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Motivation of Iranian Engineering Students for Learning Technical English in ESP Courses: A Mixed Method Study

Jafari Pazoki, Saeedeh | 2017

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 50073 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Alemi, Minoo
  7. Abstract:
  8. Developing ESP knowledge of a specific academic discipline is not only a privilege but a prerequisite for successful performance in related academic and occupational settings. English for Specific Purposes (ESP) courses at undergraduate level in Iranian universities are designed to serve this purpose. Needs analysis is the foremost step to design relevant and useful ESP courses, but how to approach needs in a motivating and interesting way is still a question pending further research. Accordingly, focusing on engineering fields in three Iranian state universities, this study aimed at identifying factors that affect engineering students’ motivation for learning technical English in ESP courses using mixed method design which was conducted in two phases. In the first phase, semi-structured interviews with 40 undergraduate students helped to identify motivational variables, select theoretical framework and develop instruments for the second phase. In the second phase, a survey using a 36-item questionnaire with 206 students, semi-structured interviews with 60 students, in-depth interviews with 8 ESP practitioners and non-participant observation in 7 ESP classes were done in parallel. Principal Component Analysis on survey data resulted in five motivational components of 1) ideal self, 2) ought-to self, 3) instrumentality promotion motivation, 4) learning conditions, and 5) learning experience as main sources of engineering students’ motivation to learn technical English. The qualitative data revealed significant effect of academic level on students’ motivation and students’ negative attitude toward elements of ESP learning experience, namely course contents, materials, and teaching methods. Further analyses provided a better insight into reasons behind this negative attitude and uncover the problems and challenges in ESP courses that hinder their effectiveness. Finally, the findings culminate in some pedagogical implications to make ESP courses in engineering departments more motivating and useful
  9. Keywords:
  10. Motivation ; English for Specific Purposes ; Technical English Language ; Engineering Students ; Educational Level

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