Investigating Student Engagement in an ESP Sophomore English Course in Taiwan
DOI:
https://doi.org/10.17507/jltr.1603.06Keywords:
ESP, student engagement, university-level English education, English proficiency levels, EFL learnersAbstract
This study investigates student engagement in an ESP Sophomore English course in Taiwan. It aims to understand students’ ESP learning experiences and how they influence engagement across different English proficiency levels. The research involved 39 engineering undergraduates and employed a mixed-method approach, including a Likert-scale engagement questionnaire, end-of-class feedback, and semi-structured interviews. Descriptive statistics measured engagement across three dimensions: behavioral, emotional, and cognitive. A Kruskal-Wallis H test compared engagement scores across three proficiency levels, and a Mann-Whitney U test analyzed differences between basic and intermediate groups. Content analysis of feedback and interview data identified key themes. The results showed that emotional engagement was the highest (mean = 4.25), suggesting a strong connection to the course. Behavioral engagement scored 3.92, indicating active participation, while cognitive engagement was lower (mean = 3.68), revealing room for improvement in learning strategies. The Kruskal-Wallis H test demonstrated significant engagement differences across proficiency levels (p < 0.05), with intermediate students displaying the highest scores. The Mann-Whitney U test confirmed a significant difference between basic and intermediate groups, highlighting the influence of proficiency on engagement. Students found the ESP course beneficial to improving language skills, particularly in vocabulary and language structure, while enhancing collaboration, communication, and multimedia skills. Challenges like narrowing project topics and overcoming language barriers were addressed through teamwork and technology, improving both project outcomes and language proficiency. The study also discusses the implications of the findings.
References
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. https://doi.org/10.1002/pits.20303
Bender, W. N. (2017). 20 Strategies for increasing student engagement. Florida: Learning Sciences International.
Chang, S. J. (2002). A preliminary study of English conversation instruction at universities in Taiwan. English Teaching & Learning, 27(2), 17-50.
Chen, J. F., Warden, C. A., & Chang, H. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39(4), 609-633. https://doi.org/10.2307/3588524
Chen, P. C. (2010). EGP or ESP: Rethinking college English instruction. SPECTRUM: NCUE Studies in Language, Literature, Translation, 6, 143-163. https://doi.org/10.29601/YYWYLL.201001.0008
Chern, C. L. (2010). General English programs at universities in Taiwan: Curriculum design and implementations. Chang Gung Journal of Humanities and Social Sciences, 3, 253-274. https://doi.org/10.30114/CGJHSS.201010.0002
Costa, F., & Mastellotto, L. (2022). The role of English for Specific Purposes (ESP) in supporting the linguistic dimension in English-medium Instruction (EMI). CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 5(2), 37-52. https://doi.org/10.5565/rev/clil.91
Executive Yuan. (2023). Forward-looking Infrastructure Development Program: Human resources. Retrieved September 30, 2024, from https://english.ey.gov.tw/News3/9E5540D592A5FECD/ddf57302-f9f8-41a2-b2dd-3fd966da0767
Fang, Y. C. (2004). Investigating students’ and teachers’ view about the English language curriculum. Selected Papers from the Thirteenth International Symposium on English Teaching, 372-384. Taipei: Crane Publishing.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109. https://doi.org/10.3102/00346543074001059
Guo, J., & Yu, K. (2022). Effects of ESP courses on Chinese health vocational college students’ English proficiency. Korean Journal of General Education, 16(5), 189-202. https://doi.org/10.46392/kjge.2022.16.5.189
Huang, Y.-P., Lin, L.-C., & Tsou, W. (2024). Leveraging ESP teachers’ roles: EMI university teachers’ professional development in medical and healthcare fields. English for Specific Purposes, 74, 103-116. http://doi.org/10.1016/j.esp.2024.01.005
Huang, S-H, & Yang, L-C. (2021). English for General Purposes (EGP) at a Taiwanese university: A mix-methodological analysis of students’ perspectives. Tsing Hua Journal of Educational Research, 37(1), 41-83. https://doi.org/10.6869/THJER.202006_37(1).0002
Kirkpatrick, R. (2016). English language education policy in Asia. New York: Springer International Publishing. https://doi.org/10.1007/978-3-319-22464-0
Lee, C. H. (2002). A study of the college English Conversation class. Journal of General Education, 4, 73-100. https://doi.org/10.7107/JGE.200211.0073
Ministry of Education (MOE). (2018). Curriculum guidelines of 12-year basic education. Retrieved September 21, 2024 from https://cirn.moe.edu.tw/Upload/file/38224/104344.pdfa
Ministry of Education (MOE). (2021). BEST: The program on bilingual education for students in college. Retrieved September 22, 2024 from https://ws.moe.edu.tw/Download.ashx?u=C099358C81D4876CE33C455F1B761E1E9C1B1C9D4C5C3D019362B3EBA00C12B8583D175C3AB2D82A705C8923B466EA55407DC122305ED2A061282E74599BB469C4A6057CF373431D2BAEFE64631CF7EA&n=D4F6265130DEAC0E6D2E22249327FA4FF2F79F658734CBD9F9464531835FF6B017D5D196774DB6EFB9EAD188BE07FFB344B15159206CA061CE3F9F9199F0D977&icon=.pdf
Ministry of Education (MOE). (2023). Higher Education SPROUT Project: Sustained progress and rise of universities in Taiwan. Retrieved September 22, 2024 from https://sprout.moe.edu.tw/en-us/main.aspx
Mosher, R., & McGowan, B. (1985). Assessing student engagement in secondary schools: Alternative conceptions, strategies of assessing and instruments. University of Wisconsin, Research and Development Center. (ERIC Document Reproduction Service No. ED 272812).
National Development Council. (2018). Bilingual 2030. Retrieved September 30, 2024, from https://www.ndc.gov.tw/en/Content_List.aspx?n=BF21AB4041BB5255&upn=9633B537E92778BB.
Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). New York: Teachers College Press.
Stefanova, A. (2021). Motivating students for greater engagement in ESP acquisition. UNWE Publishing Complex.
Suskie, L. (2004). Assessing student learning: A common sense guide. San Francisco, CA: Jossey-Bass.
Tsou, W. (2009). Needs-based curriculum development: A case study of NCKU’s ESP program. Taiwan International ESP Journal, 1(1), 77-95. https://doi.org/10.6706/TIESPJ.2009.1.1.4
Tsou, W, Chen, F, Kao, S-M, & Tsai, M-L. (2016). Integrate global competence into college English education: Using National Cheng Kung University as an example. Journal of Educational Research and Development, 12(3), 107-130. https://doi.org/10.3966/181665042016091203005
Wang, Y. C. (2003a). Communication-orientation in Freshman English curriculum: A new response. Selected Papers from the Twelfth International Symposium on English Teaching, 588-598, Taipei: Crane Publishing.
Wang, Y. C. (2003b). Freshman English learning experiences: A cross-sectional study. Journal of the Humanities and Social Sciences Shih Hsin University, 4, 219-247.
Yang, C-H, Wu, M-L, & Chou, P-P. (2014). A study of technology university students’ English learning engagement scale construction. Journal of Meiho University, 33(1), 1-16. Retrieved September 28, 2024, from https://www.airitilibrary.com/Article/Detail?DocID=19981848-201405-201410060012-201410060012-1-16
Yu, L.-T., Chen, M.-C., Chiu, C.-W., Hsu, C.-C., & Yuan, Y.-P. (2022). Examining English ability-grouping practices by aligning CEFR levels with university-level general English courses in Taiwan. Sustainability, 14(8), 4629. https://doi.org/10.3390/su14084629
Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167-177. https://doi.org/10.1177/1469787410379680
