Dissertation/Thesis Abstract

Teacher perceptions of English for Specific Purposes (ESP) programs
by Pham, Huong Thi Lan, Ed.D., Argosy University/San Francisco Bay Area, 2013, 156; 3663239
Abstract (Summary)

The purpose of this quantitative descriptive dissertation study was to examine teacher perceptions of instructional issues and delivery and working environments of English for Specific Purposes (ESP) programs. Data were collected from ESP teachers at 12 universities in Ho Chi Minh City, Vietnam through an online survey. This study was significant since the results might benefit the design, development, and evaluation of ESP curriculums to reduce significant problems and enhance ESP teaching quality. Also, the exploration of teacher perceptions can help school administrators work around the limitations of their contextual conditions and impose a higher level of impact on transformation and development of ESP programs.

The collected data were analyzed by using Statistical Package for Social Sciences (SPSS) software. The questionnaire included 32 items that were rated on a four-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). Descriptive statistics including means and standard deviations were used to answer Research Question 1. Independent samples t-tests and ANOVAs were used for research question 2 to determine how the groups were different from one another. The results pointed out aspects of ESP programs that were perceived similarly and differently by groups of respondents based on the gender, age, educational backgrounds, and ESP teaching experience.

Indexing (document details)
Advisor: Malvetti, Aniello L.
School: Argosy University/San Francisco Bay Area
School Location: United States -- California
Source: DAI-A 76/10(E), Dissertation Abstracts International
Subjects: English as a Second Language, Foreign Language, Language
Keywords: ESP teaching, English for Specific Purposes (ESP), Instructional delivery, Instructional issues, School working environment
Publication Number: 3663239
ISBN: 978-1-321-86032-0
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