Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders' Perspectives
The status of teaching ESP has been studied both internationally and locally. However, it seems that the challenges of teaching ESP in medical universities of Iran have not been studiedappropriately. The main objective of the present study was to explore the main challenges of teaching ESP in medica...
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| Format: | Article |
| Language: | English |
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University of Sistan and Baluchestan
2017-11-01
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| Series: | Iranian Journal of Applied Language Studies |
| Subjects: | |
| Online Access: | https://ijals.usb.ac.ir/article_3544_e9a5d8f0941684cdb61378ad2211d019.pdf |
| _version_ | 1828013254678413312 |
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| author | Behzad Nezakatgoo Foad Behzadpoor |
| author_facet | Behzad Nezakatgoo Foad Behzadpoor |
| author_sort | Behzad Nezakatgoo |
| collection | DOAJ |
| description | The status of teaching ESP has been studied both internationally and locally. However, it seems that the challenges of teaching ESP in medical universities of Iran have not been studiedappropriately. The main objective of the present study was to explore the main challenges of teaching ESP in medical universities of Iran. Due to the nature of the study, a qualitative res earch design (Phenomenological) was used. The data were gathered through interviewing 25 ESP stakeholders from two universities of medical sciences in Tehran. The data were analyzed through content analysis techniques. The results showed that the challenges are classified into three main themes: institution challenges, learner related challenges, and teacher related challenges. Institution related challenges consisted of undetermined aims, structure of the curricula, and content of syllabus, evaluation, time limitation and classroom size. The learner related challenges included lack of motivation, poor GEL background, and learners’ focus on test, and learners’ inappropriate needs’ analysis. ESP teachers’ related challenges included teacher’s language proficiency, teachers’ content knowledge, teachers’ perception of ESP, teachers’ teaching method, teachers’ familiarity with material development, and testing skills. The findings of the study can be used to promote the status of teaching ESP in medical universities. |
| first_indexed | 2024-04-10T09:43:10Z |
| format | Article |
| id | doaj.art-67a31a0e534244f0b79a33c93649821d |
| institution | Directory Open Access Journal |
| issn | 2008-5494 2322-3650 |
| language | English |
| last_indexed | 2024-04-10T09:43:10Z |
| publishDate | 2017-11-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | Iranian Journal of Applied Language Studies |
| spelling | doaj.art-67a31a0e534244f0b79a33c93649821d2023-02-17T06:08:23ZengUniversity of Sistan and BaluchestanIranian Journal of Applied Language Studies2008-54942322-36502017-11-0192598210.22111/ijals.2017.35443544Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders' PerspectivesBehzad Nezakatgoo0Foad Behzadpoor1Allameh Tabatabai UniversityAllameh Tabatabai UniversityThe status of teaching ESP has been studied both internationally and locally. However, it seems that the challenges of teaching ESP in medical universities of Iran have not been studiedappropriately. The main objective of the present study was to explore the main challenges of teaching ESP in medical universities of Iran. Due to the nature of the study, a qualitative res earch design (Phenomenological) was used. The data were gathered through interviewing 25 ESP stakeholders from two universities of medical sciences in Tehran. The data were analyzed through content analysis techniques. The results showed that the challenges are classified into three main themes: institution challenges, learner related challenges, and teacher related challenges. Institution related challenges consisted of undetermined aims, structure of the curricula, and content of syllabus, evaluation, time limitation and classroom size. The learner related challenges included lack of motivation, poor GEL background, and learners’ focus on test, and learners’ inappropriate needs’ analysis. ESP teachers’ related challenges included teacher’s language proficiency, teachers’ content knowledge, teachers’ perception of ESP, teachers’ teaching method, teachers’ familiarity with material development, and testing skills. The findings of the study can be used to promote the status of teaching ESP in medical universities.https://ijals.usb.ac.ir/article_3544_e9a5d8f0941684cdb61378ad2211d019.pdfespteaching espchallenges of teaching espmedical universities of iran |
| spellingShingle | Behzad Nezakatgoo Foad Behzadpoor Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders' Perspectives Iranian Journal of Applied Language Studies esp teaching esp challenges of teaching esp medical universities of iran |
| title | Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders' Perspectives |
| title_full | Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders' Perspectives |
| title_fullStr | Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders' Perspectives |
| title_full_unstemmed | Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders' Perspectives |
| title_short | Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders' Perspectives |
| title_sort | challenges in teaching esp at medical universities of iran from esp stakeholders perspectives |
| topic | esp teaching esp challenges of teaching esp medical universities of iran |
| url | https://ijals.usb.ac.ir/article_3544_e9a5d8f0941684cdb61378ad2211d019.pdf |
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