Inside the ESP Classroom: Analyzing MBA Students' Learning Difficulties Through Teachers' Eyes
Marzieh Khedri
1
(
Department of Foreign Languages, Shiraz branch, Islamic Azad University, Shiraz, Iran.
)
Samad Mirza Suzani
2
(
دانشگاه ازاد مرودشت
)
Fatemeh Behjat
3
(
دانشگاه ازاد آباده
)
Keywords: ESP, ESP teachers, MBA, Learning challenges ,
Abstract :
English for Specific Purposes, known as the acronym 'ESP’, has been a distinct activity in the field of English Language Teaching (ELT). This study investigates the challenges Iranian MBA students face in English for Specific Purposes (ESP) programs from the perspectives of their instructors. Utilizing semi-structured interviews and classroom observations with ten ESP teachers, the research identifies five major themes: lack of relevant business background, medium of instruction issues, communication challenges (oral and listening skills), the speed of teachers' speech, and deficiencies in writing skills. Findings reveal that students with non-business backgrounds struggle with quantitative coursework, while the transition from Persian to English exacerbates difficulties, particularly for those juggling work and study. Teachers noted persistent issues with students’ English proficiency, notably in speaking and listening, which hindered class participation and comprehension. The rapid pace of lectures and poor note-taking skills further complicated students’ ability to keep up with the curriculum. To address these multifaceted challenges, the study suggests implementing remedial courses, enhancing English language support, and adjusting teaching methodologies. These tailored interventions aim to improve students' academic performance and overall learning experience in ESP programs, offering valuable insights for educational institutions striving to support MBA students better. The pedagogical implications are discussed.
Aizawa, I., & Rose, H. (2020). High school to university transitional challenges in English medium instruction in Japan. System, 95, 102- 119.
Alhassan, A. (2019). EFL postgraduate students’ learning needs on English-medium business programmes: An exploratory study. Language Teaching Research, 1, 1–19.
Alhassan, A., Ali, N. A., & Ali, H. I. H. (2021). EFL students’ challenges in English-medium business programs: Perspectives from students and content teachers. Cogent Education, 8(1), 188-200.
Akbari, Z. (2016). The study of EFL students’ perceptions of their problems, needs and concerns over learning English: The case of MA paramedical students. Procedia-Social and Behavioral Sciences, 232, 24-34.
Altbach, P.G., & Knight, J. (2007). The internationalization of higher education: motivations and realities. J. Stud. Int. Educ.,11(34), 290-305.
Ballock, E., McQuitty, V., & McNary, S. (2019). An exploration of professional knowledge needed for reading and responding to student writing. Journal of Teacher Education, 69(1), 56-68.
Bardi, M. (2015). Learning the practice of scholarly publication in Englishea Romanian perspective. English for Specific Purposes, 37(1), 98-111.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Cheng, A. (2018). Genre and graduate-level research writing. Ann Arbor, MI: University of Michigan Press.
Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43-56.
Dimova, S. (2017). Life after oral English certification: The consequences of the test of oral English proficiency for academic staff for EMI lecturers. English for Specific Purposes, 46, 45-58.
Dudley-Evans, T., St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge university press.
Eckes, T. (2012). Operational rater types in writing assessment: Linking rater cognition to rater behavior, language. Assessment Quarterly, 9(3), 270-292.
Eslami, Z.R. (2010). Teachers’ voice vs. students’ voice: A needs analysis approach to English for academic purposes (EAP) in Iran. English Language Teaching, 3(1), 3-11.
Ghanbari, B. (2010). ESP Practitioner professionalization through apprenticeship of practice: The case of two Iranian ESP practitioners. English Language Teaching, 5(2),112-122.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A Learning-centered approach. Cambridge: Cambridge University Press.
Jafarie, M., & Heidari Tabrizi, H. (2022). The Frayer Model Effectiveness in the LSP Vocabulary Development: The Case of English for Iranian Computer Sciences Majors. Journal of New Trends in English Language Learning, 1(4), 1-16.
Johns, A. M., & Dudley-Evans, T. (1991, Summer). English for Specific Purposes: International in Scope, Specific in Purpose. Teachers of English to Speakers of Other Languages, Inc. (TESOL), 25(2), pp. 297-314.
Lim, J. (2019). An investigation of the text features of discrepantly-scored ESL essays: A mixed methods study. Assessing Writing, 39, 1-13.
Lin, T., & He, Y. (2019). Does bilingual instruction impact students’ academic performance in content-based learning? Evidence from business school students attending bilingual and L1 courses. Sustainability, 11 (263), 1-18.
Lumby, J., & Foskett, N. (2016). Internationalization and culture in higher education. Educational Management Administration & Leadership, 44(1), 95-111.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76.
Mehrani, M. B., & Khodi, A. (2014). An appraisal of the Iranian academic research on English language teaching. International Journal of Language Learning and Applied Linguistics World, 6(3), 89-97.
Moslemi, F., Moinzadeh, A., Dabaghi,A. (2011). ESP Needs Analysis of Iranian MA students: A Case Study of the University of Isfahan. English Language Teaching, 4(4),121-129.
Mumford, S., & Atay, D. (2021). Teachers’ perspectives on the causes of rater discrepancy in an English for Academic Purposes context. Assessing Writing, 48, 100-127.
Poe, M., & Elliot, N. (2019). Evidence of fairness: Twenty-five years of research in assessing writing. Assessing Writing, 42, 1-21.
Pritasari, A., Reinaldo, H., & Watson, C. W. (2019). English-medium instruction in Asian business schools: A case study. Journal of Multilingual and Multicultural Development, 40(1), 1-13.
Raczynski, K. R., Cohen, A. S., Engelhard, G., & Lu, Z. (2015). Comparing the effectiveness of self-paced and collaborative frame-of-reference training on rater accuracy in a large-scale writing assessment. Journal of Educational Measurement, 52(3), 301-318.
Roothooft, H. (2019). Spanish lecturers’ beliefs about English medium instruction: STEM versus Humanities. International Journal of Bilingual Education and Bilingualism, 1-14.
Simpson, S., Caplan, N. A., Cox, M., & Phillips, T. (2016). Supporting graduate student writers: Research, curriculum, and program design. Ann Arbor, MI: University of Michigan Press.
Tamtam, A., Gallagherb, F., Olabic, A. G., & Naherd, S. A. (2012). Comparative study of the implementation of EMI in Europe, Asia and Africa. Procedia - Social and Behavioral Sciences, 47(47), 1417-1425.
Tamtik, M., & Kirss, L. (2016). Building a norm of internationalization: The case of Estonia’s higher education system. Journal of Studies in International Education, 20(2), 164-183.
Tatzl, D. (2015). Case meetings for teaching English for specific academic purposes in a tertiary aeronautical engineering programme. Innovation in Language Learning and Teaching, 9(3), 191-217.
Teichler, U. (2007). Does higher education matter? Lessons from a comparative graduate survey. European Journal of Education, 42(1), 11-34.
Wall, M.P. (2009). Needs analysis for effective professional communication in English speaking and listening proficiency: A case study for Thai University administrators. Language Forum, 35(1), 7-24.
Wang, J., Engelhard, G., Raczynski, K., Song, T., & Wolfe, E. W. (2017). Evaluating rater accuracy and perception for integrated writing assessments using a mixed-methods approach. Assessing Writing, 33, 36-47.
Widdowson, H. G. (1983). Learning purpose and language use. Oxford: Oxford University Press.
Wolfe, E. W., Song, T., & Jiao, H. (2016). Features of difficult-to-score essays. Assessing Writing, 27, 1-10.
Xi, X. (2010). How do we go about investigating test fairness? Language Testing, 27(2), 147-170.