Sessions / English for Specific Purposes
English for Tenkin #775
How well do English conversation lessons prepare Japanese English-learners for life overseas whilst on company placement? How can teachers help students improve their English dramatically in a very short space of time, and do they need to? This presentation shares the results of research into students’ opinions and teachers’ experiences of teaching and learning English for Tenkin.
This is a case study of CLIL and STEM task-based learning courses for college freshmen majoring in engineering. Our students are familiar with electronics theory, but are unaware of actual circuits and components. Students build electronic circuits using breadboards and discrete components, and explain construction and operation of circuits bilingually. Although our results are not necessarily generalizable, our experience may assist practitioners seeking course designs or teaching plans for CLIL, STEM, and ESP.
This presentation reports on a pilot study for a national needs analysis survey of nursing English. We outline the procedures followed in setting up the survey, and provide suggestions for those wishing to conduct similar enquiries. The survey covered a wide range of nurses’ professional duties, and the findings have implications for anyone involved in teaching English to nurses and in the wider field of English for specific purposes.
Despite previous research on the topic, students’ perceptions of non-native English speakers English for Academic Purposes (NNES EAP) professionals in a Sino-British English-Medium Instruction (EMI) University, however, is under-researched. The presentation will share the results of a recent study on how NNES EAP teachers are perceived by freshmen from various disciplines regarding their strengths and challenges in a British-Sino joint venture EMI university.
The teaching of English for Special Purposes (ESP) in non-English departments of Indonesian higher education typically involves a large number of learners, various linguistic competences of learners, heavy workload for teachers, low learning motivation among learners, and teachers’ lack of content knowledge. Thus, this study is aimed at exploring teachers’ strategies in managing ESP classes in five different departments of local universities: accounting, nursing, chemistry, geology, and informatics engineering.
The presenter will discuss solutions to the challenges encountered teaching English for Medical Purposes (EMP), challenges that can be grouped under five headings: needs and wants; teacher expertise; lesson content; classroom management; and assessment. For example, responding to the students’ want for content that is relevant means the EMP teacher cannot remain a layperson. How then can they become sufficiently knowledgeable to teach a lesson on, for example, opioid pharmacology?
Adaptive learning delivers personalized content to students based on their performance in a series of tasks that are unique to them. In this presentation, we will look at LearnSmart Achieve (LSA), an adaptive learning program aligned with the New Interactions series. LSA is a skills-based program for Academic English. We will examine its practical applications by looking at how it can be used to complement ongoing English language courses in face-to-face and remote learning situations.
This paper investigates EFL college students’ perceptions and evaluations of an English for specific purposes (ESP) tourism course design based on a learner-centered approach which incorporates authentic tasks, situated learning and multiple assessments. A questionnaire was administered to a total of 110 non-English majors in a local tourism course offered from 2014-2018. Students’ positive response also indicates the need to acquire skills to achieve a two-way communication for cross-cultural understanding.
This roundtable will look at a discussion class intended for nursing students looking to participate in a study abroad program. A flipped classroom format provides weekly discussion topics, vocabulary lists, videos, and other relevant resources leaving class time available for open discussion in a supportive and encouraging environment. Topics covered include vaccinations, gender equality and equity, and cultural awareness in healthcare.
This roundtable discussion focuses on listening materials for nursing English. The presenter is collecting 100 patient narratives from English-speaking foreign residents about their experiences receiving medical care in Japan. The presenter will summarize common listening activities in nursing English textbooks, describe the characteristics of the current narrative collection, and introduce the free online listening materials he is developing. Participants are encouraged to talk about their current and desired approaches for teaching listening to nursing students.
This presentation outlines how role-play activities were used to prepare medical students for potential future encounters with non-Japanese patients. Each role-play was designed to provide a forum for students to improve their linguistic, communicative, and intercultural competencies while sharing in feedback sessions with their instructor and peers. This presentation highlights role-play activities for third-year Japanese medical students, including the rationale, the practicalities of designing and implementing the activity, and the outcomes.
This presentation uses principles of design-based research to explain the development of a course titled “Presentation & Debate” at a midsize university. Working with the students, the researcher answered key pedagogic decisions including the scheduling and selection of captains, teams, debate topics, and evaluation criteria. Through cycles of iteration, this led to the design of a guide for students to develop and articulate their ideas in a formal debate.
English skills have become essential for medical professionals across the world. The presenter will first describe a series of courses for medical staff at a university hospital in Japan which focused on developing English communicative competence. Participants will then be introduced to the concept of Medical Improv and experience several exercises in pairs and groups. These exercises have applications for both English for specific purposes and general English courses at the university level.