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This scientific paper provides a comprehensive analysis of English for Specific Purposes (ESP) at Algerian universities, with a specific focus on Business English. It aims to examine the current state of ESP programs in Algerian higher education institutions and the relevance of Business English skills in the Algerian context. The paper explores the challenges, strategies, and future prospects for implementing ESP and enhancing English proficiency in Algeria. [ABSTRACT FROM AUTHOR]

In this study a Physics Research Articles Word List (PRAWL) is built, which includes the most extensively used English vocabulary in the genre of physics research articles outside the most frequent general-purpose vocabulary. PRAWL can be of great use in English for Physics teaching and learning. This discipline-specific academic word list was produced from a corpus of 1.25 million running words, consisting of 200 physics research articles. PRAWL contains 929 words and has a 17.48% coverage in the corpus it was derived from. Together with 2,000 high-frequency general-purpose words, as well as words bearing no or minimal learning load, PRAWL reaches a coverage close to 95% in this corpus. We validate PRAWL in three independent corpora and also discuss the pedagogical implications and recommendations regarding its use. The list is intended for students of physics who do not have a command of English which is sufficiently adequate for reading research articles in it without outside support. [ABSTRACT FROM AUTHOR]

The present study explored the impact of a brain-based technique namely; semantic mapping techniques on technical diploma students’ learning of vocational vocabulary in English as a Foreign Language (EFL) classes. Forty-two male students, in total, were equally and randomly assigned to a control group who received traditional vocabulary teaching strategies and an experimental group whose teaching included semantic mapping techniques (i.e., concept categories map, definition-description- example map, and fishbone map). Both groups took an English placement test to assure the similarity of their proficiency levels and a pretest at the start of the intervention to assess their baseline vocabulary knowledge. This procedure was repeated as a post-test, at the end of the learning period to assess the impact of the mapping techniques. The results indicated that both groups had significantly improved their vocabulary of English for Specific Purposes (ESP) at posttest, but the improvement was greater for the students whose learning incorporated the semantic mapping techniques. An adopted five-point Likert scale questionnaire (by Hamdan & Alharbi, 2017) was also used to examine the experimental group learners’ attitudes toward semantic mapping techniques and were found to be generally positive, particularly concerning the use of conceptual category maps. Some questionnaire statements were found to contribute positively to the learners’ vocational vocabulary knowledge. The results are discussed in light of related literature and some recommendations are suggested for further studies. [ABSTRACT FROM AUTHOR]

AbstractThis research investigated English for Specific Purposes (ESP) practitioners’ perspectives regarding using ChatGPT (Chat Generative Pre-Trained Transformer), an artificial intelligence tool, for linguistic needs analysis, namely target and language learning needs. It addresses a notable research gap in applying AI tools to ESP needs analysis. This study is particularly significant as it explored the potential of AI tools to enhance data accuracy and streamline the time-consuming needs analysis process. This is a significant challenge for ESP course designers. Following the qualitative approach, the study employed thematic analysis of data collected from fifteen participants familiar with ChatGPT. These participants are divided into two groups: ten are individually interviewed, and five form a focus group. Participants reviewed a summary table of needs analysis results generated by two methods – one following traditional standards and the other based on ChatGPT prompts designed by the researcher. Both sets of results relied on Hutchinson and Waters’ model, which explains that ESP is an approach rather than a product, and it is based on specific learners’ needs depicted through needs analysis. The research aimed to determine ESP practitioners’ perspectives on the utility and efficiency of ChatGPT in needs analysis and its potential to address challenges encountered in traditional or standard needs analysis procedures. The findings indicated a positive reception of ChatGPT for needs analysis among participants. ESP practitioners expressed confidence in the accuracy of data provided by ChatGPT, particularly regarding target situation requirements, which enriched their understanding of learners’ profession-specific needs. Moreover, participants believed that ChatGPT has the potential to mitigate common challenges in standard needs analysis, such as time constraints and data accuracy. However, they had reservations about the tool’s efficacy in identifying learners’ language lacks compared to traditional testing methods. [ABSTRACT FROM AUTHOR]

This study introduces a pedagogical framework incorporating multiliteracies, a new literacy concept proposed by the New London Group (1996, A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. ), and glocalised marketing, the adaptation of marketing strategies to fit local markets, within an English for Specific Purposes (ESP) setting. The article first reviews ESP research that adopts a multimodal approach and outlines the main features of a multimodal pedagogical framework, which is then expanded to encompass a pedagogy of multiliteracies and glocalised marketing for an English for advertising and marketing curriculum. In doing so, the framework is further connected with disciplinary literacy, a subject-specific skill set combining knowledge construction and language communication that can be cultivated through the pedagogy. The study presents findings from multimodal projects and surveys completed by 28 university students from a university in Taiwan. Using case study analysis, the study investigates the effectiveness of the pedagogical framework in promoting multimodal meaning-making practices and assesses participants' perceptions of the learning benefits of this approach. The study hopes to provide pedagogical insights for ESP teachers to cultivate learners' communicative competence in a digitalised and globalised society. [ABSTRACT FROM AUTHOR]

ICT-Enhanced Maritime English Teaching and Learning at Tertiary Level. A Contrastive Analysis. This article aims to investigate the academic impact of employing ICT means and approaches in the context of teaching ESP to Marine Electrical Engineering students at "Mircea cel Batran" Naval Academy, Romania. The research question to be answered is whether a switch from a face-to-face, paper-based learning setting to a face-to-face, digital, interactive one would influence the overall academic performance of our students, with a focus on elements such as student interest, motivation, and autonomy. The article reports on and discusses the findings of quantitative and qualitative research conducted by the author on two separate groups of second-year Naval Academy students. First, a control group was selected and offered the traditional, paper-based, face- to-face course in English for Marine Electrical Engineering for the second year of study, while the experiment group was exposed to the digital, interactive version of the same course, which had been uploaded on the Academy Moodle LMS platform. Both groups underwent identical mid-semester and final semester assessments, and their results were recorded and compared. A keen interest was taken in the exposed levels of specialized lexical content retention and its subsequent, successful communicative contextualization. Moreover, the research cohorts were administered an end-of-semester questionnaire that sought to identify how students related to the course materials in terms of their level of content and format, etc. In addition to the contrastive evaluation of the course methodology employed in both cases under investigation, the research study also looked at the students' perceptions of the added value of several other factors, such as access to course materials and the possibility and ease of self-study, which correlate with the development of students' learning autonomy and the acquisition of transversal skills for life-long learning. Ultimately, this article seeks to bring into discussion some key aspects of integrating ICT means into the teaching of ESP at the tertiary level, as technology-informed ESP has become an indisputable [ABSTRACT FROM AUTHOR]

This study investigates the application of corpus analysis in tourism studies, examining how researchers utilise this methodological approach to understand tourism texts' language patterns and features. By reviewing various journal articles, the paper explores the methods, tourism texts, and tools employed by researchers to analyse tourism discourse. Corpus analysis, a quantitative approach to linguistic inquiry, provides valuable insights into the language used in tourism-related materials. Researchers have employed corpus analysis to examine themes like destination image, cultural events, language patterns, and translation studies. The study highlights the use of concordance tools, such as Wordsmith and AntConc, in analysing tourism texts and uncovering linguistic patterns and rhetorical strategies. The findings demonstrate the versatility of corpus analysis in understanding the nuances of tourism discourse. Future research could explore further integrations of corpus analysis with other methodologies, such as ethnography and multimodality, to gain a more comprehensive understanding of the complex dynamics of tourism language. [ABSTRACT FROM AUTHOR]

The use of Information and Communication Technologies (ICTs) and previous studies in lexicography have shown the frustration that many students experience with the amount of information to which they are exposed to solve terminological doubts in the field of English for Specific Purposes (ESP). Yet, ICTs can prepare the ground for learning inside and outside the classroom. The incorporation of technological tools together with the use of integrated resources in Task-Based Language Teaching (TBLT) learning tasks provide multiple benefits in the field of ESP, as well as greater motivation and autonomy. This study aims at shedding new light on the ability of Higher Education (HE) students to (a) learn content and vocabulary with the use of online dictionaries and other online resources in a Legal English course; (b) foster motivation to perform an online task (OT); (c) develop autonomy; and (d) build new knowledge. To achieve this aim, the present study used a mixed-methods approach (i.e., qualitative and quantitative data) and was developed in two stages: (1) Creation and design of the online task (i.e., Lesson integrated into a Moodle platform); design of three questionnaires administered before and after the experiment; and implementation of the OT with university students (N=171) enrolled in a Legal English course; and (2) collection of data and analysis. The results acknowledged the success rates in terms of achievement (i.e., experimental group). The conclusions indicated that this OT had been valuable to students to learn specialised vocabulary and content, as well as to know how to use an online dictionary effectively. The OT design in this research adds value to previous studies’ existing weaknesses in dictionary training. As a result, this OT provides learners with training in the use of online dictionaries, which improves their autonomous language learning.

The article is dedicated to the analysis and modeling of the operation modes of low-flow wells with extended horizontal wellbore (HW) and multi-stage hydraulic fracturing (MHF) during artificial lift with an electric submersible pump (ESP). A comprehensive analysis of the operation modes of Bazhenov formation wells with HW and MHF, working with ESP, has been conducted. Complications in the operation of ESP in such wells, related to proppant carryover, constant productivity decline, and gas factor growth, are shown, and operational data of various types of ESP in wells with complex construction are provided. One of the main parts of the manuscript is the new methodology for creating a model of multiphase transient flow in a well with ESP operating in periodic short-term activation (PSA) mode using specialized software. Various approaches for numerical modeling of transient multiphase flows in a well with ESP and a bottomhole separator were used to accurately describe the physical processes. Difficulties that may arise during well operation were demonstrated through the analysis of field data and numerical modeling results. The work includes modeling of complications in HW due to proppant carryover from MHF fractures, resulting in flow blockage in the well. The article demonstrates the process of tuning transient operation modes of a well with ESP in PSA mode using specialized software based on real field data (multiphase flowmeter, pressure gauges, etc.), taking into account the well construction, ESP characteristics, additional equipment (valves, separator, etc.), and reservoir parameters. The model was tuned to actual data, and possible ways of optimizing the operation mode were shown. In addition, the work provides an analysis of the sensitivity of fluid properties and well parameters to non-stationary flow in the well.

Abstract Understanding the core competencies of English for Specific Purposes (ESP) students is vital for designing ESP curricula and refining methodologies. This study sought to comprehensively assess the core competencies of Business English students in Chinese higher vocational colleges (HVCs). A questionnaire survey was conducted among 394 Business English students from five HVCs. The survey evaluated core competencies across gender and academic grades using a model comprisinging four primary dimensions and twelve sub-modules. The results revealed significant disparities in core competency development among Business English students, particularly across gender and academic grades within the specified competence indicator dimensions. These findings highlight the need to enhance in the core competencies of these students, indicating current deficienciess in their development. The identified disparities and areas for improvement in core competencies provide valuable insights for educators and institutions to customize teaching methodologies and improve curriculum design, better addressing the needs of Business English students in HVCs.

Abstract Objective To evaluate the efficacy of erector spinae plane block (ESPB) on intraoperative hemodynamic stability, opioid and inhalation anesthetic requirements and postoperative analgesic effects in patients undergoing surgical stabilization of rib fractures (SSRFs). Methods We retrospectively reviewed 173 patients who underwent surgical stabilization of rib fractures between May 2020 and December 2023. The patients were allocated into the ESPB group or the control group. Demographic data, intraoperative hemodynamic parameters, total intraoperative opioid consumption, the average minimum alveolar concentration (MAC) of inhalational anesthetics, postoperative simple analgesics and opioid consumption and the length of hospital stay were included in the analysis. Results Compared with the control group, the ESPB group had a lower heart rate (HR) in the first 90 min after surgical incision and lower systolic blood pressure (SBP) and mean arterial pressure (MAP) at the beginning of surgery. Intraoperatively, a notable reduction in fentanyl consumption was observed in the ESPB group (p = 0.004), whereas no significant difference was observed in the average MAC of inhalational agents (p = 0.073). Postoperatively, the ESPB group required fewer doses of simple analgesics in the first 24 h (p

Blended learning can facilitate ESP learning, yet challenges in AI-integrated ESP learning are largely unexplored. This study aims to investigate the blended learning challenges of EFL undergraduate students from the perspective of student learning experience in an AI-integrated ESP course. The participants were 57 Thai mixed-level undergraduate students studying English for economics at a public university in Thailand. Using a mixed-method approach, student data were collected and analysed using Microsoft Teams learning analytics and triangulated with a questionnaire and focus group interview data. Study results showed similarities and differences in students’ blended learning challenges in the diverse target participants. Participants generally viewed technological and online learning aspects as the least challenging, in contrast with social aspects as the most challenging, followed by motivation and willingness to participate in the blended learning ESP course. Despite students’ academic achievement, data revealed students’ negative emotions and negative blended learning experiences amongst higher-proficiency students, but lower level of blended learning challenges due to easy learning tasks and lack of teacher support for more advanced language skills. In contrast, lower-proficiency students recorded more positive emotions and blended learning experiences but a higher level of blended learning challenges. Despite lower-level English, lower-proficiency students experienced teacher support both in using AI and ESP. The study highlights the importance of teacher support, which fulfils the incomplete roles of AI in ESP blended learning, and calls for a reconceptualisation of blended learning challenges. Implications for pedagogy and research on AI-integrated blended learning in ESP contexts are provided.

Understanding the core competencies of English for Specific Purposes (ESP) students is vital for designing ESP curricula and refining methodologies. This study sought to comprehensively assess the core competencies of Business English students in Chinese higher vocational colleges (HVCs). A questionnaire survey was conducted among 394 Business English students from five HVCs. The survey evaluated core competencies across gender and academic grades using a model comprisinging four primary dimensions and twelve sub-modules. The results revealed significant disparities in core competency development among Business English students, particularly across gender and academic grades within the specified competence indicator dimensions. These findings highlight the need to enhance in the core competencies of these students, indicating current deficienciess in their development. The identified disparities and areas for improvement in core competencies provide valuable insights for educators and institutions to customize teaching methodologies and improve curriculum design, better addressing the needs of Business English students in HVCs. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the efficacy of erector spinae plane block (ESPB) on intraoperative hemodynamic stability, opioid and inhalation anesthetic requirements and postoperative analgesic effects in patients undergoing surgical stabilization of rib fractures (SSRFs). Methods: We retrospectively reviewed 173 patients who underwent surgical stabilization of rib fractures between May 2020 and December 2023. The patients were allocated into the ESPB group or the control group. Demographic data, intraoperative hemodynamic parameters, total intraoperative opioid consumption, the average minimum alveolar concentration (MAC) of inhalational anesthetics, postoperative simple analgesics and opioid consumption and the length of hospital stay were included in the analysis. Results: Compared with the control group, the ESPB group had a lower heart rate (HR) in the first 90 min after surgical incision and lower systolic blood pressure (SBP) and mean arterial pressure (MAP) at the beginning of surgery. Intraoperatively, a notable reduction in fentanyl consumption was observed in the ESPB group (p = 0.004), whereas no significant difference was observed in the average MAC of inhalational agents (p = 0.073). Postoperatively, the ESPB group required fewer doses of simple analgesics in the first 24 h (p < 0.001) and 48 h (p = 0.029). No statistically significant difference in the length of hospital stay (p = 0.608) was observed between the groups. Conclusion: ESPB was shown to enhance intraoperative hemodynamic stability, reduce opioid consumption and decrease postoperative analgesic consumption in patients who underwent SSRF. These results suggest that ESPB may serve as a valuable component of multimodal analgesia protocols for SSRF. Larger prospective studies are warranted to confirm the results and evaluate long-term outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper proposes an embedded Internet of Things (IoT) system for bioreactor sensor integration, aimed at optimizing temperature and turbidity control during cell cultivation. Utilizing an ESP32 development board, the system makes advances on previous iterations by incorporating superior analog-to-digital conversion capabilities, dual-core processing, and integrated Wi-Fi and Bluetooth connectivity. The key components include a DS18B20 digital temperature sensor, a TS-300B turbidity sensor, and a Peltier module for temperature regulation. Through real-time monitoring and data transmission to cloud platforms, the system facilitates advanced process control and optimization. The experimental results on yeast cultures demonstrate the system's effectiveness at maintaining optimal growth, highlighting its potential to enhance bioprocessing techniques. The proposed solution underscores the practical applications of the IoT in bioreactor environments, offering insights into the improved efficiency and reliability of culture cultivation processes. [ABSTRACT FROM AUTHOR]

Schiff bases are important in corrosion inhibition due to their ability to form stable complexes with metal ions and create protective layers on metal surfaces, thereby extending the lifespan of structural materials in various industrial applications. In this study the Salicylideneaniline and its derivatives were analyzed as corrosion inhibitor versus mild steel corrosion via DFT analysis. The eight molecules were chosen; salicylideneaniline, 2-(benzylideneamino)phenol, 4-(benzylideneamino)phenol, 2-phenyldiazenylphenol, 2-Phenylazo-4-methylphenol, 3-methyl-2-phenyldiazenyl phenol, 2-[(2-methylphenyl)diazenyl]phenol, 4-phenyldiazenylbenzene-1,3-diol), for this purpose. The Gaussian 03 program and the 6-311++G (d, p) basis set was used. Electronic properties such as the energy of the highest occupied molecular orbital (EHOMO), energy of the lowest unoccupied molecular orbital (ELUMO), energy gap (ΔE) between LUMO and HOMO, dipole moment, and charges on the backbone atoms, ESP were determined. [ABSTRACT FROM AUTHOR]

Kalmegh (Andrographis paniculata) is an important medicinal plant belonging to the Acanthaceae family and used for the treatment of many diseases. This study is focused on determining the critical limit for the cultivation of A. paniculata in sodic soil. A pot experiment was conducted with different exchangeable sodium percentages (ESPs) to determine the critical limit for the cultivation of A. paniculata in sodic soil. The critical limit, 16 ESP, was found for A. paniculata grown in sodic soil. Overall, increasing trends in N, P, K, Ca, Mg, Na, Zn, Fe, Cu, Mn, Cr, and Mo and a decreasing trend in Ni and Se were observed in all part of the plant due to increasing sodicity levels. The determination of the critical limit for the cultivation of A. paniculata in sodic soil is an important aspect of this paper. The nutrients and heavy metal profiling with the extreme levels of sodicity will be useful to study the nutrient utilization pattern for the nutrient management strategy of A. paniculata. [ABSTRACT FROM AUTHOR]

This article discusses the affordances and limitations of an automatic text evaluator in the context of the online teaching/learning of composition writing skills within a specialized linguistic domain, namely, English for Tourism. The system, named G-Rubric, was designed and built by an interdisciplinary team of linguists, psychologists, educationalists, and computer engineers to explore the applicability of data-driven language learning in education, for which it subsequently obtained several awards and distinctions. This article describes the adaptation process of G-Rubric to English for Tourism, contextualized in a distance learning university degree, and analyses its potential to substitute or complement frontline tutors in the task of revising and assessing student compositions. Two types of textual evaluation are provided by G-Rubric: numerical grading and focused feedback on form (writing) and function (content). Content evaluation is based on pattern-matching and machine reasoning against a specialized corpus and associated knowledge previously inserted in the tool as appropriate. The paper compares the performance of both tutors and system and proposes specific lines of research to gain insights into their optimal integration. [ABSTRACT FROM AUTHOR]

The stability and reactivity of the five (5) 2-[(benzimidazolyl)methylthio]-4,5- diphenylimidazole derivatives were studied using density functional theory at the B3LYP/6-31+ G (d, p) level. Analysis of the molecular electrostatic potential (MEP) map and determination of the dual descriptor showed that nitrogen N13, sulfur S5 and carbons C19 and C21 are nucleophilic. They are therefore susceptible to electrophilic attack. The nitrogens N2, N3 and N14 are shared between electrophilic and nucleophilic sites. The study of the chemical reactivity of our compounds was carried out based on the analysis of molecular frontier orbitals (HOMO and LUMO), energy gap (Δε), chemical hardness (η), electrophilicity (ω) and chemical softness (S). Compound 1 was found to be the most stable, the least reactive and electron-donating. This study also opens up a new way of synthesizing biologically active molecules by modulating the C19 carbon with inductive electroattractant groups. [ABSTRACT FROM AUTHOR]

THIS PAPER FOCUSES ON THAT PART OF THE EDUCATION PROCESS WHICH IS EQUALLY A TESTAMENT TO THE SKILLS AND KNOWLEDGE THE STUDENTS HAVE ACQUIRED DURING A COURSE AND HOW WELL THE TEACHER HAS MANAGED TO TRANSFER INFORMATION (TOGETHER WITH THE LATTER'S ABILITY TO CORRECTLY DESIGN AND IMPLEMENT THE ASSESSMENT PROCEDURE). THUS, THERE IS NO DOUBT THAT THE EVALUATION PROCESS IS BOTH COMPLEX AND DEMANDING FOR BOTH PARTIES INVOLVED, ESPECIALLY IN THE CASE OF LARGE NUMBERS OF STUDENTS. THROUGHOUT THE YEARS, THE BUSINESS ENGLISH COURSES FOR FIRST- AND SECOND-YEAR UNDERGRADUATES AT THE FACULTY OF ECONOMICS AND BUSINESS ADMINISTRATION IN IAȘI HAVE GONE THROUGH SEVERAL TRANSFORMATIONS, INCLUDING REGULAR UPDATING OF THE STUDY MATERIALS AND MODIFICATIONS TO THE MINIMAL REQUIREMENTS FOR PASSING. HOWEVER, THE FACT THAT THE EVALUATION PROCESS IS 100% ONGOING (AND DIVIDED INTO MULTIPLE COMPONENTS) HAS REMAINED A CONSTANT, WHICH WE FIND PARTICULARLY IMPORTANT IN THE FIELD OF ELT, BUT ALSO CHALLENGING WITH LARGE NUMBERS OF LEARNERS. THEREFORE, THIS ARTICLE WILL PRESENT THE EVALUATION PROCESS AS IT IS NOW AND PROVIDE SOME PRACTICAL RECOMMENDATIONS ON HOW IT CAN SUCCESSFULLY BE IMPLEMENTED AT UNIVERSITY LEVEL. [ABSTRACT FROM AUTHOR]

This article addresses how code-switching facilitates language acquisition in an online legal English classroom for Arabic-speaking learners. The study aims to describe and analyze the use of code-switching as a facilitative resource for second language acquisition, particularly within the context of the online classroom. The article holds significance in two key areas: first, it contributes to the existing literature on code-switching between Arabic and English in language learning contexts. Second, it addresses a gap in research by focusing on an underexplored context: online legal English classes for Arabic-speaking learners, a topic which has not been widely researched. Applying Conversation Analysis to fragments from the online class, the findings reveal that code-switching serves as a vital resource for learners in comprehending complex legal concepts by drawing on their first language (L1) knowledge (in this case, Arabic). It also facilitates word searching, collaborative learning, and effective negotiation of meaning, aiding in the overall second language (L2) acquisition process. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language Horizons is the property of Dr. Fakhri Sadat Hosseini, the Vice President for Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There have been many studies dealing with the interconnections between the utilization of language learning strategies and the overall academic achievement of EFL learners. Our research aims to investigate whether there is some correlation between the implementation of cognitive strategies, metacognitive strategies, and academic achievement in an ESP context. The study sample incorporated 170 undergraduates studying in business administration programs at the university where we are teaching. We used the Strategy Inventory of Language Learning Strategies (SILL) put together by R. Oxford to examine the implementation of CSs and MCSs by the learners. We generated the results with the help of descriptive and inferential statistics. We compared the data received with the students’ GPAs by using the Pearson correlation coefficient. The findings revealed that students make use of both CSs and MCSs fairly highly. MCSs are used more than CSs. There is a remarkably useful correlation between GPA and most of the CSs and MCSs examined. The findings and recommendations of this research will contribute to the ongoing literature and they will help in updating ESP syllabi and teaching techniques of vocational and practical programs that require ESP. [ABSTRACT FROM AUTHOR]

Objective: In spite of the fact that pluralistic education has formally found its own way into the World educational systems, seemingly, ESP teaching system of Iran is almost devoid of pluralistic principles. This study aimed at exploring Iranian psychology teachers' perceptions of pluralistic English for Specific Purposes (ESP) teaching in Iran. Methods: In so doing, it benefited from a grounded theory approach. The participants of the present study consisted of 20 Iranian male and female psychology teachers who were selected through purposive sampling from those teachers who were teaching ESP in different branches of the field of psychology at different universities in Iran including Allameh Tabataba'i University, University of Tehran, Tarbiat Modares University, Shahid Rajaee University, Shahid Chamran University, Hormozgan University, Isfahan University, and Shiraz University. To collect the data, a semi-structured interview was used. Results: According to the results of thematic analysis, several themes were extracted as Iranian psychology teachers' perceptions of pluralistic English for Specific Purposes (ESP) teaching in Iran which were mainly related to ESP teaching methods, assessment procedures, and content. Some of the extracted themes included Using Diverse Methods of ESP Teaching, Developing ESP Courses based on the Students' Needs, and Teaching ESP Students to be Creative. Conclusions: The findings have some implications for ESP teachers and students in the field of psychology, ESP materials developers, and researchers. [ABSTRACT FROM AUTHOR]

The implementation of effective strategies in the teaching and learning of language skills is highly recommended at the tertiary level. In this context, the teaching of vocabulary requires the use of pertinent strategies to facilitate and boost students' learning process. This goes hand in hand with the theme of this research paper which addresses the approaches, methods, and practices of teaching. Accordingly, the present study explores the most frequent strategies employed by teachers of English when teaching technical vocabulary to computer engineering students at the national school of applied sciences. Previous studies revealed that morphological incompetence hinders understanding of complex words, and thus impedes the acquisition of vocabulary. This study aims to examine the role of effective teaching strategies in acquiring English technical vocabulary. A semi-structured observation protocol was designed to collect data necessary to answer the research questions. Major findings revealed that English teachers frequently employ verbal strategies related to word definition, word synonyms and word translation to teach vocabulary to their computer engineering students. Nonverbal strategies were less frequently used. It is hoped that the findings of this research will be beneficial for ESP practitioners in implementing effective teaching strategies to teach specific vocabulary. [ABSTRACT FROM AUTHOR]

Over the past decade, there has been an increasing emphasis on English for Specific Purposes (ESP) within China’s higher education language programs. However, the shift towards ESP presents a multifaceted challenge, particularly for business English teaching at higher education, where speaking proficiency is crucial yet often falls below expectations. Considering these issues, the authors of this study developed a scale based on relevant literature to pinpoint students’ needs for Oral Business English (OBE) instruction, and to explore the interplay among constructs within the scale that define these needs. This quantitative study employed a two-phase approach, utilizing separate datasets and different sample sizes of Chinese business English undergraduates selected through simple random sampling. Phase one (N = 52) leveraged SPSS 29 for exploratory factor analysis (EFA), while phase two (N = 396) utilized SmartPLS4 for covariance-based structural equation modeling (CB-SEM) in confirmatory factor analysis (CFA). The findings reveal that the undergraduate respondents grapple with a total of five distinct needs related to OBE instruction. These include three target needs: difficulties in oral communication, oral challenges in collaborative engagement, and required speaking activities. Additionally, there are two learning needs: perceived learning styles and perceived course satisfaction. Significantly, as perceived by these undergraduate respondents, each of these needs was found to have a substantial impact on the effectiveness of OBE instruction in China.

This research investigates the effectiveness of a simplified English for Specific Purposes (ESP) curriculum tailored for male learners aged 35-55. The study employed a mixed-methods approach, combining quantitative proficiency assessments with qualitative insights from interviews and classroom observations. Sixty participants engaged in a 12-week program that focused on essential grammar, vocabulary building, and interactive tasks aligned with their professional needs. The curriculum was designed to address the specific linguistic and communicative demands of workplace scenarios, ensuring immediate applicability of the skills learned. The results indicate significant improvements in speaking, listening, and reading skills, with mean scores increasing by (30%), (24.1%), and (25.9%), respectively. Participants reported enhanced confidence in using English in professional settings, attributing this improvement to the curriculum's practical focus and opportunities for real-time practice during interactive tasks. Qualitative data from interviews revealed that learners found the curriculum highly relevant to their workplace needs, with many participants applying newly acquired vocabulary and expressions directly in their jobs. The study highlights the potential of minimalist curriculum design in adult ESP education, demonstrating that streamlined, context-specific approaches can effectively address the unique challenges faced by adult learners. By focusing on essential language skills and reducing cognitive load, the simplified curriculum not only improved language proficiency but also boosted learner motivation and engagement. These findings have important implications for ESP educators and curriculum designers, suggesting that simplified, goal-oriented programs can yield superior outcomes for adult learners.

ICT-Enhanced Maritime English Teaching and Learning at Tertiary Level. A Contrastive Analysis. This article aims to investigate the academic impact of employing ICT means and approaches in the context of teaching ESP to Marine Electrical Engineering students at “Mircea cel Batran” Naval Academy, Romania. The research question to be answered is whether a switch from a face-to-face, paper-based learning setting to a face-to-face, digital, interactive one would influence the overall academic performance of our students, with a focus on elements such as student interest, motivation, and autonomy. The article reports on and discusses the findings of quantitative and qualitative research conducted by the author on two separate groups of second-year Naval Academy students. First, a control group was selected and offered the traditional, paper-based, face-to-face course in English for Marine Electrical Engineering for the second year of study, while the experiment group was exposed to the digital, interactive version of the same course, which had been uploaded on the Academy Moodle LMS platform. Both groups underwent identical mid-semester and final semester assessments, and their results were recorded and compared. A keen interest was taken in the exposed levels of specialized lexical content retention and its subsequent, successful communicative contextualization. Moreover, the research cohorts were administered an end-of-semester questionnaire that sought to identify how students related to the course materials in terms of their level of interest and motivation and the perceived relevance and efficiency of the course content and format, etc. In addition to the contrastive evaluation of the course methodology employed in both cases under investigation, the research study also looked at the students’ perceptions of the added value of several other factors, such as access to course materials and the possibility and ease of self-study, which correlate with the development of students’ learning autonomy and the acquisition of transversal skills for life-long learning. Ultimately, this article seeks to bring into discussion some key aspects of integrating ICT means into the teaching of ESP at the tertiary level, as technology-informed ESP has become an indisputable and inevitable evolution within 21st century language teaching practices. REZUMAT. Predarea și învățarea limbii engleze maritime prin intermediul mijloacelor TIC la nivel universitar. O analiză contrastivă. Acest articol își propune să investigheze impactul academic al utilizării mijloacelor TIC în contextul predării limbii engleze de specialitate pentru studenții la Inginerie Electrică și Electronică Navală, din cadrul Academiei Navale „Mircea cel Bătrân”, România. Întrebarea de cercetare a acestui studiu este dacă trecerea de la un context de învățare față în față tradițional, la unul față în față digital, interactiv, ar influența performanța academică generală a studenților noștri. Cercetarea vizează acele elemente precum interesul studenților, motivația și autonomia lor de învățare. Articolul raportează și analizează rezultatele cercetărilor cantitative și calitative efectuate de autor pe două grupuri separate de studenți din anul II la Academia Navală. În primul rând, a fost selectat un grup de control care a urmat cursul de limba engleză pentru inginerie electrică marină, anul II de studiu, în format tradițional față în față, în timp ce grupul experimental a fost expus la versiunea digitală, interactivă a aceluiași curs, care fusese încărcat pe platforma online Moodle a Academiei Navale. Ambele grupuri au fost supuse unor evaluări identice la jumătatea semestrului și la final de semestru, iar rezultatele lor au fost înregistrate și comparate. Un interes deosebit a fost acordat gradului de retenție a conținutului lexical specializat și contextualizarea comunicativă ulterioară a acestuia. Mai mult, studenților vizați de studiu li sa administrat un chestionar de sfârșit de semestru care a urmărit să identifice modul în care aceștia se raportează la materialele de curs în ceea ce privește nivelul lor de interes și motivație și relevanța și eficiența percepută a conținutului și formatului cursului etc. Pe lângă evaluarea contrastivă a metodologiei de curs folosită în ambele cazuri investigate, studiul de cercetare a analizat și percepțiile studenților cu privire la valoarea adăugată a mai multor alți factori, cum ar fi accesul la materialele de curs și posibilitatea și ușurința studiului individual, care se corelează cu dezvoltarea autonomiei de învățare și dobândirea de competențe transversale pentru învățarea pe tot parcursul vieții. În esență, acest articol urmărește să aducă în discuție câteva aspecte cheie ale integrării mijloacelor TIC în predarea limbii engleze de specialitate la nivel academic, deoarece predarea limbajelor de specialitate bazată pe tehnologie a devenit o evoluție incontestabilă și inevitabilă în cadrul practicilor de predare a limbilor străine din secolul XXI. Cuvinte-cheie: predarea limbajelor de specialitate, mijloace TIC, e-learning, digitalizare, cercetare contrastivă Article history: Received 6 March 2024; Revised 25 June 2024; Accepted 15 October 2024; Available online 10 December 2024; Available print 30 December 2024.

The segregation of glycosylphosphatidylinositol-anchored proteins (GPI-APs) to distinct domains on the plasma membrane of eukaryotic cells is important for their correct cellular function, but the mechanisms by which GPI-APs are sorted are yet to be fully resolved. An extreme example of this is in African trypanosomes, where the major surface glycoprotein floods the whole cell surface while most GPI-APs are retained in a specialised domain at the base of the flagellum. One possibility is that anchor attachment signals direct differential sorting of proteins. To investigate this, we fused a monomeric reporter to the GPI-anchor insertion signals of trypanosome proteins that are differentially sorted on the plasma membrane. Fusions were correctly anchored by GPI, post-translationally modified, and routed to the plasma membrane, but this delivery was independent of retained signals upstream of the ω site. Instead, ω−minus signal strength appears key to efficacy of GPI addition and to GPI-AP cellular level. Thus, at least in this system, sorting is not encoded at the time of GPI anchor addition or in the insertion sequence retained in processed proteins. We discuss these findings in the context of previously proposed models for sorting mechanisms in trypanosomes.

A novel and efficient approach for a tandem oxidative synthesis of quinazolin-4(3H)-one from 2-aminobenzonitrile and benzyl alcohol has been unveiled via Cu2(CO3)(OH)2. Herein CuSO4.5H2O accompanied by egg shell powder is used for the easy preparation of Cu2(CO3)(OH)2. The reported method portrays a wide range of substrate scope with good to excellent yield and the given reaction proceed at room temperature within 12 h. Single crystal of one of the synthesized quinazolin-4(3H)-ones was analysed through single crystal X-ray diffraction (SC-XRD). Some of the compounds reported here are also known to possess various pharmaceutical activities. Eventually the newly prepared catalyst was applied for propargylamine synthesis via a multi component reaction. Perceiving all the advantages, present protocol is conceivably considered as clean, cost-effective and sustainable over reported procedures used for synthesis of quinazolin-4(3H)-ones and propargyl amines.

This paper aims at showing the paramount importance of sensing cultural similarities and differences for understanding and communicating with people belonging to different cultures, especially in a business environment. Teachers have become increasingly aware of the role played by interculturality, intercultural education, cross-cultural communication, the attitude towards prejudice, stereotypes and conflicts. In this respect, certain EU documents have been discussed, anthropologists’ opinions have been provided, and a case study has been presented. This case study is based on the idea that the English business teaching process and the studens’ language skills could also be improved by incorporating intercultural communication elements. Several activities and techniques that could support the insertion of intercultural communication in business English teaching (such as the use of authentic materials, role plays and simulations, project-based learning, and the use of various online tools) are briefly presented for this purpose.

This research aims to examine the correlation between the strategic utilization of technology in teaching legal English, a type of English for Specific Purposes (ESP), and students’ motivation. To achieve this aim, experimental research was designed and carried out over a semester (15 weeks) with the participation of 52 first-year students majoring in International Business and Trade Law. They were randomly and evenly divided into the Treatment group and the Control group which received teaching methods using technology and traditional teaching methods respectively. The data were obtained using pre- and post-achievement tests and a motivation questionnaire and then analyzed by using IBM SPSS software v26.0. The findings reveal that the use of technology in legal English lessons has significantly enhanced students’ academic performance. With reference to motivation, such methods resulted in an overall increase in students’ motivation from a pre-treatment moderate level to a post-treatment high level. Remarkably, the motivational factors positively affected by instructional technologies are intrinsic motivation, personal relevance, self-efficacy, assessment anxiety, and self-determination. However, there was no statistically significant change in students’ extrinsic motivation before and after the intervention, which was found to be high in the pre- and post-survey. Based on the results, this study advocates for the well-planned, systematic use of technology to teach legal English in particular and ESP in general.

Abstract Background The insulin/insulin-like signalling (IIS) pathway is common in mammals and invertebrates, and the IIS pathway is unknown in Fasciola gigantica. In the present study, the IIS pathway was reconstructed in F. gigantica. We defined the components involved in the IIS pathway and investigated the transcription profiles of these genes for all developmental stages of F. gigantica. In addition, the presence of these components in excretory and secretory products (ESPs) was predicted via signal peptide annotation. Results The core components of the IIS pathway were detected in F. gigantica. Among these proteins, one ligand (FgILP) and one insulin-like molecule binding protein (FgIGFBP) were analysed. Interestingly, three receptors (FgIR-1/FgIR-2/FgIR-3) were detected, and a novel receptor, FgIR-3, was screened, suggesting novel functions. Fg14-3-3ζ, Fgirs, and Fgpp2a exhibited increased transcription in 42-day-old juveniles and 70-day-old juveniles, while Fgilp, Fgigfb, Fgsgk-1, Fgakt-1, Fgir-3, Fgpten, and Fgaap-1 exhibited increased transcription in metacercariae. FgILP, FgIGFBP, FgIR-2, FgIR-3, and two transcription factors (FgHSF-1 and FgSKN-1) were predicted to be present in FgESPs, indicating their exogenous roles. Conclusions This study helps to elucidate the signal transduction pathway of IIS in F. gigantica, which will aid in understanding the interaction between flukes and hosts, as well as in understanding fluke developmental regulation, and will also lay a foundation for further characterisation of the IIS pathways of trematodes.

Abstract Research suggests that English for Specific Purposes (ESP) students in English-as-a-Foreign-Language (EFL) contexts have difficulties understanding the passages in technical English textbooks of various fields of study including computer software engineering. Few experimental studies to date have investigated the effect of an online hybrid reading intervention on the reading comprehension performance of these students. To fill this gap, the present experimental study sought to assist these students with comprehending the passages of an ESP textbook entitled ''Technical English for Computer Software Engineers'', developed for computer software engineering students of a non-profit university in Babol, Iran. In doing so, an 8-session online hybrid reading intervention featuring cognitive and metacognitive strategies was administered to an experimental group (n = 30) of ESP students, while the control group (n = 30) followed the conventional approach to teaching the reading skill. To track the participants' reading comprehension, International English Language Testing System (IELTS) reading tests were used before and after the intervention. Results showed that the treatment led to a statistically significant difference between the two groups in terms of the reading comprehension and strategy use. In addition, the teachers' and students' perceptions with regard to the whole textbook were reported. Findings bear pedagogical significance for all the stakeholders.

Introduction. Today, universities face the task of establishing cooperation with business, including in the field of creating language courses for advanced training within the framework of the transfer of educational technologies. The author presents a unique experience in the development of language training courses “English for lawyers” (Financial University under the Government of the Russian Federation, 2023). Theoretical analysis. Conducting the comparative analysis of the problem allowed the author to conclude that the appeal to the CLIL-approach in ESP teaching through the tools of online pedagogy is justified. The client-oriented educational track constituted the uniqueness of this course. Empirical analysis. Consideration of the problem of using the CLIL-approach allowed us to identify the effectiveness of the selected methods: communicative, case study, inverted classroom, development of critical thinking, etc. in the field of ESP teaching. Conclusion. The use of the CLIL-approach in the ESP training of practicing lawyers is effective and justified in terms of language proficiency development. Such courses allow one to see trends in the labor market and make appropriate adjustments to the educational tracks of universities.

Developing academic ESP courses in a hybrid mode has come to the forefront of the educational agenda due to social and economic reasons: technological advance followed by the emergence of new communication, business and education technologies; new generations of learners who grow up in virtual reality rather than in real life; commercialisation of education; changes in workplaces and business organisations; a pandemic that resulted in increased use of the electronic and hybrid modes of interacting and working. In light of these circumstances, the research on the key actors in the educational process - learners and teachers - has gained importance and has become the reason to initiate a study of these actors' attitudes and perceptions with regard to the academic ESP courses in a hybrid mode. The article presents and discusses the results from a survey conducted within this study and related to the preparation of reference criteria for course design in terms of parameters. Data analysis has implications for the educational sector in terms of language and subject course development, as well as of the introduction of relevant policies in higher education.

Background and Aims: Postoperative pain after hip surgeries in children could be classified as severe, requiring combined intra- and postoperative opioid analgesia with regional blocks. This study was carried out to investigate ultrasound-guided pericapsular nerve group (PENG) block versus ultrasound-guided erector spinae plane (ESP) block for pain management after paediatric hip surgery. The primary objective was to assess the time of the first request for morphine rescue analgesia. Methods: In this randomised study, 56 children scheduled for elective unilateral hip surgery were distributed randomly to ESP and PENG groups. Intraoperative haemodynamics, fentanyl consumption, postoperative pain measurement, morphine consumption, time of first rescue analgesia, adverse effects and parents’ satisfaction score were studied. The primary outcome was the time of the first request for morphine rescue analgesia. The Chi-square test, Student’s t-test and the Mann–Whitney U test were used, where applicable, to compare the groups. Results: The time to first rescue analgesia was significantly longer in Group ESP than in Group PENG (P < 0.001), with significantly higher postoperative morphine consumption in Group PENG than in Group ESP (P = 0.04). The pain scores of Group ESP were lower than those of Group PENG at 2 and 4 h postoperatively (P = 0.006 and P < 0.001, respectively). At 8 h postoperatively, the score was significantly higher in Group ESP than in Group PENG (P = 0.005). Other outcomes were comparable between both groups (P > 0.05). Conclusion: ESP and PENG could be both effective for intraoperative and postoperative analgesia in paediatric hip surgeries, but the ESP block prolonged the time of first rescue analgesia more than the PENG block.

This study aims to identify the desired outcomes students seek after mastering English and determine the conducive learning environment and instructional materials that can enhance their motivation for language acquisition. A quantitative research method used in which the researchers administer a questionnaire to the participants. The questionnaire consisted of two categorizes namely, Learning Need Analysis (LNA) and Target Situation Analysis (TSA). 20 active participants from college students at five semester of Family Welfare Education (FEW) department at Universitas Pendidikan Ganesha involved in this research. The findings need to be considered to enhance the learning environment for students and provide tailored materials suited to their respective fields of study. This approach can also help increase their future careers, addressing any existing motivation deficits. [ABSTRACT FROM AUTHOR]

The paper presents an overview of teaching English vocabulary in the context of 21st century advancements and challenges, within the field of English language teaching and outside. It takes review of 21st century learning components comprised of learning competencies, learning modalities, ICT, and infrastructure in relevance to English language teaching in general and English vocabulary teaching in particular. It discusses different approaches and techniques of vocabulary teaching. It argues that vocabulary is foundational blocks of language. Mastering vocabulary is indispensable in (second) language learning. Besides methods of vocabulary teaching, learners’ personal trait such as motivation and self-efficacy are also crucial in mastering English vocabulary. [ABSTRACT FROM AUTHOR]

This study aims to explore the need for reading skills among undergraduate students in office administration at Kapalong College of Agriculture Sciences and Technology, Maniki, Kapalong, Davao del Norte. This research seeks to evaluate how well these students comprehend and interact with English texts, which is critical for their course requirements and professional readiness. The subjects for this study were one-hundred-fifty students of office administration discipline in the final semester at the institution. Survey Questionnaires were administered to the population to gather quantitative data on their reading proficiency, preferences, and challenges encountered while engaging with English texts. The findings of the research indicate significant gaps in the reading skills required by office administration students. Many participants reported challenges in understanding technical vocabulary and complex sentence structures found in academic materials and industry-related documents. These findings suggest that there is a need for targeted reading instruction within the curriculum for office administration programs. It is suggested that the findings of the study may be utilized for designing an English language course, namely "English for Office Administration" that suits the target needs of undergraduate students to develop their reading skills in the English language for this specialized discipline in the local college. Keywords: ESP; EAP; Needs Analysis; Reading Skills. [ABSTRACT FROM AUTHOR]