Introducing ESP courseware into the classroom
Shu-Chiao Tsai 蔡叔翹
Dept. of Applied Foreign Languages
National Kaohsiung University of Applied Sciences
高雄應用科技大學應用外語系
BA & MA in Nuclear Engineering, Tsing-Hua University
Ph. D in Material, Université Paris XI, Orsay
1
1. Introduction
2. Design and development of the courseware
3. Courseware support for ESP instruction
4. Students’ performance and satisfaction
5. Discussion and Conclusions
2
1. Introduction
English for specific purposes (ESP) has
evolved to provide students with English
language abilities and advanced professional
knowledge necessary for them to succeed in the
global job market.
This is especially true for technical universities
in Taiwan that offer language learning in
professional contexts.
3
ESP instruction is designed to meet the needs
of learners for use in their specific fields, such
as business, science, technology, or academic
studies.
ESP instruction has been increasingly
emphasized at technical universities in Taiwan in
order to reduce the mismatch between skills
obtained in higher educational institutions and
the skill sets needed in industry.
4
The development of effective ESP programs, however,
introduces several challenges.
1. Curriculum design and qualified staffing for the
development of ESP courses in Taiwan are lacking
(Tsou, 2009)
2. A survey for students and teachers in four
universities of technology, Lai (2005) found that:
－ there is a lack of qualified teachers, authentic
materials, and specific knowledge.
－ students’ language need is to apply integrative
English skills, rather than individual skill.
5
3. Although the fullest collaboration for
ESP teaching is one where a subject expert and
a language teacher team-teach classes (Johns &
Dudley-Evans, 1991), such teaming has not been
easily conducted due to difficulties in collaboration
among teachers from different disciplines
(Barron, 2003).
6
The integration of multimedia courseware into ESP
instruction is considered an effective tool (Brett, 2000;
Tsai, 2010; Roblyer, 2003; Haertel & Means, 2003):
－ to facilitate the learning of subject content
－ to encourage repeated language practice
－ to provide instant and positive feedback to the
learner
However, most multimedia tools have focused on
individual linguistic skill.
7
In addition, teachers can make use of corpus
analysis, an important research tool in ESP,
(Hewings, 2012; Walker, 2011)
－ to improve students’ knowledge of language use
－ to make learning activities more relevant to the
target contexts
－ to evaluate teaching materials and students’
performance.
8
This chapter discusses the introduction of technology
into ESP classrooms.
－ to review some of the underlying theories behind
ICT (information & Communication Technology) usage.
－ to show how courseware can be used to support
content instruction and subject-specific language
skill development.
－ to lead to a discussion of how coursewaresupported ESP classrooms can be evaluated in
terms of goal achievement and student
performance improvement and satisfaction.
9
2. Design and development of the
courseware
2.1 Mayer’s multimedia learning cognitive theory
(Mayer, 2001; 2005; 2008)
2.2 Chapelle’s suggestions for multimedia
computer-assisted language learning
(Chapelle,1998)
10
Mayer’s principles of multimedia learning
commonly used in this study
Multimedia principle: People learn better from
words and pictures than from words alone.
Modality principle: People learn better from
animation and narration than from animation and
on-screen text.
Spatial contiguity principle: People learn better
when corresponding words and pictures are
presented near rather than far from each other on
the page or screen.
11
Mayer’s principles of multimedia learning
commonly used in this study
Segmenting principle: People learn better when a
multimedia lesson is presented in learner-paced
segments rather than as a continuous unit.
Temporal contiguity principle: People learn better
when corresponding words and pictures are
presented simultaneously rather than successively.
Voice principle: People learn better when words are
spoken in a standard-accented human voice than in
a machine voice or foreign-accented human voice.
12
Layout of courseware development
Each section includes several topics with
corresponding learning units.
Each unit includes its target text with English audio
and Chinese translation support, narration,
opportunities to practice language skills, online tests
with instant self-checking function.
Thus, students can control their learning pace and
educational experience through repetition, deliberate
practice, and self-evaluation with the courseware.
13
Section
button
Narration button
Highlighted
vocabulary
Button for the
on-line evaluation
After any
paragraph of the
text is touched by
the mouse, its color
becomes blue. The
paragraph is being
spoken in English
as learners click on
left button of the
mouse.
Topic button
Pop-up window for Chinese translation
14
Chapelle’s suggestions for multimedia
computer-assisted language learning
1. Making key linguistic characteristics salient
→ highlighted vocabulary, English audio, and bilingual design
2. Offering modifications of linguistic input by repetition
or different mode of input
→ repeated practice of a variety of integrative language skills with
English texts and their English audio
3. Providing opportunities for comprehensible output
→ on-line evaluation system of the courseware provides learners
with various language tests to practice English skills
15
Chapelle’s suggestions for multimedia
computer-assisted language learning
4. Providing opportunities for learners to notice their errors
5. Providing opportunities for learners to correct their
linguistic output
→ instant self-checking function of the on-line evaluation system allows
learners to notice, analyze, recheck, reflect, identify, and correct
their errors.
6. Supporting modified interaction between the learner and
the computer
7. Acting as a participant in second language (L2) tasks
→ a variety of functions or on-line activities provided by the courseware
through mouse clicks, hypertext links, learning activities or tasks
in language and in subject content assigned to students.
16
3. Courseware support for ESP instruction
Courseware can play three roles in ESP instruction:
－ a joint tutor to make the transfer of content
knowledge by providing text explanations with
multimedia support
－ a joint language teacher to provide a variety of
language practices with different difficulties
－ a peer-like role with which students can have a
direct interaction with content-based or linguistic
activities provided by the courseware
17
Courseware- implemented ESP instruction
with a TBL (task-based learning) approach
in a technology context
The course was
－ conducted in an elective course on “English
Reading for Technology” on the topic of Energy.
◆ vocabulary- reading- listening- content knowledge
－ was attended by 37 sophomore EFL students of
the department of applied foreign languages in a
technical university.
18
Procedure
 On-line TOEIC-like test to determine students' English proficiency

Pre-Task (1 week)
Pre-dictation test
 Pre-cloze test
 Pre-essay writing (40 minutes) : Solutions to energy saving and development

During Task (2hrs a week for 5 weeks)
 Self-studying with the courseware-implemented instruction
Two target texts: Renewable Energy and Radiation and Life with 463 and 324 words

Post-Task (1 week)
 Post-dictation test
 Post-cloze test
 Q&A test
 Post-essay writing (40 minutes) : Energy Exploration and Eco-sense

Questionnaire survey
19
Purpose of Content-based and Linguistic Tests
Cloze and dictation tests
－ to understand students’ effectiveness in
vocabulary, reading, and listening abilities
Q&A test
－ to determine students’ retention of content
knowledge
Essay writing
－ to understand students’ conception or
comprehension related to the target topic
20
On-line writing assessment - 1
Vocabulary Profiler (VP)
－ to classify the words of the analyzed text from
the following four frequency levels
 K1 words: the most frequent 1,000 words of English
 K2 words: the second most frequent thousand words
 AWL words (academic words list) & Off-list words:
generally including more professional terminology
21
On-line writing assessment - 2
Computerized Propositional Idea Density Rater
(CPIDR)
Propositional idea density (P-density) to be determined
according to the number of verbs, adjectives, adverbs,
prepositions and conjunctions, divided by the total
number of words in the text.
－ related to the readability or quality of
students’ writing
(Brown, Snodgrass, Kemper, Herman , & Covington, 2008; Kintsch, 1998;
Takao, Prothero, & Kelly, 2002)
22
Questionnaire Survey
Questionnaire of satisfaction (QF) included 12
questions to investigate students’ responses
concerning
 suitability of the content and its usage
 multimedia assisted language learning
 online evaluation
 bilingual design and navigation of the courseware
23
4.1 Text & Question Analysis by VP
VP categories
K1
K2
AWL
Off-list
547
47
80
119
(69.0%)
(5.9%)
(10.1%)
(15.0)
Dictation
0
91
2
6
6
13
6
24
134 words/8 sentences
(67.9%)
(4.5%)
(9.7%)
(17.9%)
2 Target texts
Cloze test
14 words to be filled in
24
4.1 Students’ Performance
－ Students’ mean TOEIC-like test score = 636
task
Mean percentage of
giving right answers
Cloze
Dictation
Q&A
Pretest
28.2%
49.0%
Posttest
92.5%**
79.0%**
58.0%
*: p<.05 and **: p<.01, significant difference
－ Students made significant progress in their
post-tests of cloze and dictation.
25
4.1 Students’ Performance
K1
VP categories
K2
AWL
Prewriting
136.5
8.1
11.9
Post-writing
151.6
8.9
15.6*
Off-list
7.5
11.0**
*: p<.05 and **: p<.01, significant difference
－ Students significantly wrote more words in AWL
and Off-list categories (professional vocabulary)
in their post-writing.
26
4.1 Students’ Performance
CPIDR Analysis
Task
Idea
Word
P-density
Prewriting
79.6
159.6
0.491
Post-writing
93.8*
183.3
0.513*
*: p<.05 and **: p<.01, significant difference
－ Students significantly wrote more ideas and had
a higher P-density (better writing quality) in their
post-writing.
27
4.1 Students’ performance
TOEIC
Pre
cloze
Pre
Dictation
Post
cloze
Post
Dictation
Q&A
.609**
.659**
.582**
.537**
.213
－ students’ TOEIC proficiency had a significantly
positive correlation with their performance
in all the pre- and post-tests of cloze and dictation,
but not with their Q&A performance.
28
4.2 Questionnaire about student satisfaction
(Cronbach alpha value = 0.963 )
Questions / Overall Mean=3.66
The courseware improves your cognition about content knowledge
The courseware is sufficiently helpful to improve vocabulary
The courseware is sufficiently helpful to improve listening skills
The courseware is sufficiently helpful to improve speaking skill
The courseware is sufficiently helpful to improve reading skills
The courseware is sufficiently helpful to improve writing skills
The courseware is sufficiently helpful to improve translation skills
Mean
3.75
3.96
3.96
3.32
3.89
3.50
3.61
29
Questions
Mean
The content knowledge of the courseware is relevant.
On-line evaluation system with instant self-checking function
enhances your learning.
The bilingual design of the courseware helps promote your
learning motivation.
The function keys improve navigation.
3.64
3.57
3.64
3.68
You are satisfied with self-studying using the courseware- 3.64
implemented instruction.
You like to recommend this courseware to your friends or
classmates.
3.46
30
Examples of Courseware-implemented Instruction
Tsai, S. C. (2013). Implementing courseware as the
primary mode of task-based ESP instruction: A case
study of EFL students, Computer Assisted Language
Learning. DOI:10.1080/09588221.2013.818554
Tsai, S. C. (2013). Integrating English for Specific
Purposes (ESP) courseware into task-based learning
in a context of preparing for international trade
fairs, Australasian Journal of Educational
Technology, 29(1), 111-127.
31
Examples of Courseware-implemented Instruction
Tsai, S. C. (2011). Multimedia courseware development
for World Heritage sites and its trial integration into
instruction in higher technical education, Australasian
Journal of Educational Technology, 27 (7), 1171-1189.
Tsai, S. C. (2010). Developing and Integrating
Courseware for Oral Presentations into ESP Learning
Contexts. Computers & Education, 55, 1245–1258.
Tsai, S. C. (2009). Courseware Development for
Semiconductor Technology and its Application into
instruction. Computers & Education, 52, 834-847.
32
5. Discussion & conlusions
The courseware-implemented ESP instruction in
this study was evaluated:
－ Students’ significantly better performance in
content-based and linguistic tests assigned
in the Post-Task phase
－ Students’ higher learning satisfaction
33
5. Discussion & conlusions
Many ESP teachers whose academic major is in
language studies have to teach subject-specific
topics far from their primary areas of expertise.
Thus, unpredicted ISKD (In-class Subject Knowledge
Dilemma) situations occur so that the lesson may not
run smoothly and the teacher as expert becomes
challenged (Wu & Badger, 2009).
34
5. Discussion & conlusions
In addition, ESP teachers often use ready-made
materials or textbooks with which they feel
comfortable. However, this choice may lead to less
consideration about students’ needs for their future
jobs.
Thus, students may not get appropriate practice
and interaction, either in the target language or in
subject knowledge, during their learning process.
35
5. Discussion & conlusions
Courseware can provide learner-centered, flexible
and interactive learning environment and these
features and resources of multimedia may have
great potential in facilitating learning in language
and content knowledge.
However, courseware-implemented ESP
instruction is not a panacea and has its limitations:
－ to require investment of time and money
－ to require interdisciplinary collaboration in
courseware production and its implementation
36
5. Discussion & conlusions
It is suggested that ESP teachers have to actively
look for an opportunity to work with other
participants such as course designers, materials
providers (from industry), and collaborators for
conducting effective ESP instruction.
37
Thanks
Merci !
謝謝 !
achiao@kuas.edu.tw
38
Multimedia Elements
target text / English audio / Highlighted vocabulary /
Pictures / Animation / Chinese translation / online evaluation
39
Cloze test
14 words to be filled in
K2 words: decay / steam
AWL words:
occupational / induce / inevitable /
monitoring / exposure / scope
Off-list words:
leak / genetic / conjunction / abundance /
prevailing / harness
40
5. Discussion & conlusions
These problems can be mitigated using courseware.
While studying with ESP courseware, students have
to be more aware of their responsibility and have to
play an active role in their individual learning in order
to complete content-based and linguistic tasks.
Meanwhile, students can receive feedback and
monitor their progress via the online evaluation
system and built-in language tests of various
difficulty levels.
41
4.1 Students’ performance
Pre
cloze
Pre
cloze
Pre
Dictation
Post
cloze
Post
Dictation
Pre
Dictation
Post
cloze
Post
Dictation
.603**
.517**
.619**
.552**
.671**
.634**
Q&A
.621**
.417*
a significantly positive correlation
－ among the pre- and post-tests of cloze and dictation
－ btw Q&A and post-tests of cloze and dictation
42