can provide an important foundation for EST education and a new direction in English classrooms because it reflects not only the properties of humanities majors, but also those of science-related fields, without leaning to heavily in the direction of EAP, which used to be the bedrock for English classes in the past.

Functional Understanding of Comma in Designing ESP Course

( Yohan Hwang ) 한국ESP학회 2019 ESP REVIEW Vol.1 No.1

To date, there has been a renewed and steady interest in designing language syllabuses based on functional grounds, moving away from structural understanding of a language. This trend has been particularly strong in the development of ESP (English for Specific Purpose) since ESP focuses on developing authentic and contextualized English skills in a specific discipline. Based on theoretical understanding of functional discourse grammar and pedagogical focus of ESP, the main purpose of this paper is to examine the functional way of teaching English punctuation, especially a comma usage, instead of focusing on the linguistic location specified by its rules. In order to accomplish this goal, this paper explores diverse incidents of commas used in journalistic writing, a U.S. college newspaper (The Daily Collegian). Particularly, it not only gives attention to the relation with certain grammatical features that necessitate the presence of a comma, but also it delves into the use of commas, which is beyond the basic rules. Based on the result, this study suggests several pedagogical implications for functional approaches of ‘language in use’ in designing ESP grammar courses beyond the traditional rule-oriented instruction.

학술지 English for Specific Purposes(ESPj)를 통한 ESP 연구 동향 분석: 2000년 ~ 2018년 중심으로

이승열 ( Lee Seung-ryul ) 한국ESP학회 2020 ESP REVIEW Vol.2 No.1

In an effort to explore the trends of ESP research this study analyzed the articles which were published in the English for Specific Purposes (ESPj) from 2000 to 2018. This study has shown the characteristics and changes of research articles with respect to disciplines, topics, and methodologies. This analysis has produced some findings about research trends in ESPj. Recent articles show that genre and corpus analyses on the academic and occupational writings were favored over other methods and ESP domains. Next, qualitative research methods have recently been favored over quantitative ones. These results indicate that ESP researchers have been less concerned with materials and program development which were based on learners’ needs. As ESP is a learner-centered approach, they need to pay attention to be more concerned with teaching and learning than academic writings. Furthermore, ESP researchers have used rather a limited qualitative method such as an ethnographic method and case study.

전문대 학생들의 영어 학습 동기 요인과 ESP의 필요성: 성취도 수준과 성별에 따른 차이

유세연 한국ESP학회 2023 ESP REVIEW Vol.5 No.1

This research, involving a total of 95 junior college students, examined various motivational factors affecting English learning, with a primary focus on designing specialized English curricula for health and medical fields. The study further scrutinized how these motivational elements correlated with students' English proficiency and gender. Through comprehensive analysis, five distinct categories of motivation were identified: 1) lack of motivation, 2) motivation for participating in English discussions and presentations, 3) motivation driven by the desire for higher English grades, 4) external pressure to learn English, and 5) motivation linked to English learning tasks. Of these, external pressure exhibited a notable relationship with English proficiency–lower proficiency students experienced significantly less external pressure than their higher proficiency peers. In terms of gender, female students displayed a significantly stronger drive to achieve higher English grades compared to their male counterparts. These results underscore the importance of acknowledging individual differences among students and developing a personalized educational approach for each major or level, based on English for Specific Purposes (ESP), instead of a generalized English as a Foreign Language (EFL) framework. Further implications for teaching and proposals for the betterment of English programs within health and medical science majors are explored within the study.

Emotional Bridge in Higher Education: Enhancing Self-Efficacy and Achievement through Hybrid Engagement

( Noble Lo ) 한국ESP학회 2023 ESP REVIEW Vol.5 No.2

The post-Covid-19 classroom is increasingly evolving towards flipped, hybridised design that integrates students into the learning strategy and course structure through digital, participative, and adaptive settings. For students, the realisation of course goals and learning attainment has been shown to depend upon several active psychological domains including emotionality, self-efficacy, and perceived control/autonomy. Central to such conditions are a variety of experiential forces and environmental considerations that shape the emotional stability and active engagement of students in these modern, hybrid classrooms. This study has explored focus group feedback regarding post-Covid-19 experiences in Hong Kong’s higher education English language courses. Key insights from a cohort of 15 students reveal that the design and structure of the learning experience plays a direct role in supporting positive emotional regulation and, over time, a student’s perceived self-efficacy as a learner. When students attain positive outcomes from within these experiences, the findings conclude that their productive engagement in class activities and deliverables will improve, resulting in a performative effect that can predict future attainment and learner competency. Finally, the study emphasizes creating ESP programs attuned to diverse learning styles and emotional needs, offering ESP practitioners a guide to enhance engagement and outcomes in post-pandemic education.

Feedback Dynamics in ESP Courses: Contrasting Personality Types and Their Developmental Perceptions in EFL Public Speaking

( Reuven Ronin ) 한국ESP학회 2023 ESP REVIEW Vol.5 No.2

Feedback is an essential tool and directly influences learning opportunities. In an environment where there is increasing pressure to learn speech and presentation skills for academic achievement, proper feedback has the potential to enhance motivation, personal development, and success. This study aims to explore the differences between contrasting personality types (introverted versus extraverted) and their preference and acceptance of feedback (verbal and nonverbal). By collecting data from university students (N = 115) enrolled in five separate EFL speech and presentation classes, this study utilizes pre-course and post-course surveys to better understand students’ perceptions and beliefs on feedback and praise, and satisfaction levels with the effectiveness of the methods implemented. The results revealed that the majority of both introverts and extraverts perceive learning public speaking skills as a necessary skill for their futures. Similarly, participants had positive perceptions of the instructor’s use of autonomy-supportive teaching methods, frequent provision of positive feedback and praise, and restriction of direct corrective feedback. Overall satisfaction with the course was also found among both groups of participants, though extraverted participants exhibited higher positive perceptions about the development of their public speaking skills. The study offers insights into teaching strategies for ESP courses and proposes directions for future research in this domain.

Negotiation for meaning in learner-instructor interactions in an ESP course for expatriate employees

민지유 한국ESP학회 2023 ESP REVIEW Vol.5 No.1

This study examines the strategies for meaning negotiation used in interactions between expatriate employees and their instructors during English for Specific Purposes (ESP) classes, and how the use of these strategies enhances their ESP learning. This qualitative case study involved three expatriate employees working in the United States and attending an online ESP program. Drawing on Long’s (1980) concept of negotiation for meaning, the study analyzed the communication that occurred between individual employees and their instructors in synchronous one-on-one online classes. The study identified six widely and commonly used strategies for negotiating meaning: clarification request, comprehension check, confirmation check, correction, repetition, and L1 use. Additionally, two other strategies, learning confirmation and knowledge expansion, were also confirmed. The study also found that the expatriate employees’ use of selected meaning negotiation strategies supported their English learning by promoting mutual understanding between them and their instructors. However, it was identified that the expatriate employees adopted different negotiation strategies depending on their English proficiency, and negotiation for meaning using those strategies did not always lead to successful English learning. Based on the results, this study suggests directions for future research.