The Impact of Conceiving an Empirical ESP Course on Undergraduate Engineering Students: A Case Study at Ovidius University of Constanta

Abstract

The aim of this study is to show why speaking English while practicing, focusing on, and promoting language learning plays such an important role in conceiving an empirical ESP course. It also looks into how ESP classes are viewed by engineering students as a means of preparing them for both professional and academic communication. A questionnaire is conducted on 104 Civil and Mechanical engineering students at Ovidius University of Constanta. In addition to being questioned about their expectations, learning goals, and perceived initial level of proficiency, students were also asked about how well they felt they had developed the various skills, how well their initial learning objectives had been met, and how well they thought the ESP course had prepared them for professional and academic communication on a global scale. The empirical evidence collected based on both quantitative and qualitative research methods will show that speaking is regarded as the utmost significant skill among all since it is needed to enter the labor market swiftly after being integrated. Since ESP is thought to be a means of acquainting students with discourse particular to their field of study, to improve the courses and bring them closer to learners' perceived requirements and specialized communication practices, it is imperative to determine how to make them even more beneficial to students.

Keywords

• esp
• speaking skill
• empirical study
• p(resent) s(ituation) a(nalysis)
• t(arget) s(ituation) a(nalysis)
• c(ontext) a(analysis)