The Impact of ESP on Vocational Upper-Secondary Learners: A Pilot Study

Abstract

English for Specific Purposes (ESP) is pivotal for academic, professional, and vocational pursuits, facilitating access to global opportunities. Despite its recognition, some countries, like Kosovo, have not integrated it into vocational education. This study, conducted in Kosovo, assessed ESP’s impact on vocational learners and the repercussions of its non-application. A four-month pilot program involving 23 11th grade students was conducted, dividing them into control and experimental groups. The research investigated ESP’s impact on academic achievement and language mastery without prior exposure. Research questions addressed the impact of ESP on academic achievement and the possibility of language mastery without prior exposure. Hypotheses proposed that ESP significantly affects students’ achievements across diverse fields and that the lack of ESP in vocational upper-secondary education results in lower performance in English courses. After collecting and analysing the data, it was found that experimental group learners showed far better results in each section they were assessed, i.e., in writing, speaking, listening, and vocabulary, compared to the control group. It was observed that each student in the experimental group showed progress in each of the four sections of particular English for informatics in less than four months. However, learners in the control group made only a very small amount of progress. Thus, ESP is considered a must and must have the attention it requires. The countries that have not yet implemented ESP are urged to do so in order to prevent further regress of these learners of their fundamental right to an education that is in line with stated requirements.