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In an ESP (English for Specific Purposes) and ELP (English for Legal Purposes) perspective, this paper studies the construction of professional cultural competence through the cultural substrata woven into the narrative of specialised popular fiction, or FASP.After a brief overview of the theoretical framework retained and the functions of a coroner in England and Wales, the discussion focuses on a coronial FASP, M. R. Hall’s The Coroner (2009), to analyse three cultural strands which relate meaningfully to ELP learner objectives: culture specific to the Coroner’s Office, broader social commentary with regard to issues concerning the legal community as a whole and, finally, locus-related societal and national cultures.The paper concludes by addressing reservations expressed regarding such randomly acquired knowledge by highlighting the advantages of a heuristic and semasiological approach in exploring both target and source culture. Dans le cadre de la didactique des langues et cultures spécialisées du droit, cet article porte sur la construction d’une compétence de culture professionnelle à travers les substrats culturels tissés dans la fibre narrative de la fiction populaire spécialisée, la FASP.Après une brève présentation du cadrage théorique retenu, du professionnel de droit qu’est le coroner au Royaume Uni et de la FASP juridique qui constitue l’objet d’étude, The Coroner (2009) de M. R. Hall, l’analyse dégage trois domaines culturels en lien avec les objectifs de l’apprentissage : la culture spécifique à l’environnement spécialisé du professionnel qu’est le coroner, le commentaire social enchâssé dans le récit qui se rapporte à la communauté juridique dans son ensemble et, finalement, les cultures relatives aux lieux qui servent d’ancrage géographique au récit fictif.Pour conclure, l’auteur répond aux réserves souvent exprimées concernant la nature fragmentaire des connaissances acquises par l’intermédiaire de la FASP en mettant en avant les avantages d’une approche heuristique et sémasiologique dans l’exploration des cultures cible et source.

Traditional methods of assessing university students' speaking and writing abilities, especially those in creative design fields, can be perceived both impractical and monotonous. This study aims to show college students' perception of the degree of effectiveness of the tools currently being used to assess them, either through authentic assessment or through standardized testing, and whether or not anxiety plays any role in their performance. 21 graphic design students at a private university in Madrid taking a course in advanced English for Specific purposes (ESP) completed the survey. The survey, mostly qualitative, asked students to evaluate how effective were the different forms of authentic assessment, both in speaking and writing, compared to the standardized tests they were mainly and currently evaluated on. The results of the survey found that students, in general, deemed the various forms of authentic assessment more effective, albeit not in a significant way. Similarly, there was no clear difference between the anxiety levels authentic assessment produced versus standardized and classical formative assessment. Not surprisingly however, most students preferred the use of social media platforms, such as Instagram as a form of writing assessment, even though they did not consider it valid. Hopefully, this paper will have positive implications to encourage syllabus designers and material developers to consider students' perceptions and preferences on the assessment process while keeping in mind what their fields of choice expect once they become professionals, as current trends and attitudes on assessment should be more in line with the industry.

This article analyses professional development, completed by 34 in-service ESP teachers of the Department of English for Engineering No. 1 at Igor Sikorsky KPI during March-December 2020. In total 3344.3 hours of professional teacher development were analysed. They were confirmed by certificates of attendance and completion. A significant rise in the number of hours ESP teachers of the Department of English for Engineering No. 1 at Igor Sikorsky KPI spend professionally developing was noticed compared to the years before the pandemic. Quantitative methods and statistical and mathematical processing were used to analyse the data. Nine main categories of professional development were outlined. ICT teacher skills (51.8 % hours), teaching approaches, methods and techniques (18.4 %), student and teacher assessment and evaluation (14.5 %) were distinguished as the three top categories of professional development during the COVID-19 era at the department. Together these categories embraced approximately 85 % of all time, spent on professional growth by ESP teachers of the Department of English for Engineering No. 1 at Igor Sikorsky KPI. Other six categories included: connections with other disciplines (6.6 %), academic publications and research issues (4.8 %), international teacher collaboration (2.1 %), student and teacher behavior problems (1.6 %), language issues (0.2 %), curriculum development (0.07 %). The results confirmed the high demand for learning new ICT tools, platforms, and Google services in March-December 2020, the high interest in teaching approaches, methods and techniques, which can be used during the COVID-19 era, and ways to assess and evaluate students’ and teacher’s performance. Webinars, online conferences and online courses turned out to be the most popular forms of professional development of ESP teachers at Igor Sikorsky KPI during March-December 2020. Another discovered trend was the variety of providers of trainings for ESP teachers during the COVID-19 era. The list of them included 37 different organisations, institutes and centers, such as Dinternal education, Training Center Linguist (Cambridge University Press), Educational project “Na urok”, The Ukrainian Institute of Information Technologies in Education, Oxford University Press, Macmillan Education and others

This action research study has two aims: (i) to develop a wearable virtual reality language-learning platform for English for specific purposes and (ii) to examine student learning effectiveness and the relationship between self-efficacy and behavioral intention. The participants are 131 university students in Taiwan. A model of wearable virtual reality language-learning based on structural equation modeling is built. A path analysis indicates that self-efficacy directly influences students’ perceptions of ease of use of the wearable virtual reality technology and indirectly influences perceived usefulness, attitude, and behavioral intention. Student self-efficacy is slightly above the moderate level. Gender and English proficiency have an effect on student self-efficacy and behavioral intention, whereas students’ online and virtual reality learning experiences have no significant effect on these variables. This new environment is shown to facilitate student learning: the pretest and posttest results indicate improvements in lexical and semantic knowledge, reading comprehension, and syntax. The study implies that since self-efficacy is a crucial determinant in student technology use, educators should enhance student self-efficacy in order to encourage them to try innovative technology.

The article aims at conducting empirical research of university students’ readiness to handle independent work while studying the English for Specific Purposes (ESP) course, subject to the availability of Information and Communication Technologies (ICTs). In order to accomplish the objective of the article, a mixed methods research was applied. According to the research methodology, the questionnaires were conducted during the first semester of the academic year 2019/20 and then in the first semester of the academic year 2020/21 at the Kyiv National University of Trade and Economics. The investigation covered the period before the outset of the pandemic when a blended learning approach included instructor-led classroom training and e-learning elements; and then during the time of the COVID-19 pandemic in Ukraine when webucation was in line with the priorities of the training process. The participants of the study were first-year and second-year students of non-linguistic specialities. The scientific research reflected that teaching ESP was focused on enhancing foreign language learning in the particular field of study such as IT, law, trade, marketing, management or economics, to equip students with the oral and written comprehension and speaking skills that they would need to leverage partnerships with international interlocutors in the business community. The obtained results confirmed the high value of the resources available online for studying ESP as an academic discipline in university-level curricula. The analysis of data showed that during the pandemic almost equal percentages of the respondents faced the challenges that accompanied the process of learning English online. Students noted all four proposed options that characterised the disadvantages of completing the assignments independently, namely the communication vacuum, difficulties in choosing supplemental instructional materials, as well as a lack of self-discipline and control. The outcome confirmed the need to assist students’ independent work. To meet that demand, the authors carried out a Strength, Weakness, Opportunity, and Threat (SWOT) Analysis related to the use of ICTs within the organising framework of students’ independent work while teaching ESP during a pandemic. It has been concluded that the opportunities and threats, as well as the strengths and weaknesses, identified through the SWOT analysis, characterise the advantages, drawbacks and peculiarities that emerge in the process of providing guidance for students’ independent work in the study of ESP, integrating them into a coherent whole.

The need to investigate the communication skills of specific participants usually arises upon demand from the stakeholders, including the employers, passengers, clients and others. The common reasons for stakeholders to consult course developers or language practitioners regarding developing a specific purpose course include poor language proficiency and lack of professional communication skills amongst personnel whose jobs require efficient communication. The needs analysis (NA) method is often used to explore the necessary communication skills at the workplace, including business, medical and aviation. In aviation, the aviation English program content is based on the stakeholders’ communication requirements. Having said that, there are two main objectives of this study. Firstly, this study aims to investigate the importance of English as a medium for communication amongst AVM personnel serving in local and foreign-based companies within Malaysia. Secondly, it aims to determine the spoken and written communication activities that aviation management personnel are frequently involved in the aviation industry. Based on the findings, the NA revealed that the English language is vital in developing professional communication skills among AVM trainees as they require English proficiency for speaking and writing activities.

The Covid-19 pandemic suddenly attacked the world and led every sector of life affected, including the education process, which is forced to shift into online mode. All educators are forced to adapt and find a learning platform to utilize in this emergency remote learning. This research uncovers the students' preference of digital platforms in learning ESP during the Covid-19 pandemic, the factors accepting their preference, and their perception of those learning platforms. The design of this study is qualitative. The participants of this study were 112 freshmen of a state university in Makassar who learn English for Specific Purposes (ESP), comprising 95 females and 17 males. The participants were consisted of 3 majors and involved in remote learning for one semester (16 meetings) through WhatsApp, Google Classroom, University LMS, YouTube, and Video Conference (Zoom and Google Meet). In order to collect the data, a questionnaire that consists of close-ended and open-ended questions was distributed to the participants. It is found that the students' preference of digital platform in learning ESP during the Covid-19 pandemic is WhatsApp. The factors affecting students' preference of the platform are demographic and economic constraints. The criteria of the application that is highly preferred by the students were the one which does not drain the internet quota, can still work correctly in which the internet connection is not strong, and can facilitate the interaction between lecturers and students. Finally, this study suggests that no one perfect digital platform can replace face-to-face learning since many things are missing during this online learning. So, to keep it running effectively, the combination of several platforms is required to be utilized.

In response to the needs of an international workforce, English for Specific Purpose courses are being promoted in higher education, and instructors are turning to learning technology to help desig...

The aim of the study was to devise soft skills development strategies for Computer Engineering and Information Technologies undergraduate students in the process of learning English. The research consisted of total 347 Computer Engineering and Information Technologies undergraduate students including 45 female students (13.00%) and 302 male students (87.00%) aged from 17 to 21. The research which was non-experimental in nature was conducted at four higher education institutions in Ukraine between October 2020 and November 2020. To reach the main aim of the study the team of researchers developed a web-based questionnaire containing open-ended and closed-ended questions. The use of the web-based questionnaire seemed to be quite logical for collecting the data necessary for devising soft skills development strategies for Computer Engineering and Information Technologies undergraduate students in the process of learning English taking into account the situation connected with the Covid-19 pandemic. The respondents who volunteered to take part in the survey were sent a link to the web-based questionnaire and guaranteed the complete anonymity. The data analysis covered processing of information collected from the anonymous web-based survey, displaying the data obtained in the form of tables and figures, devising soft skills development strategies based on research results and drawing general conclusions. The findings obtained enabled the authors to present six development strategies aimed at enhancing soft skills among Computer Engineering and Information Technology undergraduate students that could be applied in the process of learning English: a) combination of competence-based, action-oriented and blended-learning approaches in the English for Specific. Purposes classroom, b) integration of formal, non-formal and informal learning, c) participation in specially focused network professional communities, d) use of open educational resources for learning English, e) use of open professionally-oriented educational resources, f) introduction of learning-style based activities in the English for Specific Purposes classroom for boosting students’ soft skills. © 2021 Oleksandr Malykhin, Nataliia Aristova, Susanna Melikova. Published by Rezekne Academy of Technologies.

The debate over the appropriacy of EGAP and ESP has been an ongoing concern in many higher education contexts. In this paper we discuss how teachers’ and students’ perceptions of English curriculum needs are reflected in the conflict between short-term goals, such as passing exams, and long-term goals, such as career development. Students, doctors and teachers at a medical university in the central part of China were asked about their needs through questionnaires and structured interviews. The findings suggest that whilst many felt the need for medical English to be taught in the early years, particularly through medical texts, there was also push back due to the need for general English to pass English exams, such as CET4/6. We argue that through the incorporation of medical texts, students can start to develop their medical English from the first year of university. This not only ensures the motivation for students to study medical English for professional purposes, but also fulfills the perceived need to prepare for the exam.

The needs analysis cannot be separated from the development of materials and curriculum design for language learning, especially ESP. The research about ESP, especially the topic of need analysis still needs to be explored. Thus, this research aims to identify language skills needed and develop English teaching materials at Politeknik Gihon. The subjects of this study were 45 ongoing students and six former students. The result of the study revealed the perceptions of the students’ needs for their current studies and future career and how the English material should be designed in this institution. This study contributes in developing the teaching material and proposed a redesigned of ESP course.

The teaching of the English language to the students of Islamic Economics should aim to provide them with the skills needed for completing academic as well as professional tasks. The purposes of this study are twofold: (1) identifying what types of English language skills the students of Islamic Economics need; and (2) figuring out whether the current English for specific purposes (ESP) course offered is relevant to their needs. This on-going study employs qualitative descriptive methods with 200 firstand second-year students of the Islamic Economics study program of a state university in Medan, Indonesia. The data analyzed in this paper were collected using an online survey divided into two sections: one to collect the participants’ demographics and the other to explore their perceived language skill needs. The results reveal that most students need reading and writing skills more than any other language skills. The students reported that the English course they have taken so far did not prepare them to master those two needed skills. This study recommends that the existing ESP syllabus be redesigned to meet the students’ needs. Keywords: English for specific purposes (ESP), higher education, Islamic economics, need analysis

Twenty-first century English language teaching is the witness of advanced Information and Communication Technology (ICT). Integrating digital technologies in English teaching activities is a prerequisite to enhance learning efficacy and achieve the goal of English communicative competence. Hence, this study examines the impact of flipped learning instruction on pragmatic competence of a group of English for specific purposes students’, i.e. English for Accounting. This pre-experimental study was conducted in ten meetings by involving 36 English for Accounting students of a public university in Surakarta Indonesia as the participants. Drawing on a Discourse Completion Test (DCT) and Focus Group Discussion (FGD), the results portrayed that there was a significant difference between the results of pre-test and post-test on DCT, meaning that the students’ pragmatic competence significantly improved after participating in the flipped learning instruction. An FGD was further conducted to reveal the students’ attitudes about the practice of flipped learning and the results indicated that they positively perceived the implementation of the teaching model in English for Accounting class. These results contribute to offering fruitful insights for teachers and future researchers about the practice of flipped learning instruction in English language teaching, particularly in the context of English for specific purposes. Keywords: English for Accounting, Flipped Learning, Pragmatic Competence

Aviation English and Corpus Linguistics have been put together and focused by some investigations especially those regarding Aeronautical English (the language used between pilots and air traffic controllers in international radiotelephony communications). However, English used in aviation maintenance, specifically in written documents, has not been as much researched. This paper briefly explains the main concepts considering Aviation English and pre- sents—based on previous researches—aircraft maintenance professionals’ needs and regulatory agencies’ requirements related to language proficiency. Afterwards, it summarizes information about the most important technical publications for aircraft maintenance and describes the compilation of the Corpus of documents related to aviation maintenance (CoDoRAM). At the end, some ways the corpus can be used to teach vocabulary and grammar in English are pointed out. Although corpus compilation and analysis have been proved to be valuable for research and instructional purposes, most of publications encompass English for academic purposes teaching context. For that reason, this is a way to inspire new projects related to English used in aviation maintenance and the use of corpora in English for specific purposes classes.

Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students’ academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners’ self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants’ digital literacy level, learner satisfaction, computer anxiety and self-efficacy respectively. Statistical analysis of the results revealed an overall adequate level of students’ digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners’ digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course.

Learning English implies developing oral, writing, reading, and listening competencies in real contexts to avoid its isolated conceptualization for appropriate communication since the meaning and interpretation of language deal with Semantics and Pragmatics. The study focussed on these objectives: identify the learning and knowledge technologies (LKTs) used in the Semantics and Pragmatics course; know the subjects' perceptions concerning their usage and the findings obtained from their application. Methodologically, a descriptive longitudinal quantitative approach took place, getting these results: identification of LKT resources to promote writing, oral, listening, and reading competencies focused on Semantics and Pragmatics, description of students’ perception regarding LKT resources characterized as triggers motivational to learn collaboratively with a positive attitude in their use. The study corroborated that this proposal let subjects grasp the meaning and interpretation of language and achieve a higher proficiency level. In conclusion, LKTs represent a potentially ideal means of learning the language in virtual environments, understanding how they work in context, and acquiring key fundamentals to communicate successfully.

This paper contextually endeavors to grant insights and perceptions on the teaching of English for Specific purposes (ESP) through ICT-based instruction amid COVID-19 at the Faculty of Sciences and Technologies in Tangier (FSTT). To avoid total curriculum disruption, the FSTT urgently declares online learning, which has palpably manifested a plethora of pitfalls primarily pertinent to logistics according to the study results. Drawing on previously published materials, the use of quantitative research analysis allows the researcher to empirically unravel different challenges and educational gaps among the research population. The findings of the survey indicate that more investment should be made at the level of research in order to enable ICT- based instruction to be more regulated, yet most importantly properly managed. By so doing, students’ motivation and interaction tremendously augment as they become more genuinely and actively engaged in the teaching/learning process.

English for Specific Purposes (IFE) textbooks are an important tool in the teaching-learning process of English. The purpose of this study was to identify the preferences of the learning activities included in an IFE textbook that the students of Hospitality and Tourism. The sample was 97 students. The survey was structured by abilities in listening comprehension, reading, writing, among others, for the analysis the LT-Lab software was applied divided into six groups according to their abilities. The results showed: group 1 the preferred learning activities: videos, web sources and songs; group 2, use of grammar, vocabulary, games, reading comprehension; group 3, role-playing games, dialogues, vocabulary and description; group 4, in the videos; group 5, readings and web sources, group 6, read, complete the sentences and crossword puzzles. In conclusion, the learning activity included in an ESP textbook preferred by the students were videos, web sources, songs, use of grammar, vocabulary, among others.

English for Specific Purposes oriented inquiry spans different territories and domains (Basturkmen, 2013). Firmly established in the English for Specific Purposes teaching and learning practice developed in Oman’s tertiary education, this paper explores a skill-based teaching approach ascribable to its far-reaching partnership with Oman 2040 vision initiative, and 21st-century educational thinking and planning for the future. In particular, while debating current issues related to economic and digital transformation, it aims at examining student skill development in the context of an English for Specific Purposes classroom using Omani tertiary education students’ self-perceived responses. Students responded to a survey that investigated perceptions of transferable skill importance, self-efficacy, and opportunities for improvement. The results reveal that adaptability/flexibility, time management, oral communication, critical thinking, and problem-solving are the most essential student perceived transferrable skills concerning their future employability and professional success; however, the perceived opportunities to use and improve these skills as well as satisfaction with the ability to use them in the course vary, and, therefore, should be addressed when considering further development of the English for Business course curriculum and its delivery. As an outcome of this study, English for Specific Purposes program providers and educators will have a better understanding of the students’ skill-sets and provide their students with the tools and strategies they need to learn and thrive in English for Specific Purposes courses effectively.

This study aims at exploring the blended learning implementation in English for Arts Education Program and reporting lessons learned from the practice. Some theories regarding blended learning adoption and English for Specific Purposes (ESP) were utilized as the theoretical framework. As this case study was conducted in the ESP course in the Arts Education study program of a private university in Yogyakarta, Indonesia, a qualitative case study research design was employed, resulting in an in- depth description of the overall implementation. The data were collected through in-class and online observations, a semi-structured interview, and a focus group discussion (FGD) conducted in two classes employing blended learning, 20 representative students recruited by purposive sampling technique, and the lecturer of the course. The results were analyzed descriptively using content analysis. Based on the analysis, some stages undergone by the lecturer were drawn as they are in line with blended learning adoption stages and framework. Thus, some lessons learned reveal concerns on flexibility and accessibility to technologies and learning sources, a balanced portion of collaborative and independent learning, Information Technology (IT) knowledge, and material clarification and immediate feedback that play significant roles to students’ skill improvement and effectiveness of a blended learning course. This study offers new insights for lecturers, institutions, and students planning to adopt this approach for the findings present consideration of elements required in developing a blended learning course.

The contextualization of materials in the context of teaching English for specific purposes (ESP) is a prerequisite to gain maximum input of language knowledge. The present study sheds some light on the practice of Content and Language Integrated Learning (CLIL) approach in English for accounting course. This study involved 38 Indonesian ESP students majoring in accounting of a public university in Surakarta Indonesia as the participants. Pre-experimental research design was conducted in eight meeting during the course, including the administration of vocabulary test to examine the participants’ score in pre-test and post-test. A focus group discussion (FGD) was also carried out to reveal the students’ perception about the practice of CLIL approach in English for accounting course. The results depicted that there was a significant difference on the participants’ vocabulary scores between the pre-test and the post-test. It was also portrayed that the participants positively perceived the CLIL practice in their class. The results of this study contribute to providing fruitful insights for teachers and future researchers about CLIL practice in English language teaching, specifically in the context of teaching English for specific purposes.

English as a compulsory subject in the higher education of Indonesia is thought as an English for Specific Purposes (ESP). It means that the material provided must be relevant to the study program. Besides focusing on the study program, the use of interactive instructional media in a class is a must since most of teachers believe that it can help them to reach the goal better. The teaching should be more interactive by providing interactive instructional media to attract students' motivation to learn. Nowadays, technology grows rapidly and provides various alternatives in developing instructional media. One of them is the use of Augmented Reality (AR). In this study, the AR is combined with the Picture Word Inductive Model (PWIM) to design the instructional media, named AR based PWIM. The design is used to promote students' English vocabulary of non-English Department who take Basic English course. Since vocabulary is believed as the most important thing in language learning. The research design is a research and development (R n D) design that followed ADDIE development procedures. It starts with the analysis, design, develop, implement and evaluate. Based on the development phases, it can be concluded that the design of AR based PWIM is a relevant model to promote students' English vocabulary in the higher education of Indonesia. Finally, the researchers suggest future research to conduct an experiment study related to the new AR based PWIM instructional design to measure the effectiveness of the design.

The present paper aims to analyse the Agile learning implementation and describe the eduScrum practices in teaching English for Specific Purposes (ESP) at Information Technology and Cybernetics Faculties of Taras Shevchenko National University of Kyiv (Ukraine). Based on a mixed-method research design, our research studied Agile learning both qualitatively, and quantitatively through the use of observation, interviews, pre- and post-tests, and the questionnaire. The experimental focus group research proved the efficiency of applying Agile methods in a project-learning environment to teach Information Technology (IT) students. It showed that Agile learning through eduScrum practices encourages communication, knowledge sharing, critical thinking, creativity, enhances student engagement and the development of a mindset aimed at constant improvement. Planning, processing, presentation making, as well as analysis, and assessment practices were outlined in the ESP eduScrum teaching. They facilitated students to acquire and retain the practical experience and become confident lifelong learners in a modern VUCA-world. The criteria-based assessment resulted in drawing students’ attention to the problematic aspects of learning and evaluating their knowledge and skills more reasonably. The proposed eduScrum practices could be applied alternatively into the traditional classroom academic environment due to their productivity. https://doi.org/10.26803/ijlter.19.9.13

Due to the rapid development of new information technologies, educational techniques require rethinking of approaches to teaching methods and tools to fulfill the needs of learners regarding their training for the future job. The educators should consider not only the interests of students but the demands of employers who are looking for quick-thinking specialists ready to acquire new knowledge and skills in short terms. The article presents a model for teaching ESP (English for Specific Purposes) which facilitates formation of students’ cognitive autonomy. On the basis of scientific and theoretical analysis of this issue, the author considers the methodological approaches to its elucidating. To clarify the structure of students’ cognitive autonomy, the author provides the components and their subjective links on the subcomponents level on the hierarchical basis. The author determines the criteria and levels of students’ cognitive autonomy as well as subjective and objective factors influencing the efficiency of students’ cognitive autonomy in ESP study which were obtained through methods of mass survey (interviews, conversations, questioning), targeted observation of the formation of students’ cognitive autonomy; methods of testing and ranking. As a result, the author designed and implemented into practice a model for teaching ESP, which represents a flexible educational environment with a suitable choice of teaching techniques, modes, strategies, tools, and resources on the basis of the integral unity of information technologies and traditional teaching technologies. The stages of the experimental teaching included the following: preparing the experiment, implementing, processing the results, and interpreting them. For the analysis and correlation of the income and the outcome sample data, the author applied statistical methods. Thus, the synthesis stage of the experiment allowed confirming the effectiveness of the implemented model for teaching ESP, which facilitates students’ cognitive autonomy formation.

The study aims to investigate the possibility of using the Belbin Self-Perception Inventory (SPI) for the actualization of the social aspect of the language learning style in the differentiated English for specific purposes (ESP) learning of information technology (IT) students so as to determine the students' and teachers' attitudes to the use of Belbin's roles in the differentiated ESP instruction. To achieve the outlined aim, a mixed research design was employed which involved 180 university IT students and 10 teachers. For data collection we used the Belbin's SPI, students' self-assessment survey and ESP teachers' survey. The results showed that the students' team and functional roles were evident in each group, irrespective of the number of students in it. Communicative roles were found to be an integral part of functional, team, and social roles. Various interaction patterns were defined for students' functional roles. The findings suggested that in the context of social relations and the roles, the subject of a conversation, communicative behavior, professional knowledge, experience, and language potential of the interlocutors are different and reflect the specifics of the situation. To improve the students' communicative skills, three stages of role learning were suggested. The optimal group size for the differentiated ESP instruction was defined. The Belbin's roles were found suitable for groups of students with different English language proficiency levels. This study showed that the use of Belbin's approach to actualization of the social aspect of the language learning style in the differentiated ESP instruction can be effectively used in teaching IT students at university.

Global economic exchange and trade have led to the expansion of English for Specific Purposes (ESP) courses in many Asian higher education institutions. A similar demand for ESP course design is ob...

The use of technology has now become an integral part of higher education in Malaysia because of its positive outcomes in teaching and learning. Despite its use, students are not able to fully benefit from its full potential. This study investigated the use of digital annotation tools in Interactive Reading for Academic Disciplines to facilitate reading of English for Science and Technology materials in a blended course among university students. Data were collected from 12 students enrolled in English for Technical Communication in a public university on the East Coast of Peninsular Malaysia. Data collection consisted of online annotations and focus group interviews. Analysis was descriptive and thematic, using SPSS and NVivo software, respectively. Inter-rater reliability analysis was measured using Cohen Kappa reliability analysis that yielded an almost perfect score, proving that the data were reliable. The findings revealed that digital annotation tools facilitated reading comprehension among students in an online reading environment. Annotation analyses revealed consistency in interview data when students were able to paraphrase, extend and synthesize ideas. An implication from this study suggests that training students’ regarding strategies on how to deal with annotation tasks should be mandatory. This is integral for students to achieve comprehension of English for Science and Technology materials in an online environment.

This study aims to research the opportunity of applying the motivational aspect of the language learning style in differentiated instruction of English for specific purposes (ESP) to information technology students (IT) through defining their intrinsic and extrinsic motivation; to determine the students’ levels of motivation; to compare motivation of the third- and fourth-year students, their desire to master the IT profession and study ESP; to define the factors which balance students’ motivation. A mixed research design was employed. The participants were 234 third-year students and 231 fourth-year students, mostly males, aged from 20 to 22 years who studied at technical university during 2017‒2019 academic years and volunteered to take part in the study. To collect the data, the questionnaires by Rean and Iakunіn “Studying the motives of students’ learning”, Ilina “Learning motivation at the university” and Dubovitskaya “Methodology for diagnosing the learning motivation orientation” were used. Although we revealed that students’ intrinsic motivation to study ESP and master the IT profession was stronger than extrinsic motivation, we also found that the dominance of intrinsic or extrinsic motives in students may depend on the situation and particular ESP activity. The support of students’ high level of motivation and development of students’ medium and low levels of motivation should rely on the factors which help to balance students’ motivation.

In Asia, in order to keep up with internationalization, the English-Medium Instruction (EMI) course has become a phenomenon in higher education. In turn, EMI literature has increasingly focused on ...

Aim. Research to date acknowledges the learning, instructional and assessment advantages of self-assessment used in different fields of study in higher education contexts, yet little known research has focused on its use for learning and raising learner awareness while studying English for Specific Purposes (ESP). To this end, the present small-scale study examines the use of self-assessment of philology students’ ESP oral performance at a university in Lithuania. Method. The data for this research was collected from undergraduate students’ written reports on their project presentations on the chosen ESP topics. To analyse the data, qualitative methodology of inductive content analysis was used. Results. The study resulted in the identification of five major dimensions covering problem areas in the students’ ESP oral performance. The findings indicate that self-assessment enabled the students not only to identify some gaps and difficulties in their ESP oral performance that call for action but also to establish the reasons which caused them, foresee how the gaps can be closed or the difficulties coped with. Furthermore, it allowed the students to make decisions that reached far beyond the self-assessment task. The results also demonstrate that self-assessment raised the students’ awareness of themselves as learners by giving them direction on how to perform better in the future. Conclusion. Self-assessment, as used in the present research, proves to be a valuable tool both for the students of ESP and their teachers as it reveals areas in the students’ performance that call for improvement, which enables ESP teachers to support their students to achieve better results in the future.

Increased creation of academic programmes in vocational education programs, which is expected to be a solution for increasing Indonesia's human capital. This also underpins Indonesia's efforts to develop English language proficiency, as illustrated in Minister of Education and Culture. The Ministry of Education and Culture helped English vocational education students who required assistance with listening, reading, writing, and speaking improve their communicative skills. This study examines the needs of English courses (ESP) for educational students who need target and learning needs review. Questionnaires and interviews were used to collect data. The effects of data research on active communication skills (35 % ), grammar difficulties (25 % ), reading ability (25 % ), material difficulty (10 % ), ability (25 % ) and writing ( 5% ). Basic pharmacy (20%), prescription pharmacy (20%), health and medications (20%), healthy lifestyle (20%), and microbiology and pharmacy (20%) are the topics covered (20 percent ). English Media (40%) is the most commonly used English language in technology, followed by crosswords (20%), dialogue content (20%), and multiple choice (20%). The study's findings are an overview of the needs and goals associated with the English learning process. The findings of a study of students' academic needs and their progress in learning English, including reading, writing, grammar, and other skills, in order to better prepare them to meet their future needs.

Nowadays, educational institutions in Slovakia are looking for solutions to improve learning using adaptive software to meet the needs of a wide range of skill levels in a single classroom. In line with the educational challenges of the 21st century, language teachers of the Faculty of Manufacturing Technologies of the Technical University of Kosice in Slovakia have been using contemporary methods in the process of foreign languages teaching for several years. Based on blended learning concept implementation, the author presents the newly designed online course EnGeRu (English, German, Russian for Technicians) which serves as a supplementing platform to the full-time teaching course. To create this dynamic environment, the Moodle platform has been used. The course in available at http://web.tuke.sk/fvt-engeru/ to serve the needs of the Faculty of Manufacturing Technologies as well as other technically oriented faculties and universities. Key to success in the development of teaching materials for online courses depends heavily on the ability of language teachers to adapt the materials within current technological contexts to serve the needs of the future technicians. The author considers Internet resources as freely gettable tool that can be further adapted for special needs of English language learners. Following the principles of materials development, several examples of materials adaptation for English language online course are presented. The model of a blended e-learning course can be utilized as a pattern for various English for Specific Purposes (ESP) courses, which are nowadays widely developed and implemented at technical universities, especially when learners need to develop special language competencies within the context of special technical disciplines.

The aim of the paper is to identify strengths, weaknesses, opportunities, and threats (SWOT) of self-directed learning (SDL) supported by mobile-assisted technologies integrated into English for Specific Purposes course at university. Teachers cannot prepare students for all challenges of the modern world; therefore, students need skills of self-education to keep updated. SDL skills are crucial for today's learners but, as they include such features as ownership for learning, self-managing, self-reflection and extension of learning, SDL skills should be explained and trained by teachers-facilitators. The goal of our study was to carry out a SWOT analysis of the technology-enhanced SDL process from teachers' and students' points of view. This kind of analysis will allow identifying common and different issues that participants of the study encounter in the process of SDL. Therefore, we carried out a qualitative study with questionnaires to perform a SWOT analysis and to identify problematic issues. Comparing the results, we found out that students and teachers identified mostly the same strengths and opportunities, whereas weaknesses and threats were different and required immediate meaningful solutions. Regarding educational technologies' impact, we observed that their integration also caused challenges for teachers to cope with. This study evidenced that technologies are a powerful tool to develop SDL skills and we developed some practical recommendations on how to avoid threats and eliminate weaknesses of SDL skills formation assisted by technologies. We also suggest some mobile-assisted technologies for the enhancement of SDL skills.

The purpose of this developmental research is to create ESP learning textbooks for Diploma three (D3) Pharmacy students at the Surabaya Pharmacy Academy, to determine the textbooks' feasibility, and to ascertain students' responses to the ESP textbooks. The ADDIE Research and Development (R&D) model is used in this study. This ESP textbook was created in response to the study's findings. The feasibility study of the ESP textbook reveals the following points: 1) The Diploma three (D3) Pharmacy program's material experts and lecturers assign a percentage of 53.33 percent below the range of 85.94 percent, indicating that the development of digital-based textbooks receives a "A" grade and falls into the "Very Good" category. 2) Media and digital experts with online learning as well as Pharmacy diploma three (D3) study programs provide a percentage of 53.33 percent less than the 85.94 percent range, indicating that developed digital-based textbooks receive a "A" and are classified as "Very Good." 3) Student comprehension, as measured by questionnaires, also received a favorable response of 53.33 percent in the range of 85.94 percent, indicating that the development of digital-based textbooks received a "A" or "Very Good" grade. The interviews revealed that students responded positively to digital-based ESP textbooks. In summary, the ESP textbook for Pharmacy students in the Diploma three (D3) department is acceptable which can be used as an online learning medium for English Teaching.

This paper is a follow up to a previous study focusing on some relevant issues faced by university teachers of English for Specific Purposes (ESP) at the University of Tetovo (UT), Northern Macedonia and the USAMVB "King Michael I of Romania" from Timisoara, Romania. It highlights the considerable role ESP and language communication play in the students' professional training, in view of the changing global landscape. The rising focus on communication, peer feedback and other major themes will be analysed based on the preliminary qualitative results we reported earlier (Kamberi et al., 2019). By applying a qualitative exploratory approach, we investigate and further discuss the themes previously identified regarding teachers' biases and beliefs, as well as challenges they face in providing high quality ESP courses correlated with the various fields students are majoring in at the tertiary level. It is suggested that teachers and university management take more responsibility regarding the organization and delivery of ESP courses in higher education in order to better equip professionals for the global market by looking at English as a genuine "lingua franca" across professional fields and as indispensible in virtually all areas of study.

The rapid growth and renovation from print-based to multimodal information has still not received sufficient attention from the field of English for Specific Purposes (ESP). In fact, a multimodal pedagogy is a new evolving educational concept and practice. It is regarded as a source of creativity and modernity for both teachers and students. It actually refers to the paradigm revolutions in teaching based on what could be useful, effective and relevant to students’ needs and interests and its development will ground the principles of student-centered approach. In essence, multimodal pedagogies work across the linguistic and visual modes to fulfill the purposes of the text and the context in order to appropriately organize, develop information and ideas, and convey meaning. The present paper advocates the need to reconsider ESP through multimodal practice to ensure new opportunities of interactive learner engagement. This means that language learners should learn how to exploit semiotic modes beyond the verbal message in order to effectively enhance their awareness and facilitate comprehension. In short, this paper will briefly define modes, the issues of how multimodal environments can affect ESP and how multimodal modes can have an impact on students’ motivation and teacher-student interaction.

Qualitative methods of assessment play a decisive role in education in general and in language learning in particular. The necessity to perform a qualitative assessment comes from both increased student competition in higher education institutions (HEIs), and hence higher demands for fair assessment, and a growing public awareness on higher education issues, and therefore the need to account for a wider circle of stakeholders, including socie-ty as a whole. The aim of the present paper is to study the regulations and laws pertaining to the issue of assessment in Latvian HEIs, as well as to carry out literature sources analysis about assessment in language testing, seeking to select criteria characterizing the quality of English for Specific Purposes (ESP) tests and to apply the model of evaluating the quality of a language test on an example of a test in sport English, developed in a Latvian higher education institution. An analysis of the regulations and laws about assessment in higher education and li-terature sources about tests in language courses has enabled the development of a test qu-ality model, consisting of seven intrinsic quality criteria: clarity, adequacy, deep approach, attractiveness, originality/similarity, orientation towards student learning result/process, test scoring objectivity/subjectivity. Quality criteria comprise eleven indicators. The relia-bility of the given model is evaluated by means of the whole model, its criteria and indica-tor Cronbach’s alphas and point-biserial (item-total) correlations or discrimination indexes DI. The test was taken by 63 participants, all of them 2nd year full time students attending a Latvian higher education institution.A statistical data analysis was performed with SPSS 17.0. The results show that, altho-ugh test adequacy and clarity is sufficiently high, attractiveness and deep approach should be improved. Also the reliability of one version of the test is higher than that of the other one. One of the ways to improve test quality could be to involve other HEIs in the process of designing tests, because in a small institution it is difficult to collect authentic material for test design and create reliable language tests in a narrow field (in our case: sport English).

Although research in education, including worldwide Programme for International Stu-dent Assessment (PISA) by the Organisation for Economic Co-operation and Development (OECD) and Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, shows that female language learners outdo their male counterparts in the development of verbal skills, a number of re-searchers have strongly challenged that claim. The aim of this paper is to find out whether professional foreign language competence in a higher education institution (HEI) in Latvia is different between females and males. In order to determine this, we have analyzed final grades and presentation scores (lecturer, peer and self-assessment) of students in an ESP (English for Specific Purposes, in our case: Sport English) course, as well as their levels of second language acquisition, obtained in centralized secondary school leaving exams, which serves as the basis for further development of professional foreign language competence in a sport related HEI. Whereas grades, scores and levels are considered in the present paper as depen-dent variables, gender constitutes an independent variable. A series of Mann-Whitney U tests has revealed no significant difference in male and female achievement in centralized school leaving exam in second language (English); in final grades, obtained by students in an ESP course; and in lecturer assessment of student presentations in the ESP course. However, the analysis of peer assessment of student presentations in the ESP course reveals that females tend to overestimate themselves and their peers. The latter observation, as this paper argues, may result from the fact that sport related HEI students are characterized by increased self-esteem (Rudzinska, 2007).

Language assessment should support the learning process. Therefore, studying the washback of the assessment process is important to evaluate whether the assessment supports the learning process. English for tourism students is part of English for Specific Purposes (ESP). Therefore, the appropriate assessment should be authentic since the need of their English is to perform their English based on their future professional setting. In Tourism 4.0 Era, tourism is not only dealing with welcoming guests, guiding, or arranging an itinerary but also broadcasting using internet media. One of the efforts to prepare the students with those demands is conducting the broadcast project-based assessment. This research aims at identifying its washback in the students’ learning. In-depth interview was employed as the data collection method. The results show that motivation and learning improvement were the washback of broadcast project-based assessment on learning.

The article considers the possibilities of using and ways of implementing various ICT tools and means for organizing distance learning English for specific purposes of students of the Information Technology Faculty. We give examples from practical experience in organizing the educational process by using the Moodle online learning platform during the final control and exam testing, tips to avoid cheating in answering control questions; in organizing debates and discussions using the Forum; in creating a glossary, filling up and expanding it by student collaboration; in conducting online classes via Google Meet with the possibility of recording and reviewing them by students; in discussing PowerPoint presentations during online meetings; as well as in grouping students and messaging through the Telegram messenger for educational purposes and for solving organizational issues. Thanks to that, it's possible to implement a comprehensive approach for organising a distance learning process for studying a foreign language in order to build professional communicative competence and improve the quality of students' knowledge. The following research prospects on this scientific and methodological problem are determined: the need to compare online training platforms, programs for organizing video calls, instant messaging services and the conduction of experiments to determine the efficiency of various means of information and communication technologies.

Complex nominal groups are common in technical English (i.e., English for Specific Purposes, ESP) since they allow lexical items to be tightly packed into a clause which consequently leads to increased lexical density and syntactic ambiguity. In this paper, we analyse (complex) nominal groups in technical English. We propose that, in addition to context and extralinguistic knowledge (i.e. shared technical background that the ESP teacher does not necessarily possess), the structure of the nominal group — or, more precisely, the position of modifiers within the group also plays a role in resolving of syntactic ambiguity and disambiguation of meaning. Thus, modifiers standing farthest from the head have the least specifying potential and are followed by other modifiers that restrict the meaning of the entire nominal group. In this way, the participle reciprocating in steam reciprocating engine (vs.* reciprocating steam engine ) is more specific in meaning and is thus positioned closer to the head of the nominal group. Our results indicate the type of modification (i.e. linear or non-linear) lends support to the disambiguation of complex nominal groups. The paper‘s main contribution is in the field of ESP teacher education in the way that it helps ESP teachers who are not specialists in the field of (marine) engineering to process understand and successfully teach complex nominal groups.

Responding to the modern challenges in the educational domain and an increase interest of the appropriate level of English among the public servants of SESU, the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection initiated the research work aimed to improve the training content and methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ in April 2019. A significant contribution to the development of the theory, methodology and the certain methodological issue developing were made by a number of scientist such as O. Bykonia, V. Chernysh, Z. Korneeva, G. Dyvnych, R. Makarova, Ya. Mandryk, M. Dyachenko, T. Dudley-Evans, T. Hutchinson, A. Waters, P. Strevens and others. At the same time, some thorough research of the legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ has not been done under the condition of modern reforms in the education domain. The legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for the second (Master) level in field of expertize 281 ‘Public Administration’ is under consideration. The article outlines the main peculiarities of the current legal framework related to the teaching English for Specific Purpose which is used as the premise for further analysis of the current curriculums used in the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection. The list of legal framework includes the Law on Education, The Law on Higher Education, The law on State Service, National ESP Curriculum of English. Clarifying the terminology used in the current regulatory environment in the sphere of professional activities of future public leaders and managers (individual learning curve, competence, learning outcomes, language proficiency, universal design in the sphere of education, curricula) has given the authors an opportunity to reveal the methodological value of the National ESP Curriculum of English and clarify the appropriate language level for Master’s degree students, evaluate the current curriculum used by the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection. Foreign language professional competence is a multi-component, hierarchically organized and multi-level phenomenon based on professional skills, knowledge and awareness. English for Specific Purposes as a discipline can be considered as the tool for developing special professional skills that create the premises to deal efficiently with challenges concerning public management, political-legislation, social-economic issues. The further analysis of the universal design in the educational sphere also let the authors clarify the teaching materials peculiarities; correlate the international current testing system with NATO STANAG 6001 used within SESU and explain the necessity to implement В1 (CEF) /СМР1+(NATO STANAG 6001) for Master’s degree students in in the field of expertize 281 ‘Public Administration’. The analysis of the current legal framework related to the second (Master) educational level in field of expertize 281 ‘Public Administration has revealed the fact that, on the one hand, the current curricula structural elements and content as the elements of educational design comply with the legislation norms, on the other hand, the issues of looking for improving the training content and efficient teaching techniques to obtain the desirable language level for Master’s degree students have to be under further consideration.

This article defines the modern interdisciplinary trends in engineering and the collaboration of engineering with other sciences. Science, Technology, Engineering, Arts (STEAM) approach has been chosen as suitable for teaching engineers in English for Specific Purposes (ESP) classroom. The authors created different tasks with art elements in teaching ESP. The topics of the tasks are: material properties, environmental/global sustainability issues, human factors engineering, employment of engineers, and engineering education. Scaffolding, appropriate time management, cooperation, creative atmosphere, native materials are the conditions for the effective usage of the tasks within STEAM approach. The results of the pedagogical experiment in 2019 at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (Igor Sikorsky KPI) amongst 30 chemical engineers proved the improvement of language skills and other skills of the 21 century such as cooperation, digital, problem-solving, creative thinking. An anonymous questionnaire confirmed students’ positive perception of the STEAM approach.

The present study focuses on teachers' perceptions regarding the teaching of English for Specific Purposes (ESP). Seeking to assess qualitative aspects and the value of ESP as a subject of major relevance, the paper reports initial results from a study on the application of ESP in tertiary level language instruction at the University of Tetovo (UT), Northern Macedonia and USAMVB "King Michael I of Romania" in Timisoara, Romania. Applying content analysis to identify themes, biases and meaning, the research investigated teachers' perceptions on the challenges and issues of ESP teaching in English language courses.

Bosnia and Herzegovina belongs to a group of developing countries with high unemployment rate. In the recent period, IT industry in Bosnia and Herzegovina indicates an enormous growth rate with 100% employability of all graduated IT professionals from higher education institutions. The educational sector, on the other hand, does not respond to the demands of the IT industry, neither with the number of educated graduates nor with the adequate skills. Research conducted by UNDP and Bit Alliance in B&H indicates the need for improvement of necessary skills, which include both the language, as well as communication skills. Studies conducted within certain universities in B&H indicate that the specific language classes offered as English for Specific Purposes classes do not include most of the requirements of this methodology of language teaching. The study aims at investigating the frequency of foreign languages used for work purposes at some of the major IT companies in Bosnia and Herzegovina, the importance of language and communication skills for hiring a candidate, and the satisfaction of both the employees (former graduates) and employers with the language skills obtained during the university studies. The purpose of the study is to show the need for changes in curricular policies within universities related to the language and communication skills of future IT graduates and as a foundation for more thorough study of the specific language needs of IT companies in Bosnia and Herzegovina.

The course of English for Specific Purposes (ESP) is supposed to prepare students for the professional sector, yet the course at IAIN Palopo in Indonesi is designed in general English without any professional input or assessment of the learner's needs. This research is motivated by the Communication and Islamic Broadcasting program students’ complaints of unsatisfaction with the course since it does not meet their needs. This research aims to examine the English needs of students studying in the communication and Islamic broadcasting program. The researchers used a mixed-methods strategy that incorporates both quantitative and qualitative research. The participants in this study were 60 undergraduates and 30 graduate students. Data was gathered through questionnaires and interviews. The data was then analyzed using the comprehensive concept of need analysis proposed by Dudley-Evans & St. John (1998). The results revealed that the majority of students learn English to help them advance in their careers. Their top priority in ESP is to improve their speaking skills, followed by listening, reading, and writing. Due to the repetitive learning method, inappropriate textbook, and short duration, according to the interview results, the students were also unsatisfied with the present ESP course.

In English for Specific Purposes (ESP), as accountable education, face validity, which could be an undesirable “negative” or a desirable “positive”, is one of the ways in which we determine the learners’ attitudes toward, and probable consequent motivation for, ESP learning programmes. In this study, we sought to explain the reactions of the 226 first year Engineering student respondents to Likert items by their sociodemographic characteristics. We measured and classified as an undesirable “negative” (if the mean was < 3.50), or a desirable “positive” (if the mean was ≥ 3.50), the face validity generated by eleven sociodemographic characteristics for an ESP approach employed in the design and delivery of a compulsory ESP module (Engineering Communication) at a university in South Africa’s Gauteng Province. We subjected the data to statistical significance testing with the ANOVA suite of inferential statistics to identify statistically significant relationships between the sociodemographic variables and the face validity variables, of which 20 were confirmed, and then measured the variance (influence) in the latter that could be associated with the former. The aggregate influence explainable by the sociodemographic variables was an eta2 of .908 (90.8%), of which High School Type (19.8%) recorded the most, and Engineering Work Experience (1,7%), the least. Whereas, Race was associated with the most “negative” influence, the Black1 and White groups were practically indistinguishable in attaining unequal, but “negative”, scores. When we compared the sample demographic statistics to available institutional and national statistics to check for demographic transformation, the statistics suggested that the research university was transforming demographically at a fast pace, given its history.

Artificial intelligence (AI) has been shaping the landscape of language industry, raising serious questions about the traditional and emerging capabilities of the language professionals. With the aim to examine the general implications of AI on language professions, the study investigates two areas: English for Specific Purposes and Chinese for Specific Purposes, thereby covering two major languages in the world of business and trade. Based on 648 bibliographic entries collected from the Web of Science (WoS) Core Collection Indexes of SCI-EXPANDED, SSCI, and A&HCI, the scientometric findings reveal the initial impact of digital technologies, including Big Data and AI, on the traditional and emerging capabilities of language professionals. The paper summarizes different aspects of language and digital capabilities. It discusses how AI applications may enhance such capabilities, thereby generating insights for the training and learning experiences for the next generation of language industry professionals.

This paper investigates the implementation of web-based applications to develop students’ creative thinking skills in English for Specific Purposes. The paper explores the role of web-based applications during creativity development in English for Specific Purposes classes. The attention is paid to the analysis of organizational levels of creative thinking development and concepts of creativity. This paper discusses how to achieve creative thinking during distance learning in English for Specific Purposes classes. The sample was 310 bachelor students from two Ukrainian universities. The sample was selected on the basis of the stratified sampling technique. The instruments were used F-test, the Likert-type scale test, and interviews. The study presents the results gained from interviews with Ukrainian students and results of creativity tests passed by students. The examples of tasks aimed at creative thinking achievement during distance learning in English for Specific Purposes classes are given. A comparative analysis of results has allowed emphasizing the positive experience of two Ukrainian universities, which can be implemented in future distance learning in the higher institutions located in other regions of Ukraine. The findings of this study support the idea that the development of creative thinking skills during the distance learning of bachelor students of different specialism can be intensified with the selection of proper web-based applications.