Implementing Task-based Instruction in ESP Class — An Empirical Study in Marine Engineering English

This study investigated teaching English for Specific Purposes (ESP) within the paradigm of task-based language teaching, concentrating on marine engineering English teaching in a Chinese vocational college. Two natural groups of students taking their ESP courses took part in the study as a control...

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Bibliographic Details
Published inJournal of language teaching and research Vol. 7; no. 5; p. 936
Main Authors Wu, Xuehua, Liao, Lihui, DeBacker, Teresa K.
Format Journal Article
LanguageEnglish
Published London Academy Publication Co., Ltd 01.09.2016
Subjects
Achievement tests
Chinese
College students
Communication
Educational activities
Engineering
English for special purposes
Grammar
Language
Language teaching methods
Learning
Listening
Reading achievement
Reading comprehension
Researchers
Students
Studies
Task-based language teaching
Teachers
Teaching
China
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Summary:This study investigated teaching English for Specific Purposes (ESP) within the paradigm of task-based language teaching, concentrating on marine engineering English teaching in a Chinese vocational college. Two natural groups of students taking their ESP courses took part in the study as a control group (N=28) and an experimental group (N=33) from 2014 spring to 2014 fall. Teacher-designed reading, listening and speaking pre-test and post-test (simulating the governmental tests held by China Maritime Safety Administration Bureau), and survey were used as the basis for study. The students in the control group and the experimental group were taught in traditional approach and task-based approach respectively. At the end of one academic year study, the students were given a post-test to determine whether there was effect of the treatment on the experimental group. Data analysis showed that there was no statistically significant difference in reading achievement between students in the control group and students receiving task-based instruction, but there was effect on students’ listening and speaking competency. In the investigation, most students were satisfied with task-based instruction, and they proposed some feedbacks and suggestions for the task-based instruction in ESP courses which are beneficial for future instruction.
ISSN:1798-4769
2053-0684
DOI:10.17507/jltr.0705.14