Teaching English for Specific Purposes (ESP) to Students in Various Fields: Difficulties and Strategies

Curriculum and Effective Teaching Strategies in Inclusive Classrooms

TEACHING ENGLISH PRACTICES FOR ELEMENTARY SCHOOL STUDENTS IN PACITAN

This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.

Teaching general English at university majors in non-specific contexts

The teaching of General English in non-specific university contexts has become an essential component of students’ comprehensive education, as it responds to the demands of a globalized world in which English proficiency is regarded as a transversal competence. Currently, higher education institutions face the challenge of implementing innovative methodologies that move beyond traditional memorization-based approaches. Accordingly, this study aims to examine the methodological trends, pedagogical strategies, and key factors influencing the teaching of General English in non-specific university settings. The research was conducted through a systematic literature review based on the PRISMA framework, which enabled the organization, screening, and analysis of scientific information retrieved from international academic databases. Consequently, a final sample of 14 scientific studies published between 2020 and 2025 was selected for analysis. The findings revealed that motivation constitutes a key factor in successful language learning, particularly in academic programs where students do not perceive a direct connection between English and their professional field. In this regard, the implementation of strategies such as gamification, collaborative learning, and the flipped classroom contributes to increasing students’ interest and participation. Similarly, the use of communicative and student-centered approaches significantly enhances academic performance and the development of linguistic competence. In conclusion, the teaching of General English in non-specific contexts broadens academic and professional opportunities, consolidating its role as an essential component of contemporary higher education.

A Study on the Application of Interactive Teaching in Senior High School English Classrooms

Against the background of the 2025 General High School English Curriculum Standards, interactive teaching has become a vital approach to realize competency cultivation and the integration of teaching, learning and assessment. Conventional teacher-centered lecture-based teaching makes students receive knowledge passively and lacks sufficient English output opportunities, which hinders the comprehensive development of students' four core competencies. Based on second language acquisition and constructivist theories, this paper briefly sorts out the theoretical foundation of classroom interaction, analyzes prominent practical dilemmas in frontline senior high English classrooms, designs targeted interactive activity schemes for listening, speaking, reading and writing modules, and puts forward multi-dimensional optimization paths. The research provides operable classroom cases and theoretical references for English teachers to build interactive classrooms, mobilize students' initiative of language expression and improve the overall quality of English teaching.

Analysis of Task-Based Language Teaching (TBLT) in EFL Contexts

In English teaching under the backdrop of the new curriculum standards, whether students can develop their English core competencies through independent and cooperative learning methods in English learning activities or not is of crucial importance, which requires English teachers to apply more learning activities into classes, use tasks that are highly authentic, practical, and interesting to increase students' classroom participation, and encourage students to express and communicate in English actively and confidently. This not only arouses students' interest in English learning, but also guides them to deeply understand the text, apply and innovate in language use during the process of task - completion, thereby developing students' core competencies. Based on clarifying the connotation of the Task-Based Language Teaching, the definition of tasks, and the principles of the Task-Based Language Teaching, this paper analyzes the advantages and limitations of TBLT in actual EFL classrooms, as well as the challenges and inspirations it faces in practical application. Through this objective analysis, author can have a clearer theoretical understanding of this teaching method and it provides author some directions and suggestions for the practice in real classrooms.

Technology-Enhanced Strategies for Improving Specialised English Vocabulary Among Industrial Design Students

Specialised English vocabulary is essential for accessing disciplinary knowledge and communicating effectively in professional contexts. However, many English for Specific Purposes learners struggle to remember, understand, and apply specialised terminology due to limited exposure, insufficient contextual practice, and reliance on traditional memorisation. This study investigates the effectiveness of technology-enhanced strategies for improving specialised English vocabulary learning among fourth-year Industrial Design students at Hanoi Open University. An 11-week ESP course was used to implement a mixed-methods intervention for 54 Industrial Design students. The intervention included five technology-augmented strategies. Data were collected through specialised vocabulary pre- and post-tests, two online questionnaires, semi-structured interviews, and classroom observations. Multiple data sources enabled methodological triangulation, providing a more comprehensive evaluation of the intervention outcomes. The results showed that students struggled with vocabulary retention, contextual understanding, and the practical application of technical terminology. The mean score increased from 16.19 on the pre-test to 21.66 on the post-test, for a mean gain of 5.48 points (p < .001). The statistical significance of the improvement was confirmed by a paired-samples t-test (t = 32.68, p < .001, d = 4.45: large effect size). The questionnaire, interview, and observation data also showed that students’ perceptions of the use of digital learning tools were positive, especially in vocabulary organization, repeated practice, contextual learning, and independent learning. The results also imply that the application of technology-enhanced strategies grounded in evidence-based principles of vocabulary acquisition can effectively promote specialised English vocabulary development in ESP contexts.