English for Science and Technology

This dissertation explores how structured vocabulary lists, specifically the Academic Vocabulary List (AVL), affect university students' writing accuracy in English for Academic Purposes (EAP). The study used a pre-test and post-test design to assess changes in vocabulary, grammar, and overall writing performance. Participants completed writing tasks before and after using the AVL, and their work was analyzed for errors in grammar, vocabulary, punctuation, articles, connectors, and organization. The findings show that structured academic vocabulary instruction greatly improves students' writing accuracy. In contrast, casual exposure to English through movies or other informal media does not provide enough practice for mastering the formal language needed in academic writing. These results underline the importance of systematic vocabulary instruction in EAP courses and support using pre-test and post-test assessments to track progress. Teaching implications include focusing on structured vocabulary lists, giving regular feedback, and integrating guided writing exercises. Limitations related to sample size and scope suggest that further research is needed with larger and more diverse student groups.

on predisposing factors that lead to HIV seropositivity during pregnancy among women in Kakamega and Nairobi county Hospitals: In Kenya, there is limited empirical data on determinants of seropositivity in late pregnancy due to low uptake of HIV retesting in late pregnancy despite there being a policy directive to do so. Study objective was to determine the predisposing factors that lead to HIV seropositivity during pregnancy among women in Kakamega and Nairobi county Hospitals. A ten month longitudinal study was conducted employing both qualitative and quantitative design whereby 1,156 HIV positive and negative women were recruited in early pregnancy and followed up through pregnancy; they were interviewed, and retested. Results showed that having multiple sex partners was associated with seropositivity. Cultural belief of men not having sex spouses in pregnancy encouraged extra marital affairs leading to seropositivity. In conclusion HIV seropositivity in pregnancy was mainly due to the risky sexual behavior. There is therefore need for behavior change to reverse retrogressive cultural beliefs and practices.

This study aims to evaluate the efficacy of English language courses within health sciences programs. It investigates students' perceptions of their language proficiency, identifies their strengths and weaknesses across key subskills, and examines the influence of university culture on their English language development. Employing a mixed-methods explanatory sequential design, quantitative data was collected and analyzed first, followed by qualitative data to explicate the quantitative findings. Data analysis revealed a distinct profile of student skills. In reading, the strongest subskill was identifying main ideas, while understanding technical terminology and making inferences were the weakest. For speaking, students reported proficiency in answering questions and delivering presentations but struggled with fluency and spontaneous interaction. In listening, comprehension of explicit classroom discussion was strong, whereas inferring implicit information was weak. For writing, students demonstrated competence in spelling and paragraph structure but faced significant challenges in expressing ideas idiomatically. The study concludes that students from diverse educational backgrounds encounter difficulties in achieving uniform proficiency. A key recommendation is to implement streaming based on the Common European Framework of Reference for Languages (CEFR) levels to better address individual learner needs. Furthermore, English language pedagogy Open Access Student Perspectives on English Language Proficiency …. https://jals.miard.org/index.php/jals 5210 JALS 3(3) 2025 should be revised to integrate dedicated instruction in inferential reasoning, technical vocabulary, and idiomatic language use.

In this interview, Vijay Bhatia freely reflects on his personal experiences, perceptions, and views about the development of Genre Analysis in the early eighties towards Critical Genre Analysis today. He offers his impressions about how professionals construct, interpret, use and often exploit generic resources in their everyday practice to meet their professional objectives in specific contexts. Starting from the early conceptualization of Genre in the eighties in the United Kingdom, he points out how it was essentially inspired by the everyday concerns about the teaching and learning of English for Specific Purposes, and how it continued to gain popularity and is considered one of the most popular frameworks for ESP applications in the present-day context. However, he points out, it is not enough to analyze and describe just the specialist discourses; it is also equally important to understand how such discourses are employed in professional practice to meet specific requirements of a particular profession. Hence the need to develop traditional Genre Analytical framework further towards what he calls Critical Genre Analysis to demystify interdiscursive performance in specific academic and professional settings.

The affordances of technological devices for L2 teaching and computer-mediated communication (CMC) effect for all corrective feedback types in itself has drawn attention in the literature. However, there is a paucity of research to address the interplay between pronunciation, word stress, rhythm and intonation generated corrective feedback and educational synchronic software involved in ESP courses. In order to bridge the gap in this investigation, framed in a quasiexperimental design, the researchers selected 60 participants registered in guidance and counseling course in Islamic Azad University in a northern branch through convenience sampling design. They were randomly assigned into experimental/intervention & control group (n=30) in each group. In the control group, however, the lecturer corrected the students' mistakes in respect to segmental and suprasegmental pronunciation traits. In the experimental group, the software (App) detected the students' segmental and suprasegmental mistake and it gave them a chance to correct themselves. The software was designed in such way that the participants had to pronounce the given content and they pronounced a word or a sentence several times in order to pronounce it accurately. The MANCOVA was utilized to analyze the data. Findings showed that providing online generated feedback by online educational synchronic Application in the experimental group could develop the ESP learners' suprasegmental instructional targets (especially 'Word stress' (p = .01), 'Intonation' (p = .000), and segmental instructional target i.e., 'pronunciation ' (p = .004), but not 'Rhythm' (p = .14, p > .05) significantly. The present study has some ramification for ESP instructors to find innovative ways i.e. the use of online educational synchronic to develop students' pronunciation skill, especially suprasegmental.

The present study is an attempt to explore and assess the needs of post graduate students of Psychology in Academic writing. For this purpose, a mixed method research design was used. Ten students enrolled in the first year of their Post graduation in the department of Psychology at Osmania University, Hyderabad, Telangana were selected using the purposive sampling technique. The data was collected through questionnaire adapted from Hutchinson & Water (1987). The analysis of the data revealed that the students find it difficult to undertake academic writing and their needs in academic writing range from the basic to advance level. While many of the students felt that they do not have any problem in writing in general, they expressed difficulties in doing academic writing and expressed their needs to be guided in those areas. The findings of the study underscore the need of offering Academic Writing courses to the students perusing post-graduation degree in Psychology.

Focusing on the teaching-learning of nominal group use in science and technology through input noticing, this article deals with a pedagogical application of technological resources to the acquisition of grammar competence in English by a group of 50 senior year Spanish engineering students with different CEFR English level, ranging from A2 to C1. Students received training to notice nominal groups in an input of specialized engineering articles in the Web classroom, as part of the core subject English for Academic and Professional Communication syllabus, taught at the Technical University of Madrid (Spain). The results of the statistical analysis revealed that the entire group improved their ability to use noun compounds correctly, and that the students' CEFR level affects the student's initial and final marks, but not their improvement in nominal group use. It was concluded that this approach, which integrated technology-enhanced noticing into the course methodology, improved the students' performance and, therefore, can be profitably implemented for the acquisition of grammar competence.

This forum paper is based on a friendly and informative interview conducted with Professor Ann M. Johns. In providing answers to the interview questions, Professor Johns suggests that all good teaching is ESP, and also distinguishes between EOP and ESP in that the former entails much more "just in time" learning while the latter may be directed more at "just in case." She further adds 'context' as the sixth enduring conception to the list of the five concepts which, according to Swales (1990), underlie ESP. She further suggests that (a) Register Analysis, (b) Rhetorical Discourse Analysis, (c) Target Language Use Situation Analysis, and (d) Genre Analysis have had a major role in the development of ESP. As for CBI or CLIL, she suggests that there is much more to ESP than content, and emphasizes that ESP can account for the changing needs of learners in the twenty-first century by employing effective ongoing needs assessment and target situation analysis. Towards the end of the interview, she presents her views on the future direction of ESP by suggesting that more serious research into target situations is needed, and invites ESP specialists to be more open, flexible, and sensitive to context.

Learning teaching for specific purposes in collaboration has become well-established in the current teacher education framework, due to a growing need to encourage international cooperation between ESP teacher trainees. The aim of the present paper is to deliver a preliminary report on the study into fostering intercultural teacher identities through computer-mediated tandem learning. To accomplish this aim, two groups of student teachers were put into tandem groups to share and comment upon teaching observations, videos and activities.

The concept of literacy has undergone a conceptual leap due to the constant growth of technology and the introduction of digital tools. Often-cited as an important component of modern literacy, digital literacy has received significant attention. Since the role of socio-demographic characteristics like gender, place of residence, access to digital tools, fields of study, level of university and previous experience with these tools is very decisive in digital literacy. The current study aimed at filling the gap that exists in the literature in this regard by examining the existence of any relationship between digital literacy level and the mentioned variables in the context of Iran. The study utilized quota sampling to select the respondents. The sample consisted of the undergraduate students of level 1 to level 4 universities. Two public universities from each level 1 to 4 and 8 in total contributed to the sample. The results indicated that all of the selected socio-demographic vari...

The paper presents a case-study of a teaching/learning situation observed at the Bucharest Polytechnic University, Romania. The case was explored as part of a language awareness workshop devised as a training component on a peer-basis within the larger framework of a teacher training programme run at intra or interinstitutional level. At the same time, information is supplied on the “history” of PROSPER, its further development perspectives and future management policy.

With the growing demand for e-learning all over the world, constant evaluation of its curriculum is incumbent upon institutions which aim to be competitive in this market. To this end, the present study employs SWOT (Strengths, Weaknesses, opportunities, Threats) analysis as the tool for the identification and prioritization of the gaps of the current e-TEFL (Electronic Teaching English as a Foreign Language) curriculum at one of the Iranian state universities, which is chosen to act as the case for this study. In order to collect the required data on the Strengths, Weaknesses, Opportunities and Threats of the e-TEFL in this university, which for the ethical considerations is called the TARGET, a SWOT questionnaire was administered to 50 students and 15 instructors/ experts. The results of the analyses of the responses to the questionnaire led to ten major statements for each part of the SWOT. In addition, the scores of the external and internal factors (2.32 and 2.74 respectively) indicated that although e-TEFL has had a certain degree of achievement in this university, there are still a number of significant areas in need of improvement. In other words, the strategies employed by the TARGET so far, have only been partially effective in exploiting opportunities and defending against threats. Suggestions are made on how the current strategies may be improved to reverse the trend and help the TARGET to take advantage of the opportunities. The study implies that the information obtained through SWOT analysis is valuable for the e-TEFL curriculum designers who need to constantly seek ways to overcome weaknesses and minimize threats.

This action research project aims to enhance the development of 21st-century skills among second-year English for Science and Technology (EST) students at Algiers Polytechnical School (APS). The project employs task-based project-work, where students engage in reallife tasks and project-work that call for the application of their technical knowledge. To understand the effects of this experience on the participants, data were collected via reflection logs. The focus is on fostering the four Cs, namely communication, collaboration, critical thinking, and creativity skills, which are deemed prerequisites for success in today’s society. The findings reveal that task-based projects helped the students perform better in their EST classes, achieve an enhancement in the various attributes that constitute 21stcentury skills and overcome the impediments of traditional methods. The main contributionof the paper is practical implications for engineering education and the development of 21st-century skills among students.

Assessing spoken English skill of technical and management students in Bihar is imperative as it helps in employment, increased performance in academia and writes a story for their success in this globalized era. Assessing spoken English will pave a way for formulating a comprehensive classroom program for them to overcome challenges in conversing in real life situations of general day to day communication, classroom, and workplace communication. Therefore, it is not wrong to say that assessing spoken English is going to be highly beneficial for several reasons. Moreover, not only students who can identify different areas of improvement and take necessary actions but also educational institutions can tailor their curriculum to better equip students in developing their spoken communication to compete and excel. There is no denial in saying that assessing spoken English will be mutually beneficial for students as well as educational institutions. For students, it can be instrumental in their professional development and future success and for educations institutions, it will create a good track record for them.

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Društvena grupa je vrlo značajan dio društvene strukture u čijem se kontekstu najjasnije mogu shvatiti ljudske interakcije. U modernoj nastavi rad u grupama jedan je od neizostavnih oblika rada. Kao takav, od iznimne važnostije i u nastavi poslovnoga engleskoga jezika. Ovaj rad predstavit će konkretnu, specifičnu društvenu grupu, grupu studenata na Visokoj školi za menadžment i dizajn Aspira. Grupa je specifična po tomu što uključuje hrvatske studente kao i studente iz drugih država, odnosno nastava se odvija u internacionalnom okružju. Cilj rada jest pojasniti, na primjeru studenata kolegija Poslovni engleski jezik, kako rad u malim grupama povećava učinkovitost učenja i realizacije zadataka, stvara osjećaj pripadnosti, povećava stupanj bliskosti i grupne kohezije, povećava individualni osjećaj odgovornosti, usmjerava članove na traženje društvenoga, a ne individualnoga identiteta, a posljedično i neizravno može razbijati predrasude, stereotipe i diskriminaciju prema pripadnicima različitih kultura.

Reading is recognized as being the most important skill needed by ESP learners in their field of study, and vocabulary knowledge is the most widely discussed component of effective ESP reading per se. However, research on how much the different types of words exert substantial influences over ESP reading comprehension remains scanty. To address this lacuna, the present study aimed to examine the degree of contribution made by general high-frequency, core-academic, and technical-academic words to 127 Iranian learners studying Psychology at three state universities in Tehran, Iran. Three researcher-made and validated tests were used to measure the three aforementioned types of vocabulary knowledge accompanied by an ESP reading test. Data analysis using multiple regression revealed that the core-academic words and technical-academic words significantly contributed to the ESP reading comprehension, explaining about 92% of the variance in reading scores, but knowledge of general high-fre...

The importance of vocabulary learning has been underlined in the field of English for Academic Purposes (EAP) because non-English majors who require reading English texts in their fields of study have to expand their English vocabulary knowledge much more efficiently than ordinary ESL/EFL learners. Since academic vocabulary instruction in Iranian universities is realized through the use of General English (GE) textbooks, the present study pursued a dual purpose of evaluating Iranian engineering undergraduates’ knowledge of academic vocabulary, as well as conducting a comparative corpus analysis of the academic vocabulary content of GE textbooks, electrical/electronic engineering Master’s Entrance Examinations, and authentic electrical and electronic engineering texts. The participants were 520 engineering students from ten universities. The corpora under study comprised a total of 1,180,000 running words. The results revealed an inadequacy of academic vocabulary knowledge among Iran...

By comparing the vocabularies included in the Japan Association of College English Teachers (JACET) wordlists (1993, 2003, and 2016 editions) and recently released New General Service Lists (Brezina & Gablasova, 2013; Browne, 2013), we tried to identify the construct of "the vocabulary for Japanese learners" with which JACET researchers have been concerned. Our quantitative analysis has shown that it includes the vocabulary concerning (a) family and people, (b) houses and daily life, (c) foods and cooking, (d) clothes and fashions, (e) sports, (f) social meetings, (g) transportation, and (h) emotions and mental states, as well as (i) spoken English vocabulary and (j) non-basic forms. This finding will shed new light on the discussion of what kind of vocabulary should be included in pedagogical wordlists.

CAPTCHAs are employed on websites to differentiate between human users and bot programs that indulge in spamming and other fraudulent activities. With the advent and advancement of sophisticated computer programs to break CAPTCHAs, it has become imperative to continuously evolve the CAPTCHA schemes in order to keep the Internet network and website free of congestion and spam-bots. In light of these developments concerning information security, in this chapter, the authors introduce the novel concept of Scrambled CAPTCHA, which is a combination of OCR-based and Picture CAPTCHAs and exploits an inherent characteristic of human vision and perception. They also introduce Hindi CAPTCHA, developed in Hindi language (Devanagari script). This CAPTCHA will typically address spamming on Indian websites. It also contributes to the digitalization of books written in this script. The authors also discuss the features and security aspects of these schemes in detail, which, to the best their knowl...

As a novel concept in language teacher psychology, language teacher immunity, either in its productive or maladaptive manifestation, is a strong indicator of how teachers behave and respond in the face of adversity and disturbances and it has a profound effect on teachers' career. Research on language teacher immunity is in its nascent stage. This study tried to fill the gap in the existing literature by using a mixed-methods approach to find out what type of language teacher immunity was dominant among Iranian English teachers and how these teachers might have developed their immunity type. For the quantitative part of the study a questionnaire was distributed among 230 English teachers to find out their dominant immunity type. In the qualitative part of the study a series of semi-structured, one-on-one interviews with 13 seasoned English teachers were conducted in order to find out the developmental pathways of teacher immunity. The findings of the two-step cluster analysis of the questionnaire data indicated that maladaptive immunity was a dominant type of immunity among Iranian English teachers since their mean scores on six out of seven questionnaire scales were low. Also, the results of the directed content analysis of the interviews revealed that Iranian English teachers followed the four stages of self-organization, namely, triggering, coupling, realignment, and stabilization in forming their immunity. Further results and their implications for educational policy makers and teacher educators are discussed.

In this work, we consider Corporate Governance (CG) ties among companies from a multiple network perspective. Such a structure naturally arises from the close interrelation between the Shareholding Network (SH) and the Board of Directors network (BD). In order to capture the simultaneous effects of both networks on CG, we propose to model the CG multiple network structure via tensor analysis. In particular, we consider the TOPHITS model, based on the PARAFAC tensor decomposition, to show that tensor techniques can be successfully applied in this context. By providing some empirical results from the Italian financial market in the univariate case, we then show that a tensor-based multiple network approach can reveal important information.

There is little understanding of the processes and means involved in teacher learning. Further research is needed to better understand what happens when teachers learn. Therefore, using sociocultural theory (SCT) as a theoretical framework, English for Academic Purposes (EAP) teacher learning was documented and examined. To achieve this goal, an in-depth description of nine in-service EAP teachers' experience as they professionally learned was provided. The participating teachers' learning was traced from an analysis of their current cognitions on EAP towards reaching a deeper understanding of the issues as mediated during dialogical interactions. Constant comparative analysis was used to analyze the data collected through observation, recordings and field notes. The findings showed that reaching an expert's understanding involved the processes of externalizing current cognitions, verbalizing emerging understanding and full transformation in the individual's thinking. Mediational moves (means of learning) were found to be contingent on teacher-learners' learning needs. 'Narrating', 'judgmental speech' and 'externalization' were shown to provide space for using the potential of 'speech' and 'others'. The findings of this study might promise some implications for teacher education.

on predisposing factors that lead to HIV seropositivity during pregnancy among women in Kakamega and Nairobi county Hospitals: In Kenya, there is limited empirical data on determinants of seropositivity in late pregnancy due to low uptake of HIV retesting in late pregnancy despite there being a policy directive to do so. Study objective was to determine the predisposing factors that lead to HIV seropositivity during pregnancy among women in Kakamega and Nairobi county Hospitals. A ten month longitudinal study was conducted employing both qualitative and quantitative design whereby 1,156 HIV positive and negative women were recruited in early pregnancy and followed up through pregnancy; they were interviewed, and retested. Results showed that having multiple sex partners was associated with seropositivity. Cultural belief of men not having sex spouses in pregnancy encouraged extra marital affairs leading to seropositivity. In conclusion HIV seropositivity in pregnancy was mainly due to the risky sexual behavior. There is therefore need for behavior change to reverse retrogressive cultural beliefs and practices.

Focusing on the teaching-learning of nominal group use in science and technology through input noticing, this article deals with a pedagogical application of technological resources to the acquisition of grammar competence in English by a group of 50 senior year Spanish engineering students with different CEFR English level, ranging from A2 to C1. Students received training to notice nominal groups in an input of specialized engineering articles in the Web classroom, as part of the core subject English for Academic and Professional Communication syllabus, taught at the Technical University of Madrid (Spain). The results of the statistical analysis revealed that the entire group improved their ability to use noun compounds correctly, and that the students' CEFR level affects the student's initial and final marks, but not their improvement in nominal group use. It was concluded that this approach, which integrated technology-enhanced noticing into the course methodology, improved the students' performance and, therefore, can be profitably implemented for the acquisition of grammar competence.

As a novel concept in language teacher psychology, language teacher immunity, either in its productive or maladaptive manifestation, is a strong indicator of how teachers behave and respond in the face of adversity and disturbances and it has a profound effect on teachers' career. Research on language teacher immunity is in its nascent stage. This study tried to fill the gap in the existing literature by using a mixed-methods approach to find out what type of language teacher immunity was dominant among Iranian English teachers and how these teachers might have developed their immunity type. For the quantitative part of the study a questionnaire was distributed among 230 English teachers to find out their dominant immunity type. In the qualitative part of the study a series of semi-structured, one-on-one interviews with 13 seasoned English teachers were conducted in order to find out the developmental pathways of teacher immunity. The findings of the two-step cluster analysis of the questionnaire data indicated that maladaptive immunity was a dominant type of immunity among Iranian English teachers since their mean scores on six out of seven questionnaire scales were low. Also, the results of the directed content analysis of the interviews revealed that Iranian English teachers followed the four stages of self-organization, namely, triggering, coupling, realignment, and stabilization in forming their immunity. Further results and their implications for educational policy makers and teacher educators are discussed.

The present paper, The Need of Transition from General to Specific English Courses at Tertiary level Institutions in India attempts to map out the similarities and differences between ESP (English for Specific Purposes) and ELT/EGP (English for General Purpose) in line to show the importance and the need of ESP courses at tertiary level. The paper also focuses on the contribution of ESP to ELT and the need of shift from ELT to ESP in English language teaching and learning process. The term ESP has been defined by many researchers and linguists like Macintosh, Strevens, Hutchinson and Waters. Macintosh and Strevens opine that different professionals need different kinds of English, and mention a few fields as, "English is for civil servants; for policemen; for officials of the law; for dispensers and nurses; for specialists in agriculture; for engineers and fitters". (Halliday, Macintosh & Strevens, 1964). Macintosh and Strevens considered ESP as English language communicat...

The present exploratory mixed methods study aimedto develop a scale for assessing critical thinking (CT) ability of Iranian EFL learners. The study wasconducted in three phases. In phase one, the features of CT components were examined in the writingsof 120 participants. A holistic and an analytic scale were developed based on their performance in exploiting the components of CT and the features of CT components.In the second phase, the language learners' new writing samples (N=110) were analyzed to examine to what extent they could employ the CT components.Also, the reliability and validity of the newly developed scale was calculated. Factor analysis revealed that the scale measured the four constructs of clarity, fairness-breadth, depth-significance-logicalness, and accuracy-precision-relevance.In the final phase, the researchers implemented the newly developed scale on a new group of learners (N=33)to observe the degree the scale couldassess the CT ability of language learners.

The present exploratory mixed methods study aimedto develop a scale for assessing critical thinking (CT) ability of Iranian EFL learners. The study wasconducted in three phases. In phase one, the features of CT components were examined in the writingsof 120 participants. A holistic and an analytic scale were developed based on their performance in exploiting the components of CT and the features of CT components.In the second phase, the language learners' new writing samples (N=110) were analyzed to examine to what extent they could employ the CT components.Also, the reliability and validity of the newly developed scale was calculated. Factor analysis revealed that the scale measured the four constructs of clarity, fairness-breadth, depth-significance-logicalness, and accuracy-precision-relevance.In the final phase, the researchers implemented the newly developed scale on a new group of learners (N=33)to observe the degree the scale couldassess the CT ability of language learners.

This study explores the unique linguistic characteristics of bitcoin, which has
significantly changed the financial world over the past few years. As the concept of
bitcoin, cryptocurrency and the digital network behind them are not dealt with in
LSP (Language for Specific Purposes) coursebooks yet, this small-scale research is
intended to fill this niche. In order to see what terminology has to be acquired to be
able to understand the basic issues about bitcoin, online sources dealing with this
innovative technology and its regulatory systems have been used. The selected
online texts are analysed by TextStat software, which is capable of making word
counts and collocation frequency. The results show us the most common
collocations with bitcoin, and blockchain processing within context, as well as the
most frequently used words (e.g., cryptocurrency or exchange), which definitely
need to be learned by students majoring in Business English. My aim with this
research is that LSP teachers get a comprehensive picture of what terminology to
teach to their student when dealing with the topic of cryptocurrencies. In addition,
bitcoin-related vocabulary can be integrated into other subjects, such as
economics, finance or technology, allowing students to explore the connections
between different fields of knowledge.

Traditionally considered the all-American sport, baseball has progressively been internationalized in recent years. Non-native English-speaking players comprised 29.8% of the 2017 opening-day Major League Baseball team rosters, representing a record 19 nations and territories (MLB, 2017). In 2012, international players filled 3,382 spots on team rosters at the minor league level (MLB, 2012). Additionally, English is the lingua franca for premiere international baseball events. To address the increasing globalization of baseball, a new subtype of English for Occupational Purposes, namely, English for Baseball Purposes, is needed in order to teach and learn the technical vocabulary essential for communicating within this discourse community (Coxhead, 2013; Nation, 2012). This study reports on the construction of the Baseball English Corpus (BECO), and offers specialized vocabulary sets based on this corpus and the recommendations of ethnographic interview participants who are core users or stakeholders of Baseball English. By utilizing a mixedmethodology design to finalize the technical spoken baseball word and phrase lists (Chung & Nation, 2003; Tangpijaikul, 2014), this study also provides insights into various methods for identifying a technical corpus based lexicon as well as some pedagogical implications for Baseball English teachers and learners.

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The present research study provided a detailed description of needs analysis (NA) of border guarding police cadets in relation to the English Education requirement. English taught for border guarding purposes is known as English for specific purposes (ESP). The main objective of the study was development of an ESP curriculum for police officers at Amin Police University (APU) in Iran. Researchers of the study utilized a Qual/Quan design (exploratory sequential mixed methods design) which contained collection of both qualitative and quantitative research data. The study was conducted at the faculty of Border Guarding of APU based in Tehran, Iran in the academic year of 2019. Participants of the study included 249 current BA cadets, ESP teachers, and graduate frontline officers, managers, and commanders. The data were gathered utilizing semi-structured interviews and a researcher-made questionnaire. Through NA, the researchers analyzed the learners' factors, present situation, target situation, and specialist discourse of the population. The results of the study were used to design and to develop an ESP course curriculum for police cadets studying at the Faculty of Border Guarding at APU in Iran.

The concept of literacy has undergone a conceptual leap due to the constant growth of technology and the introduction of digital tools. Often-cited as an important component of modern literacy, digital literacy has received significant attention. Since the role of socio-demographic characteristics like gender, place of residence, access to digital tools, fields of study, level of university and previous experience with these tools is very decisive in digital literacy. The current study aimed at filling the gap that exists in the literature in this regard by examining the existence of any relationship between digital literacy level and the mentioned variables in the context of Iran. The study utilized quota sampling to select the respondents. The sample consisted of the undergraduate students of level 1 to level 4 universities. Two public universities from each level 1 to 4 and 8 in total contributed to the sample. The results indicated that all of the selected sociodemographic variables were significantly effective in digital literacy of students. The findings of this study, it is hoped, to provide insights to the education system of our country to recognize the areas of problem and introduce necessary programs in our education system either curricular or extracurricular to meet the required standards.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

This forum paper is based on a friendly and informative interview conducted with Professor Ann M. Johns. In providing answers to the interview questions, Professor Johns suggests that all good teaching is ESP, and also distinguishes between EOP and ESP in that the former entails much more " just in time " learning while the latter may be directed more at " just in case. " She further adds 'context' as the sixth enduring conception to the list of the five concepts which, according to Swales (1990), underlie ESP. She further suggests that (a) Register Analysis, (b) Rhetorical Discourse Analysis, (c) Target Language Use Situation Analysis, and (d) Genre Analysis have had a major role in the development of ESP. As for CBI or CLIL, she suggests that there is much more to ESP than content, and emphasizes that ESP can account for the changing needs of learners in the twenty-first century by employing effective ongoing needs assessment and target situation analys...

This brief paper introduces the New General Service List (NGSL), a major update of Michael West's 1953 General Service List (GSL) of core vocabulary for second language learners. After describing the rationale behind the NGSL, the specific steps taken to create it and a discussion of the latest 1.01 version of the list, the paper moves on to comparing the text coverage offered by the NGSL against both the GSL as well as another recent GSL published by Brezina and Gablasova (referred to as Other New General Service List [ONGSL] in this paper). Results indicate that while the original GSL offers slightly better coverage for texts of classic literature (about 0.8% better than the NGSL and 4.5% more than the ONGSL), the NGSL offers 5Á6% more coverage than either list for more modern corpora such as Scientific American or the Economist.

Academic words include words that are not commonly encountered in formal circumstances and specific to particular fields of study.  Undergraduate students of the English Department are required to acquire academic words in applied linguistics for academic reading and writing research articles. This paper reports on generating the academic word list for the students of the English Department by using AntConc, a concordance software application. In this study, corpus linguistic research was adopted, in particular the corpus-based analysis category. Data were gathered from approximately one thousand credible Applied Linguistics journal articles published from 2008 to 2021.  AntConc software played a significant role in processing these data to get the intended corpus, which was then classified and categorized based on the frequency of occurrences. The results include an academic word list and its word family. These clusters of academic words are intended for undergraduate students of t...

•L2 vocabulary learning is a significant burden for learners. ⇒In what order should learners learn vocabulary to increase text coverage most efficiently? ←The higher the text coverage, the better the comprehension will be. (e.g., Laufer & Ravenhorst-Kalovski, 2010) ⇒How can we evaluate the efficiency of a word list (e.g., Academic Word List, Coxhead, 2000) for learners? *Simply checking the frequencies and text coverage of the grouped words (e.g., Hyland & Tse, 2007) is not enough to understand the efficiency (i.e., usefulness) of the words, especially when the total number of words are different between word lists (groups) (Matsushita, 2012). Solution ⇒TCE

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The concept of literacy has undergone a conceptual leap due to the constant growth of technology and the introduction of digital tools. Often-cited as an important component of modern literacy, digital literacy has received significant attention. Since the role of socio-demographic characteristics like gender, place of residence, access to digital tools, fields of study, level of university and previous experience with these tools is very decisive in digital literacy. The current study aimed at filling the gap that exists in the literature in this regard by examining the existence of any relationship between digital literacy level and the mentioned variables in the context of Iran. The study utilized quota sampling to select the respondents. The sample consisted of the undergraduate students of level 1 to level 4 universities. Two public universities from each level 1 to 4 and 8 in total contributed to the sample. The results indicated that all of the selected socio-demographic vari...

The concept of literacy has undergone a conceptual leap due to the constant growth of technology and the introduction of digital tools. Often-cited as an important component of modern literacy, digital literacy has received significant attention. Since the role of socio-demographic characteristics like gender, place of residence, access to digital tools, fields of study, level of university and previous experience with these tools is very decisive in digital literacy. The current study aimed at filling the gap that exists in the literature in this regard by examining the existence of any relationship between digital literacy level and the mentioned variables in the context of Iran. The study utilized quota sampling to select the respondents. The sample consisted of the undergraduate students of level 1 to level 4 universities. Two public universities from each level 1 to 4 and 8 in total contributed to the sample. The results indicated that all of the selected sociodemographic variables were significantly effective in digital literacy of students. The findings of this study, it is hoped, to provide insights to the education system of our country to recognize the areas of problem and introduce necessary programs in our education system either curricular or extracurricular to meet the required standards.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Lancashire in the UK. Her research interests lie in academic literacies and English for Academic Purposes (EAP), including both student writing and the writing and publishing done by professional academics. She has been teaching EAP since 2005 and has published several articles and a book on academic writing.