This section introduces the context of the study, which includes the school-university partnership, the materials development process, the ESP approach taken in the program design, and various stages of the program implementation.
The School-University Partnership
This ESP program took place in a school-university partnership funded by the
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county government of Penghu an off-shore island of Taiwan. With recent interest in Penghu as a tourist destination, the county has been striving to attract more tourists, both domestic and international. Training tour guides with English competence for explaining the features and uniqueness of popular tourist spots is critical for boosting tourism.
The university involved in this project is the only institution in the county that offers a major in English. In addition to equipping English major students with essential abilities in the four skills, the Department of Applied Foreign Languages aims to train ESP professionals for the tourism industry and TESOL. Likewise, the VHS involved in this study has the only Tourism Management Department on the island, which is dedicated to enhancing the knowledge and skills VHS students need for working in the tourism industry of the county. The funding of the school-university partnership by the county indicates that the mission and development of these educational institutions are deeply rooted in the needs of the local culture, industry, and economy and that, as a result, all the parties involved can benefit from this collaboration.
Materials Development of the Program
Developing materials for the program involved (1) deciding criteria for selecting topics, (2) finding sources for the materials, and (3) creating alternative materials.
Criteria for selecting the topics. Three criteria were used in choosing 18 topics for developing the VHS tourism students’ competence in introducing tourist spots in English: popularity with outsiders (tourists), familiarity to the students, and breadth of coverage. As the research team was not originally from Penghu, the team had an outsider’s perspective and knew what tourists expected to see when they came to visit Penghu. The choice of topics was also based on familiarity to the participants.
Furthermore, the 18 topics covered a range of subjects, not only geographical attractions but also human interest topics, both on the main island and also on the off-shore islets.
The sources of the materials. The materials for the 18 topics can be classified into three categories: (1) for eight topics, materials were adopted from existing materials
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(Lo, 2008); (2) for five topics, existing materials (Lo, 2005) were supplemented with self-created conversations, and (3) for a further five topics, materials were self-created based on books and information published by the Penghu Tourism Bureau and relevant websites.
Self-created video clips as alternative materials. Instead of using commercially prepared videos or DVDs, the research team designed and developed18 on-the-spot video-clips based on the 18 topics. The video-clips were uploaded to YouTube so the participants could watch them easily and as often as they wished. The video clips featured (1) real people, (2) real places, and (3) real engagement between people and places in various interactive formats to reach the intended teaching goals.
The Design and Implementation of the Program
The Tourist Spots Interpretation Program was designed and implemented through four phases:
Phase I (Getting to know the participants, March 11-April 10, 2009): For effective ESP program design and implementation, a needs analysis was conducted in order to learn about the participants’ English proficiencies in the four skills, the level of difficulty they felt in learning each of the four skills, their English learning needs, and their expectations for this program. The data for the needs analysis was gathered through a survey questionnaire and an English Proficiency Test.
Phase II (Building the knowledge and language skills for the chosen topics, April 11-August 23, 2009): Because the 18 topics were taught by different instructors, the sequence of course delivery and the time spent on each component might differ from one instructor to another. However, a typical two-hour lesson plan consists of a warm-up activity, questions on a given topic, introduction of vocabulary, demonstration of the text, the showing of the video clip, group practice and activity, and finally watching edited outtakes, video clips that were removed in the editing process and were not included in the finalized version.. Essential components for a two-hour session are outlined in Table 1. The major instructional activities in the first 50 minutes include a warm-up activity, asking questions related to the topic, introducing vocabulary, and
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reading the topic. The second 50-minute section engages students in on-the-spot tourist video clips and group time to master the skills and language needed in games and tasks, and finally, the whole class watches edited outtakes to end a session.
Phase III (Creating interpretation scripts and tour rehearsals, August 23-27, 2009): In order to build their confidence in oral English skills, the participants, working in groups, were asked to write at least three hundred words on a given topic.
At least two-thirds of the script should be created by themselves and based on authentic experiences. Their scripts were revised based on discussion with their group leader (a college student majoring in English). Their scripts were further proofread based on their discussion with a native English speaker who was invited to participate in the project.
The students rehearsed their tour scripts several times in class with their group leader. Each time, their rehearsal was videotaped and the participants and their group leader watched the video clip immediately afterwards in order to make improvements.
Table 1 A typical two-hour session
Time Slot Instructional Activity Instructional Focus
10 minutes -Warm-up activity -To focus participants’ attention on the topic 10 minutes -Asking questions on the topic -To activate students’ background knowledge 10 minutes -Introducing vocabulary -To equip participants with the essential terms and
words
20 minutes -Introducing a theme-based reading -To demonstrate the topic through a PowerPoint presentation or self-created reading materials 10-minute -Break
15 minutes -Showing video clips -To introduce a topic or a tourist spot through video clip presentation
15 minutes -Group work -To use the language and practice the skills needed in groups
15 minutes -Assessment (Games and Tasks) -To assess participants’ learning through games and activities
5 minutes -Watching edited outtakes -To understand the frustrations they may experience in preparing videotapes in English and to avoid the same mistakes when giving English tours
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Phase IV (A tourist spot interpretation tour, August 28, 2009): Informed by Lave and Wenger’s situated learning (1991), each group of participants, ranging from two to four members, gave a tourist spot interpretation tour in English on the final day of this project. Each of the English interpretation tours was videotaped, edited, and uploaded on YouTube. The video clips were then assessed and evaluated by their peers, the administrators, invited guests, and the research team.
4. Method
This section discusses the participants, instruments, data collection, and analysis procedures followed in this case study.
Participants
From the VHS, a total of 33 mixed-grade (first year and second year) VHS students and one English teacher from the same VHS participated in the study. From the university, four college students, student-researchers in the TESOL track who participated in order to complete their graduation research projects, played multiple roles. These students served as group leaders developed tourist spots video clips for the class, and also shot and edited the tourist spot video clips of the English tours conducted by VHS students.
Three native-speaking English teachers participated in the study. They shared their experience with the tourist attractions on the island from the target audience’s perspective, and one of the teachers proofread and edited drafts of the students’ scripts at different stages.
Instruments
The primary instruments used in this study were English proficiency tests and questionnaires triangulated with observations and written scripts.
English Proficiency Tests. English Proficiency Tests based on the Elementary General English Proficiency Test (GEPT) in Listening, Reading, and Writing were
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administered at the beginning and at the end of the program.
For testing the participants’ oral proficiency, our research team used the Hong Kong Certificate of Education Examination (HKCEE) English Oral test, which was developed to test the spoken proficiency level of secondary students in Hong Kong.
This test is a far more sensitive measure of oral proficiency than the spoken part of the GEPT and thus more accurately measured each student’s progress in speaking.
Furthermore, the design of this test was considered more appropriate as it required the test takers to engage in group discussion and social interaction and to give short speeches in English, tasks that mimicked the speaking skills we were trying to foster.
Questionnaires. Two types of questionnaires were developed. The first type was intended to obtain background information concerning the participants’ experience and difficulty in learning English. This information was used in getting to know the participants and in designing the ESP program. The second questionnaire was administered as students exited the program. This instrument had two parts, to serve two purposes: first, to understand the effects the program had on the participants’
ESP competence and their learning of ESP, and second, to investigate the effects of the program on the participants’ self-perception of their general English language proficiency in different skills and overall English learning.
Observations. Observational notes were based on in-class and field trip observations. The major focus of the observations was to document the participants’
language level and their skills at the beginning and the end of the project.
Written scripts. A total of eight group scripts on four tourist spots were completed by VHS participants, and later uploaded to YouTube along with their video clips. An example of the written scripts can be seen in the Appendix.
Data Collection Procedures
The project lasted 6 months (March 11 to August 28, 2009). A total of 64 hours of lesson plans were implemented during the weekends and summer vacation. In the beginning, participants took English proficiency tests in four skills. On the final day, the participants took the same English proficiency tests as on the first day and also
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completed the Exit Questionnaires. The final written scripts and the video clips of the participants’ English tours were also collected.
Data Analysis
A paired t-test was applied to compute quantitative data from the results of the pre- and post- English proficiency tests. On the questionnaires, participants responded on a five-point Likert Scale (with 5 “strongly agree” and 1 “strongly disagree”).
Descriptive statistics (percentages, mean scores, and standard deviations) were generated using the SPSS statistics package. In addition, qualitative analyses based on the observational notes, written scripts, and final video clips regarding participants’
use of language and oral skills were also conducted to describe participants’ oral interpretation competence.
5. Findings
The first research question seeks to determine the effectiveness of the program on the participants’ English interpretation competence and their overall learning of ESP.
The positive responses on the questionnaires reveal the overall effectiveness of the program in their learning of ESP.
1. What effect did this ESP program have on the participants’ English oral interpretation competence and their overall ESP learning?
Effects on Oral Interpretation Competence
“Oral interpretation competence” in this study refers to being able to apply the knowledge and skills introduced in the program in presenting a tourist attraction on the spot in oral English. At the beginning of the program, the participants, no matter their language proficiency, did not have the specific English language to introduce a given tourist spot or topic, nor did they have the oral skills to deliver the contents in a professional manner. To fulfill the expected outcome – to interpret a tourist spot in
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oral English – the VHS students practiced their oral skills in various ways, such as completing task-based activities in class, presenting their written scripts to a native speaking instructor, rehearsing their written scripts many times with the college participants, and finally, perfecting their English tour at the tourist spot locations until they were satisfied with their performance.
Based on the principles for assessing language for specific purposes (Douglas, 2000), the VHS participants were able to make good use of the knowledge and vocabulary introduced to interpret a given tourist spot. At the end of their English Tour Trip, one of the VHS students said to me proudly and excitedly: “I have never spoken so much English within one day!” (Observational field notes, August 28, 2009). The accumulated oral practice had a positive effect on VHS students’ oral interpretation competence. Through the ESP program, the VHS students acquired the essential oral skills to effectively deliver the content, not only in a professional manner but also interactively (see Appendix).
Effects on ESP Learning
The data suggest that this ESP program had an extremely positive effect on the participants’ overall ESP learning. “ESP learning” refers to three elements:
understanding, interest, and ability. Although the VHS participants were all locals from the island, many of them (96.1%, M= 4.65) believed that this program helped them understand better the tourist spots in Penghu; 96.2% (M=4.62) thought the program helped them understand the local culture (M=4.62); and 92.3% indicated that the program helped them understand more about Penghu (M=4.62) through English.
Even though oral competence was emphasized, 96.2% believed this ESP program helped them read articles about Penghu in English (M=4.69). More importantly, 96.1%
indicated that their interest in using English to interpret information about tourist spots on Penghu Island was increased (M=4.42) and 96.1% of them believed that their ability to interpret in English was enhanced (M=4.50). Lastly, 88.4% of them reported an increased motivation to engage in related interpretation activities (M=4.49). Table 2 summarizes the effects of the program on the participants’ ESP learning.
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Table 2 Perceived effects of the program on the participants’ ESP learning
N= 261 understand the tourist spots in Penghu. understand the local culture of Penghu.
5. The ESP program increased my interest in introducing Penghu Island in English. my ability to introduce Penghu tourist spots in oral English.
53.8% interpretation activities in the future.
2. What effect did this ESP program have on the participants’ overall English proficiency and their general English learning?
The second research question in this study concerned the effects of this ESP program on the participants’ English proficiencies, on their perceived improvement in four skills, and on their overall English learning.
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Effects on Participants’ Proficiencies
Table 3 shows the results of a paired t-test of mean scores on tests of listening, speaking, reading, writing, and overall English proficiency. No significant difference was found between pre- and post-test scores on listening, reading, and writing.
However, significant differences (p < .01) were found in the results on the speaking tests and overall English proficiency.
Table 3 Paired t-Test of mean scores on listening, speaking, reading, writing and overall English proficiency in the pre-test and post-test
N= 25 Pre-test Post-test
t-value Sig.
M SD M SD
Listening 89.6 3.1749 93.6 2.5820 -1.353 .189
Speaking 42.36 3.00 55.60 2.98 -7.042 .000**
Reading 87.22 3.70 90.08 3.34 -1.052 .303
Writing 70.75 3.16 73.79 2.58 -1.342 .193
Overall 292.9979 10.6679 316.3750 9.1064 -4.573 .000**
P* < .05; P** <.01
Effects on Perceived Improvements in Four Skills
Although the program might not have lasted long enough for the participants to make a statistical difference in their listening, reading, and writing proficiency, the majority of the participants believed that the ESP program had a positive effect on their general English ability in the four skills (see Table 4). More than 90% believed that participating in the ESP camp enhanced their listening ability (M=4.50). More than 85% indicated feeling that their speaking ability was enhanced (M=4.46). Nearly 85%
thought their reading ability was improved (M=4.17). More than 70% indicated that their writing ability was enhanced (M=4.12). Nearly 90% believed that the learning
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experience gained from participating in the ESP program was helpful for learning English in the future (M=4.46). Finally, more than 85% of the participants indicated that the learning experience in this program increased their motivation to learn English (Mean=4.50).
Table 4 Participants’ perceived improvement in four skills and perceived effect on their learning motivation
Perceived Improvement in English Ability program enhanced my listening ability. program enhanced my speaking ability. program enhanced my reading ability. program enhanced my writing ability.
5. The ESP program was helpful for my English learning in the future.
6.This ESP program increased my motivation to learn English.
61.5%
The Taiwanese VHS students of tourism entered the program without the necessary language and oral skills for interpretation but left the ESP program being able to interpret a tourist attraction in English. The impact of this ESP program, such as
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the perceived impact on the participants’ interest and ability in ESP interpretation, was profound. In addition, this ESP program had positive effects on participants’ overall English proficiency, particularly in speaking.
This section first addresses the learning conditions contributing to the effectiveness of the ESP program in this school-university partnership, followed by a response to the ESP vs. EGP dilemma, based on the results of the study.
Learning Conditions Created through this School-University Partnership
The materials design model proposed by Hutchinson and Waters (1987) is the analytical framework we use for examining the learning outcomes co-constructed by the school-university partnership. Four interconnected learning conditions contributed to the positive learning outcomes: (1) rich and multiple inputs, (2) needs-based contents, (3) practical use of English, and (4) meaningful tasks.
Rich and multiple inputs. This ESP program offered rich input from multiple sources. The materials on the18 topics were adapted, modified, and/or self-created, to allow the participants to interact with materials in different genres. The college English instructor and VHS English teacher provided the participants with the critical background information in both Chinese and English. The native-speaking English teachers provided the learners with key words for expressing ideas in English. “Here and now” vocabulary and photos as well as the self-created, on-the-spot video clips not only helped students make better sense of the topics, but also set a solid knowledge foundation for accomplishing their assigned tasks.
Needs-based contents. The contents of the program were needs-centered, both professionally and locally. Because the majority of the participants lacked the language and oral skills required by the ultimate task, namely, introducing a local tourist attraction in oral English, the program (divided into four phases) was primarily designed to bridge the gap. The contents fulfilled the needs not only of participants in their professional field, but also of the local county government.
Practical use of the language. Practical application of the language learned was the first concern. The participants did not study the English language for later use; rather, the new words introduced in the program were immediately applied in
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games and activities. Complex sentence patterns that did not fit the oral mode or were too difficult for the participants were avoided. The features of immediacy and simplicity could be found in the materials for the 18 topics, in the language used by the instructors, and in the self-created video-clips.
Meaningful tasks. The tasks reflected the idea that the ultimate purpose of language learning is language use (Hutchinson and Waters, 1987). The sense of meaningfulness lay not only in a communicative task in which the participants were
Meaningful tasks. The tasks reflected the idea that the ultimate purpose of language learning is language use (Hutchinson and Waters, 1987). The sense of meaningfulness lay not only in a communicative task in which the participants were