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The Impact of Conceiving an Empirical ESP Course on Undergraduate Engineering Students: A Case Study at Ovidius University of Constanta

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  • Ionela Ionitiu

    (Ovidius University of Constanta, Constanta, Romania)

Abstract

The aim of this study is to show why speaking English while practicing, focusing on, and promoting language learning plays such an important role in conceiving an empirical ESP course. It also looks into how ESP classes are viewed by engineering students as a means of preparing them for both professional and academic communication. A questionnaire is conducted on 104 Civil and Mechanical engineering students at Ovidius University of Constanta. In addition to being questioned about their expectations, learning goals, and perceived initial level of proficiency, students were also asked about how well they felt they had developed the various skills, how well their initial learning objectives had been met, and how well they thought the ESP course had prepared them for professional and academic communication on a global scale. The empirical evidence collected based on both quantitative and qualitative research methods will show that speaking is regarded as the utmost significant skill among all since it is needed to enter the labor market swiftly after being integrated. Since ESP is thought to be a means of acquainting students with discourse particular to their field of study, to improve the courses and bring them closer to learners' perceived requirements and specialized communication practices, it is imperative to determine how to make them even more beneficial to students.

Suggested Citation

  • Ionela Ionitiu, 2024. "The Impact of Conceiving an Empirical ESP Course on Undergraduate Engineering Students: A Case Study at Ovidius University of Constanta," Economics and Applied Informatics, "Dunarea de Jos" University of Galati, Faculty of Economics and Business Administration, issue 1, pages 132-139.
    • Handle: RePEc:ddj:fseeai:y:2024:i:1:p:132-139
    DOI: 10.35219/eai15840409399
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    References listed on IDEAS

    as
    1. Lin-Fang Wu, 2014. "Motivating College Students’ Learning English for Specific Purposes Courses through Corpus Building," English Language Teaching, Canadian Center of Science and Education, vol. 7(6), pages 120-120, June.
    2. Dwi Poedjiastutie & Rhonda Oliver, 2017. "Exploring Students’ Learning Needs: Expectation and Challenges," English Language Teaching, Canadian Center of Science and Education, vol. 10(10), pages 124-124, October.
    3. Kamer Ainur Aivaz & Daniel Teodorescu, 2022. "College Students’ Distractions from Learning Caused by Multitasking in Online vs. Face-to-Face Classes: A Case Study at a Public University in Romania," IJERPH, MDPI, vol. 19(18), pages 1-16, September.
    4. Rui Du & Adriana Grigorescu & Kamer-Ainur Aivaz, 2023. "Higher Educational Institutions’ Digital Transformation and the Roles of Digital Platform Capability and Psychology in Innovation Performance after COVID-19," Sustainability, MDPI, vol. 15(16), pages 1-14, August.
    Full references (including those not matched with items on IDEAS)

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