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Nayanarangani, M. D. P., R. A. A. S. Rathnayaka, and M. G. T. S. Amarasekara. "Short-Scale Soil Spatial Variability of a Salt-Affected Land Allotment in <em>Maha-Illuppallama</em>, Sri Lanka." Sri Lankan Journal of Agriculture and Ecosystems 5, no. 1 (June 30, 2023): 21–49. http://dx.doi.org/10.4038/sljae.v5i1.114.
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The development of salt-affected soils is a serious limitation for sustainable agricultural crop production in Sri Lanka. This study was conducted to explore the short-scale spatial variability of a salt-affected land allotment at Maha-Illupallama in dry zone, Sri Lanka. Seventy soil samples from a depth of 0 - 30 cm were randomly collected within the study site. Soil Electrical Conductivity (EC), pH, Cation Exchange Capacity (CEC), Exchangeable (Ex.) cations; Ex.K, Ex.Na, Ex.Mg and Ex.Ca were measured using established techniques. Sodium Adsorption Ratio (SAR), Exchangeable Na percentage (ESP), K (EPP), Mg (EMP), and Ca (ECP) were estimated based on the relevant measured soil properties. Exploratory data analysis found considerable spatial variability in EC, ESP, SAR, and EPP while CEC, EMP, and ECP showed moderate spatial variability. The soil pH and BS exhibited lesser spatial variability within the study field. Variogram analyses revealed the presence of strong structured spatial variability for each analyzed soil parameter within the study site. Four Potential Management Zones (PMZs) i.e., PMZ1, PMZ2, PMZ3, and PMZ4 were demarcated using Fuzzy k means classification. Highest EC (1.19 ± 0.70 dS m-1) and SAR (19.05 ± 13.09) mean values were observed in PMZ2. Higher EMP mean values were observed in PMZ 1 and 3 in comparison to PMZ 2 and 4. Other evaluated soil properties varied among the designated PMZs. Soils in several places revealed pH > 8.5, EC < 4.5 dS m-1, ESP > 15%, and SAR > 13 values indicating an occurrence of sodic soil. The results underline the considerable potential for the use of Site-Specific Soil Management (SSSM) practices based on the PMZs in the examined salt-affected soil to boost productivity.
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Ren, Xiaobin. "Evaluating Lexical Complexity From EGP to ESP Textbooks." Journal of Language Teaching and Research 13, no. 5 (September 1, 2022): 974–80. http://dx.doi.org/10.17507/jltr.1305.09.
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ESP classes are usually designed for college students after they finish EGP learning. Accordingly, ESP textbooks are used after they use the EGP ones. Logically, ESP textbooks should be lexically more sophisticated than EGP ones, because linguistic contents are also important concerns for ESP teaching, and ESP classes should also promote students’ language development in addition to their professional advancement. This research aims to compare lexical complexity between EGP and ESP textbooks used among college students. With lexical sophistication as an index for lexical complexity, this study found some ESP textbooks were lexically easier than the EGP ones in this study, which contrasts with input hypothesis. This implicates that ESP textbook writers should consider the contents of EGP textbooks when writing textbooks.
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Salmani-Nodoushan, Mohammad Ali. "English for specific purposes: Traditions, trends, directions." Studies in English Language and Education 7, no. 1 (March 2, 2020): 247–68. http://dx.doi.org/10.24815/siele.v7i1.16342.
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English for Specific Purposes (ESP) began around fifty years ago as a result of pressing worldwide demands for fast-paced language training in occupational and professional settings, rapid revolutions in theoretical linguistics, and burgeoning pressures on schools and educators to focus on, and to be responsive to, learners’ needs. It started within the field of English Language Teaching (ELT) but has gradually established itself as an autonomous subfield of Applied Linguistics (AL). This paper will review the origins, evolution, and status quo of ESP, and then predict the future directions of this important field. The theoretical, analytical, and methodological evolutions of ESP are reviewed, the positions of genre analysis, target language use situation analysis, and context in ESP are described, the ‘just-in-case’ EAP and ‘just-in-time’ EOP approaches are compared, and the text-first and context-first approaches to discourse structure analysis are compared. The paper predicts that ESP will adopt a wide-angled epistemological stance to survey the (a) discursive, (b) generic, (c) social, and (d) organizational structures of specialized texts and discourses, as well as those of texts and discourses simplified for the popularization of science, in a systematic and contextualized manner. ESP practitioners are also warned about the potential threats of teaching genres of power within ESP.
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Yeung, May, and Eaman Mah. "From EAP to ESP." TESL Canada Journal 40, no. 1 (March 3, 2024): 137–50. http://dx.doi.org/10.18806/tesl.v40i1/1388.
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English for Academic Purposes (EAP) and English for Specific Purposes (ESP) are language training pathways for students to meet target language proficiency requirements towards further tertiary studies (Keefe & Shi, 2017; Walková & Bradford, 2022). Yet, these can be highly debatable terms, controversial over their appropriate usage (Flowerdew, 2016; Li, 2020; Maleki, 2008; Mpofu & Maphalala, 2021; Wette, 2018). A main reason for this discord is a lack of firm definitions between these two constructs, which leads to vague and blurred boundaries. This article will describe the process where a small western Canadian university modified an existing EAP course consisting of broad reading and writing topics into an ESP one with a narrow culturally and medically themed focus towards internationally educated nurses (IENs). These modifications assisted in the identification of the similarities and differences of both EAP and ESP for the institution. The new ESP course, piloted over two terms was found to have strengthened student outcomes in their non-native target language, commonly known as L2 (Saville-Toike, 2012) while their disciplinary knowledge contributions also enriched the curriculum. Rooted within the debate between determining appropriate language pathways, recommendations to determine the suitability of an EAP versus an ESP course within a “negotiated syllabus” utilizing learner input are offered (Breen & Littlejohn, 2000; Prior, 2020).
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Qadi, Ahmad. "Engineering and Technology Faculty’s and Students’ Perceptions and Attitudes towards ESP in EFL Context in Saudi Arabia." English Language Teaching 16, no. 5 (April 21, 2023): 20. http://dx.doi.org/10.5539/elt.v16n5p20.
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This paper repopulates faculty and students’ perceptions and attitudes towards ESP in EFL context. It uncovers both parties’ patricians’ thoughts about the significance of ESP in Saudi for the provision professional strength and contemporary suitability language practices in academics and institutions by EFL learners. It has revealed that teachers have shown ESP effectiveness for students of EFL program to inculcate language stuffs and solve learners’ queries. Also, Instructors concluded that the emergence of ESP flourishes learner’s knowledge of language for the codification in specific domains. Correspondingly, learners have expressed their discernments of ESP contents to capitalize them in real life situations. ESP materials assist the learners leading to use language accordance to circumstances. The research has illustrated that ESP replacement with EGP is lucrative to drive effectively learners to prepare them for current challenges of English use. Obtaining collective insights of both teachers and students demonstrated positive implications about ESP. They consciously negotiated and reflected regarding ESP constructive impacts on EFL learners. Moreover, the researcher used two questionnaires to conduct this study from faculty and students of EFL. Their perceptions and attitudes about ESP have identified significant disparity in comparison with EGP. Data have been analyzed through difference of all participants’ options selections. Thus, it could be concluded that ESP is considered more effectual rather than EGP for EFL learners in Saudi environment.
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Azalmad, Nor Eddine. "Reconsidering the Distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) - Towards a Unified Perspective." Journal of Innovative Research 1, no. 3 (October 7, 2023): 35–39. http://dx.doi.org/10.54536/jir.v1i3.2010.
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This article critically examines the distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) within language teaching contexts. It argues that the traditional dichotomy between ESP and EGP is inadequate and proposes a unified perspective. The rationale behind this argument is that all English language teaching experiences involve specificity, as learners’ language needs are influenced by their particular goals, domains, and contexts. The article challenges the prevailing assumptions and highlights the limitations of the ESP vs. EGP dichotomy. The key findings reveal that the boundaries between ESP and EGP are blurred and that considering all English language teaching as ESP provides a more comprehensive and inclusive approach. This reevaluation has significant implications for language pedagogy, curriculum design, and teacher training, urging a shift in perspective toward recognizing the specific nature of all language learning and teaching contexts.
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MUHAMMAD, Anugrah Puspita Ayu, and Mustakim MUSTAKIM. "Specialised English: New Directions in ESP and EAP Research and Practice by Ken Hyland & Lillian L.C. Wong (2019): Routledge." Research and Innovation in Applied Linguistics-Electronic Journal 1, no. 1 (February 15, 2023): 58. http://dx.doi.org/10.31963/rial-ej.v1i1.3749.
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The Book “Specialised English: New Directions in ESP and EAP Research and Practice by Ken Hyland & Lillian L.C. Wong (2019): Routledge” is a must-read book for ESP and EAP researchers and practitioners. It consists of three main sections: 1) conceptualizing issues in specialized language use (five chapters), 2) focusing on texts (six chapters), and 3) focusing on practice (six chapters). This book addresses some challenges in teaching and researching ESP courses across disciplines (Enesi et al., 2021). For example, contextualizing ESP teaching as “workplace English” is currently demanding, thus allowing ESP curriculum developers to formulate and infuse English materials in the workplace (V. K. Bhatia & Bremner, 2012).
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Raikhanova, D. K., and G. M. Kassymova. "FORMATION OF PROFESSIONALLY-ORIENTED COMPETENCE IN TEACHING ENGLISH FOR ACADEMIC PURPOSES FOR CHEMISTRY - BIOLOGY STUDENTS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 125–31. http://dx.doi.org/10.51889/2020-1.1728-5496.22.
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English for Specific Purposes (ESP) is categorized into two main classification areas English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). In this article authors briefly describe the differences between these two sub-branches of ESP. At the same time this article deals with the implementing English for Academic Purposes (EAP) in teaching Combined Major Program 6B015002 ‘Chemistry and Biology’ at Suleyman Demirel University (SDU). Some of higher-leveled students like to enhance their comprehension of Academic English. Thus, EAP course was introduced to meet higher-leveled students’ academic and professional interests. The main purpose of the EAP course was to provide learners with all basic abilities to conduct research and generate a piece of extended writing in their own subjectspecific area. Students not only needed to work on their study skills such as techniques, note-taking, and compiling bibliography, but also on acquiring study competencies which involved development of critical questioning, allocating the tasks, compiling an abstract book, and organizing conference skills
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Basturkmen, Helen. "ESP teacher education needs." Language Teaching 52, no. 3 (December 13, 2017): 318–30. http://dx.doi.org/10.1017/s0261444817000398.
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Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.
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Zohrabi, Mohammad. "Trends in ESP and EGP." Journal of Language Teaching and Research 6, no. 3 (April 28, 2015): 679. http://dx.doi.org/10.17507/jltr.0603.27.
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Li, Boli. "Perceptions of ESP Lecturers’ Professional Development in China: An Ecological Perspective." Journal of Education and Learning 11, no. 4 (June 5, 2022): 92. http://dx.doi.org/10.5539/jel.v11n4p92.
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The teaching of English for Special Purposes (ESP) has become the mainstream of English teaching in Chinese universities. This article, from a perspective of Educational Ecology, explored ESP lecturers’ professional development in Chinese universities. Semi-structured interviews were conducted on 13 ESP lecturers who were in the interim of transforming from teaching of English for General Purposes (EGP). It was found that there existed an imbalance in the ESP lecturers’ professional development in terms of internal and external ecology. In order to resume the ecological niche, this article proposed a quadruple symbiosis of ESP lecturers’ professional development, namely an integrity of ESP lecturers’ autonomy, management support, ESP teacher community, and ESP teacher training and enterprise cooperation internship.
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Li, Boli. "Perceptions of ESP Lecturers’ Professional Development in China: An Ecological Perspective." Journal of Education and Learning 11, no. 4 (June 5, 2022): 92. http://dx.doi.org/10.5539/jel.v11n4p92.
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The teaching of English for Special Purposes (ESP) has become the mainstream of English teaching in Chinese universities. This article, from a perspective of Educational Ecology, explored ESP lecturers’ professional development in Chinese universities. Semi-structured interviews were conducted on 13 ESP lecturers who were in the interim of transforming from teaching of English for General Purposes (EGP). It was found that there existed an imbalance in the ESP lecturers’ professional development in terms of internal and external ecology. In order to resume the ecological niche, this article proposed a quadruple symbiosis of ESP lecturers’ professional development, namely an integrity of ESP lecturers’ autonomy, management support, ESP teacher community, and ESP teacher training and enterprise cooperation internship.
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Apriliana, Nana, and Basikin Basikin. "Vocational High School Students’ Perception in learning English and Its Relation to their Career Aspiration in Yogyakarta." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 1 (February 14, 2021): 189. http://dx.doi.org/10.26858/eralingua.v5i1.13783.
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Abstract. In Indonesia, Vocational High Schools (VHSs) are designed to prepare graduates for a specific job. Selecting the types of English that suits the needs of vocational students is paramount importance to support their vocational skill in the ASEAN Economic Community (AEC). This study aims to reveal: (1) Vocational High School (VHS) students’ English perceived needs, (2) VHS students’ career aspirations toward study program they are taking, (3) the effect of students’ perception of their English program (EGP and ESP) on their career aspirations, and (4) the differences in the students’ perception of their English program (EGP and ESP) by demographic variables (gender and study program). This was quantitative research in the form of a correlational study. The data were analyzed using descriptive analysis, multiple regression, and multivariate analysis of variance (MANOVA). The findings indicated that: (1) Most VHS students' English perceived need was ESP. Nevertheless, it was also undeniable that they also still needed EGP for their English before they took ESP. (2) Most VHS students did not have mature career aspirations related to the study program they were taking at vocational high school. (3) Furthermore, there was a significant effect of students' perception (EGP and ESP) on their career aspirations. (4) Regarding differences between male and female's perception of English program and differences in students’ study program, the results of this study revealed significant differences among them. Keywords: Career Aspiration, EGP, ESP, Perception
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Dafouz Milne, Emma. "Crossing disciplinary boundaries: English-medium education (EME) meets English for Specific Purposes (ESP)." Ibérica, no. 41 (September 1, 2021): 13–38. http://dx.doi.org/10.17398/2340-2784.41.13.
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Framed against the backdrop of internationalization of higher education, this paper argues for the need to cross disciplinary boundaries and build stronger bridges between the domains of English-medium education and ESP/EAP, particularly at a time when English-taught programmes seem to challenge the status quo of ESP professionals. To this end, this article will first briefly describe the objects of study – ESP/EAP and EME – and map out the relationship between the two. Secondly, a description of what are called the ‘diverging zones’ between these two educational approaches will be developed. In this section, major differences in curricular goals, in the way English is conceptualised, in students’ and teachers’ profiles, as well as in the pedagogical practices developed will be examined. Thirdly, the section entitled ‘converging zones’ will look into some of the contact points of EME and ESP theories and practices so that possible gaps are bridged. Finally, the last part of the paper, titled ‘emerging zones’ will provide suggestions for joint collaborative research and the development of teacher education programmes that truly respond to the current needs of EME and ESP/EAP professionals and students as well
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Fitria, Tira Nur. "English Lecturers' Difficulties in Teaching English for Specific Purposes (ESP) in Various Higher Education in Indonesia." Journal of English Teaching and Learning Issues 6, no. 1 (June 30, 2023): 65. http://dx.doi.org/10.21043/jetli.v6i1.19178.
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<p>This research investigates the English lecturers’ difficulties in teaching English for Specific Purposes (ESP) in higher education. This research is descriptive qualitative. There are 58 English lecturers from various higher education involved in this research. The analysis shows that the most dominant English lecturers teach ESP in the 2nd semester. Besides, in the 1st, and 3rd semesters. English skills taught by English lecturers in ESP courses are speaking, writing, reading, speaking, vocabulary, and translation. Speaking skills is the difficult English skill taught by them in the ESP course. The most dominant English lecturers have been teaching ESP for more than 5 years. They state that teaching ESP requires more challenges than teaching EGP (English for General Purposes). In the implementation of teaching ESP, they face several difficulties including) 1) making syllabi and lesson plans. 2) making ESP course materials according to student needs. 3) selecting and using learning methods. 4) getting ESP textbooks related to student needs. 5) making/creating ESP textbooks related to student needs. 6) difference in students' English proficiency levels. 7) difference in the level of student's motivation to learn English. 8) different levels of students' awareness of the importance of ESP. 9) the institution’s policy related to the ESP course curriculum has not been clearly stated. 10) institutional policies related to facility policies are not adequate. 11) the number of lectures/credits, and the number of semesters in the ESP course are not as expected. 12) compensation (income) in teaching ESP courses is not expected.</p>
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Shi, Wenjie. "The Essential Issues of the ESP Classroom from a Reflective View." English Language Teaching 11, no. 6 (May 10, 2018): 16. http://dx.doi.org/10.5539/elt.v11n6p16.
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The study looks at the three essential issues concerning the ESP classroom, the practitioners, teaching materials and testing tools, by reflecting on the publications of the ESP classroom three decades earlier and examining the current developments in China. First, in response to the demographic changes in the ESP practitioners and the inter-disciplinary feature of the ESP classroom, collaborative involvement of practitioners from language teachers, subject teachers of specific disciplines and professionals in the workplace was recommended. Second, with regards to teaching materials and methodology design in the ESP classroom, classroom activities based on learners’ needs and ways of teaching suited to prospective functions were proposed, which can be achieved by joint efforts of practitioners through in-class teaching and in-field coaching. Third, the ESP related course evaluation and student assessment at different levels were discussed, arriving at the conclusion that, beside international ESP/EAP tests, localized and specified tests that are constructed on the basis of proper balance of language knowledge and subject knowledge need to be addressed and adopted in the ESP classroom.
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Kuo, Shiue-mei. "Evaluating the Ramifications of ESP Vocabulary Instruction through Facilitating Cognitive Processing." Asian Journal of Humanity, Art and Literature 4, no. 1 (June 30, 2017): 59–72. http://dx.doi.org/10.18034/ajhal.v4i1.318.
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This study examines English for General Purposes’ (EGP) words that take on specialized meanings in particular contexts. For English native speakers, it may be easy to differentiate between these according to context, but it is challenging for non-native speakers to build cognitive awareness of the divergence between English for Specific Purposes’ (ESP) and EGP vocabulary usage. There are also conceptual metaphors within the ESP vocabulary that require cultural understanding or unequivocal definition guidance. Strengthening students’ proficiency in navigating the demands of professional fields is the ultimate goal of practitioners. As has been observed during language practice, building ESP vocabulary is the imperative groundwork for non-native speakers to establish their language skills in their specialized occupational fields to enhance employability. This study undertakes a comparison of ESP vocabulary proficiency between an experimental and a control group. The experimental group is comprised of learners who undertook cognitive processing training through learning strategies in business English courses, in which vocabulary was presented to students in ways that aimed to facilitate cognitive processing of ESP vocabulary acquisition. The control group is comprised of learners who took English vocabulary courses adopting conventional approaches toward intensifying their vocabulary volume. The outcome indicates that the experimental group significantly outperforms the control group in ESP vocabulary proficiency level. Examining these two groups allows us to explore the extent of the enhancement rate of vocabulary learning provided by ESP cognitive strategies’ training. Implications for future ESP reinforcement plans are also discussed in accordance with the findings.
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Liu, Y., M. C. Lam, and H. H. Fang. "Adsorption of heavy metals by EPS of activated sludge." Water Science and Technology 43, no. 6 (March 1, 2001): 59–66. http://dx.doi.org/10.2166/wst.2001.0340.
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Extracellular polymeric substances (EPSs) were extracted by high-speed centrifugation at 20,000 G for 30 min from an activated sludge treating municipal wastewater. Each gram of sludge, as measured in volatile suspended solids (VSS), contained 7.3 mg of EPS, including 6.5 mg of protein (EPSp) and 0.8 mg of carbohydrate (EPSc). The EPSp had a mean MW of 2.0×105; about 18% of EPSp had MW over 5×104 and 16% below 5×103. For heavy metal concentrations ranging 10-100 mg/l, EPS on average removed 99% of Zn2+, 98% of Cu2+, 97% of Cr3+, 85% of Cd2+, 69% of Co2+, 37% of Ni2+, and 26% of CrO42-. The relative degrees of metal removals were inconsistent with those reported for the activated sludge process. Each mg of ESP had the capacity to remove up to 1.48 mg of Zn2+, 1.12 mg of Cu2+, 0.83 mg of Cr3+, 0.90 mg of Cd2+, 1.10 mg of Co2+, 0.25 mg each of Ni2+ and CrO42-. Results suggest the feasibility of recovering ESP from waste sludge for use as adsorbent. Freundlich isotherm correlated satisfactorily with the adsorption data of Ni2+,Cu2+, Cd2+, and CrO42-, (R2 ranging 0.89-0.97), whereas Langmuir isotherm correlated satisfactorily with those of Zn2+, Cr3+ and Ni2+ (R2 ranging 0.93-0.96). Both correlated poorly for those of Co2+.
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PIROGOVA, MARINA A. "ESP COURSE DESIGN: EOP TOUR GUIDE." Theoretical and Applied Linguistics, no. 1 (2017): 106–14. http://dx.doi.org/10.22250/2410-7190_2017_3_1_106_114.
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This paper examines the English language needs in an ESP course at Amur State University, Russia. The course designed was based on a Target Situation Analysis (TSA), Present Situation Analysis (PSA) and Context Analysis taking into accounts some basic concepts forwarded by Kay Westerfield and Jennifer Rice through online teacher training course with University of Oregon, Linguistics Department, American English Institute (UO AEI) «English for Specific purposes, Best Practices». The author of the article completed the course administered by the United States Department of State, Bureau of Educational and Cultural Affairs. Final project «ESP Course Design: EOP Tour Guide» now is a part of the curriculum of the target professional group of students. Feedback from the ESP group (EOP: Tour Guide) indicated that the course content was tailored to suit their professional needs and wants and contributed to a positive EL experience for these learners who are adult students from a non-native English speaking background.
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Biwersi, Stephane, and Michael Delbaere. "Mehr Funktionalität für ESP und EPS." ATZelektronik 6, no. 6 (December 2011): 44–47. http://dx.doi.org/10.1365/s35658-011-0100-z.
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Ata Alkhaldi, Ali. "Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 81. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.81.
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Creativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and English for Academic Purposes (EAP) courses. The main purpose of an ESP course and EAP course is to improve traditional and technical writing skills for students, and this might be at the expense of creative writing. This study explores creative writing and its possible challenges. It also discusses the significance of creativity, creativity and the language learner, creativity and motivation, creative writing, and the role of creative writing in ESP/EAP. Finally, it elaborates and recommends a systematic, principled framework based on a review of the related literature for developing creative writing in ESP/EAP courses.
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Dzięcioł-Pędich, Agnieszka. "Online Forums as a Mirror Reflecting the World of ESP." Journal of Language and Education 2, no. 4 (December 1, 2016): 24–30. http://dx.doi.org/10.17323/2411-7390-2016-2-4-24-30.
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The article presents the analysis of most frequent threads in four Internet forums to see what can be learnt about ESP teachers’ interests and understanding of the concept of English for Specific Purposes (ESP). The results show that the majority of discussions revolve around the choice of materials for different types of ESP. This might suggest that forum members know very little about oral and written communicative strategies of a given profession and rely on the expertise of course books writers to provide them with such knowledge. Moreover, the analysis shows that forum members do not discuss how to teach individual language skills but how to teach different types of ESP which might indicate that there is a greater difference between teaching the same skills in two branches of ESP than there is between teaching different skills with a single type of ESP. The results also indicate that some users feel that ESP teachers should be interested in more than just linguistics, but there are those who claim that the main difference between ESP and general English lies in vocabulary. This polarity of opinions shows that no established view of ESP may exist. The analysis further suggests that the distinction between ESP and EGP is clearer to those who are more interested in learners’ professional needs. Finally, the choice of topics in the analysed threads indicates that forum members and their visitors are interested not only in ESP, but in subjects which have nothing to do with ESP.
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Kim, Hyun-Bum, Eun-Sang Hwang, Ga-Young Choi, Seok Lee, Tae-Suk Park, Cheol-Won Lee, Eun-Suk Lee, et al. "ESP-102, a Combined Herbal Extract ofAngelica gigas,Saururus chinensis, andSchisandra chinensis, Changes Synaptic Plasticity and Attenuates Scopolamine-Induced Memory Impairment in Rat Hippocampus Tissue." Evidence-Based Complementary and Alternative Medicine 2016 (2016): 1–8. http://dx.doi.org/10.1155/2016/8793095.
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ESP-102, an extract fromAngelica gigas, Saururus chinensis, andSchisandra chinensis, has been used as herbal medicine and dietary supplement in Korea. Despite the numerous bioactivitiesin vitroandin vivostudies, its effects on neuronal networks remain elusive. To address the neuronal effect, we examined synaptic plasticity in organotypic hippocampal slice culture with multielectrode array. Our results showed an increase in excitatory postsynaptic potential (EPSP), indicating the induction of long-term potentiation (LTP), in the presence of ESP-102. In addition, the neuroprotective effect of ESP-102 was also tested by application of scopolamine to the hippocampal slice. Interestingly, ESP-102 competitively antagonized the preventative LTP effect induced by scopolamine. The scopolamine-induced reduction in brain-derived neurotrophic factor (BDNF) and GluR-2 expression was also rescued by ESP-102. In terms of mode of action, ESP-102 appears to act on the presynaptic region independent of AMPA/NMDA receptors. Based on these findings, ESP-102 can be suggested as a novel herbal ingredient with memory enhancing as well as neuroprotective effects.
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Liu, Jing. "The Research on the Mode of Interdisciplinary Cooperative Teaching of EGP and ESP." International Journal of Languages, Literature and Linguistics 7, no. 1 (March 2021): 1–4. http://dx.doi.org/10.18178/ijlll.2021.7.1.278.
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Based on the results of previous research and introspection method, this paper constructs the interdisciplinary cooperative teaching mode of EGP and ESP. Taking the course “Finance and Economics English as an example, a feasible practice of interdisciplinary cooperative teaching scheme is proposed. The aim of the research is to promote the transition from EGP to ESP and cultivate interdisciplinary talents in line with the requirements of the times.
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Munir, Ahmad, Wiwiet Eva Savitri, Asrori Asrori, and Nur Chakim. "Pre-service English Teachers’ Adaptation Skills in Two ESP Courses." Script Journal: Journal of Linguistics and English Teaching 8, no. 01 (April 19, 2023): 1–15. http://dx.doi.org/10.24903/sj.v8i01.1290.
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Background: The ability to adapt, imitate and modify knowledge in a learning context into another learning context is an important ability for students. However, the ability of pre-service English teachers to adapt their knowledge and skills from one course to other courses has not been studied. This research seeks to find out how pre-service English teachers in one state university in Indonesia adapt knowledge and skills acquired in the Syllabus Design (SD) and Developing EFL Materials (DEM) courses into ESP Program Design (ESP PD) and ESP Materials Development (ESP MD) courses. Methodology: This research is a mixed quantitative and qualitative study involving 54 students who have taken SD, DEM, ESP PD and ESP MD courses in 2022 in a state university in Indonesia. Fifteen of them also took part in a focus group discussion. Their answers to the semi-open questionnaire asking whether the 16 knowledge and skills learned in SD and DEM courses had been adapted were analyzed in a simple quantitative manner with percentages and modes. While the results of focus group discussion about how they adapted them were analyzed qualitatively for themes.Findings: The results of this study show that 15 knowledge and skills in SD and DEM courses were adapted by students into ESP PD and ESP MD courses. The participants adapted them by changing the context of the syllabus and materials the developed in SD and DEM from English at school to English for specific purposes in ESP PD and ESP MD especially when formulating learning objectives. They also developed general English materials into ESP English materials for certain occupations. These findings indicate that students master the contexts of ESP PD and ESP MD.Conclusion: It can be concluded that pre-service English teachers have excellent adaptation skills, which are done not by force, but by choice, to the peripheral component and for the benefit of students. Originality: This is the contribution of this research to students’ learning theory in ESP in English teacher education to add to Leko’s (2015) Evidence by Practice (EBP) theory.
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Porankiewicz, Bolesław, Daria Wieczorek, Marija Djurkovic, Ireneusz Idzikowski, and Zbigniew Węgrzyn. "Modelling cutting forces using the moduli of elasticity in oak peripheral milling." BioResources 16, no. 1 (January 7, 2021): 1424–37. http://dx.doi.org/10.15376/biores.16.1.1424-1437.
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This article presents an attempt to estimate the nonlinear, multivariable dependence between the main (tangential) cutting force (FC) and the processing parameters and moduli of elasticity of oak wood (Quercus robur) during peripheral milling with a straight edge. The analysis indicated that the tangential force (FC) was affected by cutting depth (cD), feed rate per tooth (fZ), rake angle (γF), elastic modulus by stretching along the grain (ESA), elastic modulus by stretching perpendicular to the grain (ESP), elastic modulus by compression along the grain (ECA), and the elastic modulus by compression perpendicular to the grain (ECP). It was found that the elastic moduli (ESA, ESP, ECA, ECP) very well described the mechanical properties of processed wood. Several interactions between the examined parameters (namely, ESA·γF, ESP·γF, ECP·γF, fZ·γF, and fZ·cD) were confirmed in the developed relationship FC = f(ESA, ESP, ECA, ECP, fZ, cD, γF).
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Pei, Xishan, and Joseph O. Milner. "Problems in Transforming EGP Teachers in China’s Universities into ESP Teachers." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2102. http://dx.doi.org/10.17507/tpls.0611.06.
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Because of the significant cultural and economic shifts in China along with a turn toward student-centered instruction in Universities, there was an insufficient number of English for Specific Purpose (ESP) Teachers in Chinese universities. As a result English for General Purpose (EGP) Teachers had to be transformed into ESP Teachers. The study uses 65 of the converted ESP teachers to determine the difficulties teachers had in making this transformation. Some measures used to determine the problems related to the transformation of these teachers are presented in the paper.
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Bijoy Bhushon, Das, and Afrin Nujhat. "BUSINESS ENGLISH FOR UNDERGRADUATE BUSINESS STUDENTS." DIU Journal of Business and Entrepreneurship 10, no. 01 (June 30, 2016): 50–67. http://dx.doi.org/10.36481/diujbe.v010i1.bcs4ne47.
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This study investigates the need of English language learning for business students considering the need for incorporating English for specific purposes (ESP) and English for general purposes (EGP) in a learning friendly course curriculum to improve business English communication and proficiency in English to meet the need for business students in a tertiary level. This study also aims to understand the views on English for General Proposes (EGP) considering the set up of objective oriented class room environment to execute the lesson plan within a smoother, flexible, out come based course curriculum and teaching-learning methods and supporting the students to incorporate their needs for ESP and EGP as well. As per English learning it is very important to reconstruct the course objective for ESP classroom as business students require some special care while learning the second language. So, the study analyses the need for learning English for business students as they used to learn English as a global language to serve the purposes of specific needs. To set up an objective oriented class environment incorporating the general English with Business English is a fundamental need for those students who are learning English to serve with proficiency. The authors tried to bring out the characteristics and the classification of ESP along with it sub-classes. The attempt is made to focus on the different roles played by an ESP teacher in the class.Regarding Business English, the authors shows how to collect course materials and methods of making the Business English learners communicatively competent.
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Mohammed, Abuelgasim Sabah Elsaid. "Needs Analysis Research in the Arab World (2000 – 2019): Contexts and Data Collection Instruments and Sources Triangulation." Language Circle: Journal of Language and Literature 16, no. 2 (April 26, 2022): 215–30. http://dx.doi.org/10.15294/lc.v16i2.34422.
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This study aimed at reporting the contexts of interest in needs analysis research (NAR) in the Arab World (2000 – 2019) and describing the adoption of triangulation in data collection instruments and data sources. A purposive sample of 48 published NAR was subjected to content analysis. Results revealed that needs analysis studies (NASs) in the Arab World (2000 – 2019) are interested in EAP context more than other contexts such as English for Medical Purposes (EMP) and English for Occupational Purposes (EOP). In addition, most of the NASs adopted one data collection tool and consulted outsiders as sources of data. In addition, the study found that there is lack of method and/or source interaction. In general, NAR in the Arab World suffers from several shortcomings. Based on these results, the study recommended that NA researchers in the Arab World should pay more attention to other ESP contexts. In addition, they need to address issues related to triangulation to lend reliability to their data.
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Bocanegra-Valle, Ana, and Hassan Mohebbi. "Editorial: Future Perspectives and Challenges of ESP/EAP. In Honor of Helen Basturkmen’s Contribution to ESP/EAP Research." Language Teaching Research Quarterly 23 (August 2021): 1–4. http://dx.doi.org/10.32038/ltrq.2021.23.01.
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Boyke, Tom-Gerrit, Oswin Röder, Thomas Hanisch, and Tobias Appel. "ESP." ATZextra worldwide 12, no. 1 (September 2007): 140–43. http://dx.doi.org/10.1365/s40111-007-0025-y.
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Boyke, Tom-Gerrit, Oswin Röder, Michael Sagefka, and Torsten Wilk. "ESP." ATZextra worldwide 13, no. 2 (June 2008): 50–55. http://dx.doi.org/10.1365/s40111-008-0054-1.
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Tang, Julian. "ESP." Nature 470, no. 7333 (February 2011): 300. http://dx.doi.org/10.1038/470300a.
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Das, Manuvir, Sorin Lerner, and Mark Seigle. "ESP." ACM SIGPLAN Notices 37, no. 5 (May 17, 2002): 57–68. http://dx.doi.org/10.1145/543552.512538.
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Kumar, Sanjeev, Yitzhak Mandelbaum, Xiang Yu, and Kai Li. "ESP." ACM SIGPLAN Notices 36, no. 5 (May 2001): 309–20. http://dx.doi.org/10.1145/381694.378862.
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Wood-Black, Frankie. "ESP." Journal of Chemical Health and Safety 19, no. 6 (November 2012): 44. http://dx.doi.org/10.1016/j.jchas.2012.09.004.
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SIM, Monica-Ariana, and Anamaria-Mirabela POP. "FROM GENERAL TO PROFESSIONAL ENGLISH – CURRICULUM, STUDENTS, TRAINERS." Annals of the University of Oradea. Economic Sciences 31, me 31 (December 2022): 222–29. http://dx.doi.org/10.47535/1991auoes31(2)022.
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The present study is an attempt to offer a bird’s eye view into the relationship between professional English, meaning English for Specific Purposes (ESP) and English for General Purposes (EGP) or 6General English (GE), stressing the difficulties that may appear on the road. There are opinion discrepancies regarding the differences that exist/do not exist between Business English teaching and General English teaching. Therefore, the general purposes and distinctive features are examined to draw a parallel between ESP and EGP to present their common and specific characteristics.
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Popescu, Alexandra-Valeria. "A GENERAL VIEW ON THE RELATIONSHIP BETWEEN ESP AND EGP." Professional Communication and Translation Studies 3 (May 8, 2023): 49–52. http://dx.doi.org/10.59168/hqpn8466.
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The present study is an attempt to inquire succinctly into the relationship between English for Specific Purposes (ESP) and English for General Purposes (EGP). In particular, the general purposes as well as their distinctive features are elaborated upon and examined. The points of contrast leading to the emphatic separation of these two language varieties sometimes occur because of inadequate descriptions or definitions. The aim of this paper is to draw a parallel between ESP and EGP in order to present their common and specific characteristics.
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Mišić-Ilić, Biljana, and Jasmina Đorđević. "ESP and Internationalization of Higher Education and Research." Language for Specific Purposes – Trends and Perspectives XIII, no. 42 (October 2022): 13–30. http://dx.doi.org/10.31902/fll.42.2022.2.
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The growing internationalization of higher education and scientific research and publishing, characterized by the dominant use of English as the language of instruction and publication, has spurred the need for highly specialized, tailor-made ESP courses for university staff and researchers. The proliferation of English Medium Instruction (EMI) has created a new requirement for university teaching staff to acquire not only general English and ESP proficiency, but also pedagogical and intercultural communicative competences. ESP for particular scientific and technical disciplines, as well as EAP and academic writing instruction in particular, have already gained some ground and acquired a sound tradition in non-Anglophone academic institutions. Therefore ESP, broadly understood as an approach to language teaching that targets the academic or occupational needs of learners, and focuses on the necessary language, genres and skills to address these needs, can now rise to the challenge of combining EMI, terminology-oriented ESP for particular disciplines, and EAP. The article presents a specialized course created for the purpose of developing competences for teaching in English and academic writing, as part of the Erasmus+ project Strengthening Teaching Competencies in Natural and Mathematical Sciences (TeComp). In the empirical section, the article presents the results of a needs analysis carried out among prospective learners (university teachers and young researchers) in the fields of natural and mathematical sciences at four Serbian universities, included in TeComp. The proposed course, based on the theoretical principles of ESP (Dudley-Evans; Anthony) and EMI (Macaro), as well as on the needs analysis, combines certain components of EMI and academic writing, while addressing particular scientific disciplines and learners.
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Khamesian, Minoo. "ESP/EAP as a Specific Register of Scientific English." Armenian Folia Anglistika 7, no. 2 (9) (October 17, 2011): 66–78. http://dx.doi.org/10.46991/afa/2011.7.2.066.
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The article studies the theoretical bases, origin and key development trends of EAP/ESP as a separate discipline. The research includes numerous and various modern approaches. Albeit there is disagreement and discrepancy among scholars, the definitions put forward in their theories show the way ESP/EAP have developed since they were first spoken of at the initial stage of their formation. The research shows that to equip learners with appropriate knowledge to be able to perform effectively in the target community it is always important to employ the content-relevant approach and take the target situation into consideration.
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Ahmad, Dr Jamel. "An Exploration of an Innovative Curriculum and an Effectiveness of Pedagogy of ESP Courses with Special Reference to Engineering World." Studies in English Language Teaching 7, no. 2 (May 30, 2019): p268. http://dx.doi.org/10.22158/selt.v7n2p268.
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The present study is an effort to explore a cutting-edge engineering-English curriculum and a time-tested pedagogy based on longitudinal needs-analysis to best suit the students and professionals of engineering world. The needs analysis in this study drew on both English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) that the students and professionals of engineering disciplines need to master in order to perform well in their respective domains. The quantitative and qualitative surveys were conducted on one thousand respondents including the engineering students, professionals, professors and ELT/ESP practitioners of Saudi universities to collect valid and reliable data with the purpose of confirming what kinds of innovative English curricula and effective pedagogies will be the best panaceas for Saudi engineering students’ academic and occupational needs. With regard to the English curriculum, the findings reveal that it needs to be contents-based embedded in integrated language activities, vocabulary and communicative grammar teaching. For pedagogy to be effective and productive, as the findings reveal, the ESP educators have to be highly learner-centered, multidimensional, communicative, collaborative and interdisciplinary.
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Gutowska, Urszula. "Formulacity in ESP Teaching: A Case of Doing a Balancing Act Between Form and Meaning." Studies in Logic, Grammar and Rhetoric 49, no. 1 (March 1, 2017): 89–108. http://dx.doi.org/10.1515/slgr-2017-0006.
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Abstract Grammar teaching has never belonged to mainstream ESP teaching/ learning practices. However, this apparent lack of concern with grammar in ESP materials runs counter to both subjective and objective needs of ESP learners. The first part of the paper presents students′ views on deficiencies of coursebooks for teaching English for Medical Purposes (EMP) as well as author’s reflective thinking on the needs of medical undergraduates of vocational schools in Poland. It is suggested that some of the deficiencies of the materials might be remedied and the students′ needs better taken care of if explicit teaching of formulaic language is introduced into ESP classroom environment. It is hypothesized that explicit teaching of formulaic language may stimulate grammar development in the long term and foster communicative competence of ESP learners in the short term. Therefore, the second part of the paper proposes pedagogically relavant classification of medical formulaic sequences motivated by the lexicogrammatical features of Medical English. The third part of the paper shows in what way the proposed classification of formulaic sequences might help teachers of medical English design tasks that are conducive to the development of formulaic competence of students of English for Medical Purposes.
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Li, Renda. "Bring the Dual Focus on both Language and Content into ESP Courses through Teacher Collaboration." Education, Language and Sociology Research 5, no. 1 (February 20, 2024): p88. http://dx.doi.org/10.22158/elsr.v5n1p88.
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In China, the evolution from traditional “College English” courses to English for Specific Purpose (ESP) reflects the changing demands for foreign language skills in specialized industries. This transition poses challenges for teachers due to limited specialized knowledge. This study explores the integration of Content and Language Integrated Learning (CLIL) into ESP courses through collaboration between language and content-area teachers. Drawing on a literature review and qualitative research at West Yunnan University of Applied Science, the study examines the challenges traditional English General Purpose (EGP) teachers face in ESP classrooms and their willingness to collaborate with content-area teachers. Results reveal teachers’ struggles with specialized knowledge and materials selection, alongside their openness to collaboration. The discussion emphasizes the importance of fostering cooperation, establishing teaching communities, and utilizing online platforms for enhanced student learning outcomes. This research contributes to the advancement of ESP teaching methodologies by advocating for collaborative approaches that integrate language and content effectively.
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Lee, Tae-kyung, Seokmin Hong, Jongmin Kim, Min-Chul Kim, and Jae-il Jang. "Evaluation of Transition Temperature in Reactor Pressure Vessel Steels 6using the Fracture Energy Transition Curve from a Small Punch Test." Korean Journal of Metals and Materials 58, no. 8 (August 5, 2020): 522–32. http://dx.doi.org/10.3365/kjmm.2020.58.8.522.
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The small punch (SP) test is one of the small specimen test techniques, and standardization of the SP test method for evaluating the mechanical properties of metallic materials is in progress. In this study, the impact transition temperature of reactor pressure vessel steels (RPV) in nuclear power plants was estimated using the draft standard SP test method. The SP fracture energy (ESP) and normalized SP fracture energy (ENSP) of the RPV steels were evaluated at various temperatures, and their transition curves were derived and compared to the transition curve in the Charpy V notch (CVN) test. The SP transition region appeared at a much lower temperature range than that of the CVN owing to the size and notch effect. Ductile brittle transition temperature (DBTT) in the SP transition curve showed a linear relationship with DBTT and T41J in the CVN transition curve. The ductile to brittle transition behaviors of SP specimens were analyzed using fractographs and compared with the transition curves in ESP and ENSP. ENSP started to decrease at the temperature at which the SP ductile to brittle transition behavior occurred, and this means that the ENSP transition curves were in good agreement with transition behavior in the SP test. However, the ESP transition curves did not match transition behavior. Using DBTT in the ENSP transition curve is appropriate to estimate the CVNDBTT and T41J.
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Nur, Muhamad. "PENERAPAN ESP DI PERGURUAN TINGGI UMUM (NON ENGLISH MAJORS) MELALUI PENDEKATAN CONTENT-BASED INSTRUCTION-CBT." MABASAN 12, no. 1 (June 4, 2018): 86–103. http://dx.doi.org/10.26499/mab.v12i1.39.
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Mata Kuliah bahaa Inggris di perguruan tinggi umum (nonEnglish majors) di Indonesia pada umumnya adalah sebagai bagian dari mata kuliah pengembangan kepribadian. (MPK). Kelompok mata kuliah tersebut termasuk dalam kurikulum institusional yang isinya disesuaikan menurut ciri khas perguruan tinggi (PT) yang bersangkutan dengan mengacu kepada Keputusan Menteri Pendidikan Nasional (Kemendiknas) Nomor: 232/U/2000. Karena kurikulumnya disusun secara institusional, maka kurikulum dan silabus mata kuliah tersebut ditengarai tidak selalu mencerminkan ciri khas PT bersangkutan. Ciri khas dalam konteks pembelajaran bahasa Inggris ini hendaknya menerapkan bahasa Inggris untuk tujuan khusus (English for Specific Purposes yang disingkat ESP) dengan pendekatan CBT yang mengintegrasikan bahasa Inggris untuk akademik (English for Academic Purposes yang disingkat EAP) dan bahasa Inggris untuk pekerjaan atau profesi (English for Occupation yang disingkat EOP). Metode penelitian ini adalah bersifat deskriptif kualitatif terhadap data yang diperoleh dengan mengidentifikasi dan mengobservasi kurikulum dan silabus mata kuliah bahasa Inggris yang telah diterapkan sejak tahun 2007 pada delapan PT yang diperoleh secara acakbaik negeri maupun swasta serta jenis PT. Dari sejumlah silabus tersebut, dua diantaranya dilakukan survei langsung karena lokasinya terletak di daerah yang sama dengan PT penulis yang dikatagorikan sebagai data primer. Sedangkan lainnya diperoleh melalui penelusuran internet (online) yang dikatagorikan sebagai data sekunder. Berdasarkan data tersebut menunjukkan bahwa materi pembelajaran termasuk dalam tiga katagori, yakni; (1) English for General Purposes (data: PT-1, PT-2, dan PT-7), (2) English Grammar (data: PT-3, PT-4, dan PT-6), (3) ESP dan English for General (data PT-5, dan PT-8). Dengan demikian, tidak terdapat program studi dari sejumlah PT tersebut yang menerapkan pembelajaran ESP dengan pendekatan CBT pada mata kuliah bahasa Inggris yang mencerminkan ciri khas bidang keilmuannya pada semua PT tersebut.English course at nonEnglish majorsof Higher Education (HE) settings in Indonesia is part of a personal development courses ‘Matakuliah Pengembangan Kepribadian–MPK’. The course is including in the Institutional Curriculum, which its content is based on the related HE typical referring to the National Education Ministry Decree ‘Kepmendiknas’ Number 232/U/2000. Since the institutional curriculum is composed institutionally, so its content was assumed not always represent the related HE typical. The typical of English learning in this context is should applied the English for Specific Purposes (ESP) with CBT approach that integrate the English course for Academic purposes (EAP) related to the field of study and the English for Occupation Purposes (EOP) related to the job or profession in the future. The research method was a qualitatif descriptif which was conducted through identification and observation of the curriculum and syllaby of English course that had been applied since 2007.at eight states and private, and types of the HE that taken randomly. Referring to the collected syllabus, two were taken throughdirectly survey because the location was the same region with the author which categorized as the primer data, and the others cattegorized as the seconder data which were taken through internet access. Based on the data, it is shown that the learning materials of the HE were included into three categories; (1) English for General Purposes (data HE-1, HE-2, andHE-7), (2) English Grammar (data HE-3, HE-4, andHE-6), (3) ESP and English for General (dat HE-5, andHE-8). Therefore, none of the study program was applied the ESP with CBT approah for the English course that representing the field of study at all those of HE.
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Antić, Zorica. "Teacher Education in English for Special Purposes." Acta Facultatis Medicae Naissensis 33, no. 3 (September 1, 2016): 211–15. http://dx.doi.org/10.1515/afmnai-2016-0022.
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Summary This paper establishes a basic framework for addressing the issue of teacher’s role and education in English for Special Purposes (ESP) with an overview of English for Medical Purposes (EMP). The content of an ESP/EMP syllabus is determined by the learners’ reasons for learning English. This has led to a change in the role that teachers have in specialized English classes compared to general English. They are required to work actively with the learners and medical subject teachers in order to create a syllabus that would promote effective learning. Teacher education encompasses adequate knowledge, teaching and professional skills, interests and attitudes towards teaching.
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Moorhouse, Benjamin Luke, and Lucas Kohnke. "Using Mentimeter to Elicit Student Responses in the EAP/ESP Classroom." RELC Journal 51, no. 1 (January 27, 2020): 198–204. http://dx.doi.org/10.1177/0033688219890350.
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The affordances and pedagogical benefits of technology in the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) classrooms are widely acknowledged. One potential use of technology is in eliciting and managing students’ responses, which is an area where EAP/ESP teachers often report difficulties. Traditionally, teachers either nominate students to respond or rely on students volunteering to answer questions. In practice, this condition tends to mean that the more confident students respond, or students are ‘put on the spot’ by being nominated to speak by a teacher. One way to address this issue is through response cards. Students can respond in unison with a card or whiteboard displaying the answer. Response cards are effective at all levels of education. They increase active responses, improve test scores, and motivate learners. There are now digital alternatives to response cards called ‘student response systems’ (SRS). These systems provide a flexible and diverse way for students to respond using their mobile devices. SRS include Mentimeter, Kahoot, Plickers, GoSoapBox, and Poll Everywhere. Due to its versatility and unlimited number of participants, we believe Mentimeter has greater potential in the EAP/ESP classroom. This tech review will provide an overview of Mentimeter’s features and potential uses.
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Gordon, Catharina Yanaga. "PMAC-ESP." Work 2, no. 2 (1992): 31–40. http://dx.doi.org/10.3233/wor-1992-2206.
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Scholtz, Jean. "ESP 7." ACM SIGCHI Bulletin 30, no. 2 (April 1998): 37–39. http://dx.doi.org/10.1145/279044.279055.
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Gibbs, NeilK. "ESP Newsletter." Journal of Photochemistry and Photobiology B: Biology 46-47 (January 1998): 1–5. http://dx.doi.org/10.1016/s1011-1344(98)80039-0.
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