This paper presents the results of a needs analysis of second year undergraduates, majoring in various foreign languages (except for English) at the Institut National des Langues et Civilisations Orientales in Paris, France. As part of their studies, students can take one semester of English during their second or third year. While needs analyses are an integral part of ESP research, the needs of students in certain disciplines, particularly the Liberal Arts, are not often referenced. Using questionnaires and interviews with current students, past students, and discipline instructors, this study attempts to partially fill that gap. Results show that while current students mostly use oral and written comprehension skills presently, they feel expression skills will become important in the future. Responses from former students and discipline instructors seem to support these results, with some key distinctions. Implications for teaching and future research are discussed.
{"title":"ENGLISH FOR OTHER LANGUAGES: A NEEDS ANALYSIS OF FUTURE POLYGLOTS AT A FRENCH UNIVERSITY","authors":"D. Schug","doi":"10.22190/jtesap2104715s","DOIUrl":"https://doi.org/10.22190/jtesap2104715s","url":null,"abstract":"This paper presents the results of a needs analysis of second year undergraduates, majoring in various foreign languages (except for English) at the Institut National des Langues et Civilisations Orientales in Paris, France. As part of their studies, students can take one semester of English during their second or third year. While needs analyses are an integral part of ESP research, the needs of students in certain disciplines, particularly the Liberal Arts, are not often referenced. Using questionnaires and interviews with current students, past students, and discipline instructors, this study attempts to partially fill that gap. Results show that while current students mostly use oral and written comprehension skills presently, they feel expression skills will become important in the future. Responses from former students and discipline instructors seem to support these results, with some key distinctions. Implications for teaching and future research are discussed.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43358766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper points out the benefits of rhetorical analysis and rhetorical criticism in developing business communication skills. At Zagreb School of Economics and Management, both the American and the European approach to business communication have been combined, with LSP courses taught in the first year and business communication and rhetoric courses taught in the second year. An experiment was conducted on a sample of 99 students, including 57 female and 42 male participants, who were asked to assess the teenage activist Greta Thunberg and her speech at the UN Climate Action Summit in 2019. The research focused on the role of the gender in perception of quality, attractiveness of the speech, the use of ethos, pathos and logos, persuasiveness and the influence potential. The results showed that male students gave lower grades to Greta and her speech, unlike the female students, who would also be more willing to change their behavior as the result of listening to Greta’s speech. Nevertheless, these differences were statistically significant only for a limited number of questions. The potential gender bias to speakers should be addressed in the rhetoric and business communication course design. Exposing students to a diverse set of speakers increases their critical thinking skills, ensuring higher objectivity and bias-free assessment of speakers including their peers.
{"title":"RHETORICAL ANALYSIS AT THE SERVICE OF BUSINESS COMMUNICATION: GENDER-BASED DIFFERENCES IN STUDENTS' PERCEPTION OF THE SPEAKER","authors":"Zdravka Biočina, Ivanka Rajh","doi":"10.22190/jtesap2104693b","DOIUrl":"https://doi.org/10.22190/jtesap2104693b","url":null,"abstract":"The paper points out the benefits of rhetorical analysis and rhetorical criticism in developing business communication skills. At Zagreb School of Economics and Management, both the American and the European approach to business communication have been combined, with LSP courses taught in the first year and business communication and rhetoric courses taught in the second year. An experiment was conducted on a sample of 99 students, including 57 female and 42 male participants, who were asked to assess the teenage activist Greta Thunberg and her speech at the UN Climate Action Summit in 2019. The research focused on the role of the gender in perception of quality, attractiveness of the speech, the use of ethos, pathos and logos, persuasiveness and the influence potential. The results showed that male students gave lower grades to Greta and her speech, unlike the female students, who would also be more willing to change their behavior as the result of listening to Greta’s speech. Nevertheless, these differences were statistically significant only for a limited number of questions. The potential gender bias to speakers should be addressed in the rhetoric and business communication course design. Exposing students to a diverse set of speakers increases their critical thinking skills, ensuring higher objectivity and bias-free assessment of speakers including their peers.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47794996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the similarities and differences in the use of rhetorical citations in research articles in two journal publication contexts in the field of Applied Linguistics, namely Indonesian Journals aimed at a local audience, and International Journals aimed at a global audience. Fifty Discussion Sections from published research articles were taken from the two publication contexts. Results of the analysis indicate a dominant use of integral citations especially verb-controlling type in the Indonesian local corpus. It is suggested that this citation type requires less demand on synthesising various sources cited while Discussion Sections in the International corpus make greater use of non-integral citations which indicates a succinct synthesis of various sources. In terms of function, referring to literature is the most salient function in Indonesian local corpus while attribution is the most dominant function found in the International corpus. Accompanying the textual analysis of citation practices in these journals, Indonesian academics as part of the community of the discipline were interviewed. Their perspectives indicate urgency for results of genre analysis studies to be transformed into teaching materials to assist especially novice writers in the field of Applied Linguistics in understanding English research article writing conventions better.
{"title":"CITATION PRACTICES IN RESEARCH ARTICLES IN INDONESIA-BASED JOURNALS AND INTERNATIONAL JOURNALS Udi Samanhudi, Aisling O’Boyle","authors":"Udi Samanhudi, A. O'Boyle","doi":"10.22190/jtesap2104741s","DOIUrl":"https://doi.org/10.22190/jtesap2104741s","url":null,"abstract":"This paper examines the similarities and differences in the use of rhetorical citations in research articles in two journal publication contexts in the field of Applied Linguistics, namely Indonesian Journals aimed at a local audience, and International Journals aimed at a global audience. Fifty Discussion Sections from published research articles were taken from the two publication contexts. Results of the analysis indicate a dominant use of integral citations especially verb-controlling type in the Indonesian local corpus. It is suggested that this citation type requires less demand on synthesising various sources cited while Discussion Sections in the International corpus make greater use of non-integral citations which indicates a succinct synthesis of various sources. In terms of function, referring to literature is the most salient function in Indonesian local corpus while attribution is the most dominant function found in the International corpus. Accompanying the textual analysis of citation practices in these journals, Indonesian academics as part of the community of the discipline were interviewed. Their perspectives indicate urgency for results of genre analysis studies to be transformed into teaching materials to assist especially novice writers in the field of Applied Linguistics in understanding English research article writing conventions better.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47340951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article focuses on the experience of online language learning in the time of the COVID-19 pandemic at Sechenov University (Moscow, Russia). Due to the differences in accepted professional communication practices in medical sphere in Russia and abroad there is a need of commenting, propagation and constant focusing on the part of the instructor. The aim of this research was to obtain a clear and a detailed picture of medical students’ attitude towards the change in the mode of delivery in teaching languages for medical purposes, which occurred during the lockdown and triggered a sudden shift in the roles. We analyzed the technologies used, the alterations to the academic content, modes of delivery, and the student’s attitude towards ESP/EMP employing mainly a quantitative methodology of gathering and analyzing data. The survey of the students showed that, though there is a strong preference in favor of technology use and more independent learning, they fully understand the role of the instructor in the process.
{"title":"TEACHING LANGUAGES FOR MEDICAL PURPOSES WITH TECHNOLOGY: WHAT TO TAKE TO THE DIGITAL CLASSROOM","authors":"I. Markovina, V. Krasilnikova","doi":"10.22190/jtesap2104667m","DOIUrl":"https://doi.org/10.22190/jtesap2104667m","url":null,"abstract":"The article focuses on the experience of online language learning in the time of the COVID-19 pandemic at Sechenov University (Moscow, Russia). Due to the differences in accepted professional communication practices in medical sphere in Russia and abroad there is a need of commenting, propagation and constant focusing on the part of the instructor. The aim of this research was to obtain a clear and a detailed picture of medical students’ attitude towards the change in the mode of delivery in teaching languages for medical purposes, which occurred during the lockdown and triggered a sudden shift in the roles. We analyzed the technologies used, the alterations to the academic content, modes of delivery, and the student’s attitude towards ESP/EMP employing mainly a quantitative methodology of gathering and analyzing data. The survey of the students showed that, though there is a strong preference in favor of technology use and more independent learning, they fully understand the role of the instructor in the process. ","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49285938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is an analysis of quantitative research conducted in September 2020, based on a 113-respondent sample unit of adult readers in English (100 Slovak and 13 international respondents). Researchers analysed respondents’ abilities to evaluate a text critically; i.e. to identify its assumed author, genre, organization of the text, and the importance of the text for the reader and his or her community. Research outcomes proved that university undergraduates in Slovakia do not possess a good command of critical reading skills for academic reading in four out of five items. International students outscored Slovak students in two items; the research proves the need to intensify preparation of undergraduates in critical thinking in order to fit the needs of a changing society and reading load.
{"title":"READING AND CRITICAL THINKING SKILLS OF UNDERGRADUATE STUDENTS: A QUANTITATIVE ANALYSIS","authors":"Jana Javorcikova, Mária Badinská","doi":"10.22190/jtesap2104655j","DOIUrl":"https://doi.org/10.22190/jtesap2104655j","url":null,"abstract":"This study is an analysis of quantitative research conducted in September 2020, based on a 113-respondent sample unit of adult readers in English (100 Slovak and 13 international respondents). Researchers analysed respondents’ abilities to evaluate a text critically; i.e. to identify its assumed author, genre, organization of the text, and the importance of the text for the reader and his or her community. Research outcomes proved that university undergraduates in Slovakia do not possess a good command of critical reading skills for academic reading in four out of five items. International students outscored Slovak students in two items; the research proves the need to intensify preparation of undergraduates in critical thinking in order to fit the needs of a changing society and reading load.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46933474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored the move-step structure of the Results and Discussion (R&D) section of electronic engineering research articles (EERAs) written by Chinese and Thai researchers. Two corpora, with each containing 12 R&D sections, were compiled for analysis with reference to the three frameworks of Kanoksilapatham (2005, 2015) and Maswana et al. (2015). In addition, variations in terms of move-step structure between the two corpora were examined. Findings firstly demonstrated a newly proposed framework of 3 moves and 12 steps. What’s more, all of the three moves were found obligatory, and the variations between the two corpora mainly existed in the steps under each move category. Findings of the present study could provide insights into EERA construction for novice writers. Moreover, generic variations that are acceptable within the discipline might expand RA genre knowledge for both EE researchers and genre practitioners.
{"title":"MOVE-STEP STRUCTURE OF THE RESULTS AND DISCUSSION SECTION OF ELECTRONIC ENGINEERING RESEARCH ARTICLES WRITTEN BY CHINESE AND THAI RESEARCHERS","authors":"Su Gao, Issra Pramoolsook","doi":"10.22190/jtesap2104725g","DOIUrl":"https://doi.org/10.22190/jtesap2104725g","url":null,"abstract":"This study explored the move-step structure of the Results and Discussion (R&D) section of electronic engineering research articles (EERAs) written by Chinese and Thai researchers. Two corpora, with each containing 12 R&D sections, were compiled for analysis with reference to the three frameworks of Kanoksilapatham (2005, 2015) and Maswana et al. (2015). In addition, variations in terms of move-step structure between the two corpora were examined. Findings firstly demonstrated a newly proposed framework of 3 moves and 12 steps. What’s more, all of the three moves were found obligatory, and the variations between the two corpora mainly existed in the steps under each move category. Findings of the present study could provide insights into EERA construction for novice writers. Moreover, generic variations that are acceptable within the discipline might expand RA genre knowledge for both EE researchers and genre practitioners.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44549646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At undergraduate and postgraduate levels in business schools, lecturers often provide students with a suggested structure for a market research report assignment. Thereafter, the students are left to independently master the appropriate register and the technique of writing for this genre. While many students may learn to be good at business studies, they might fall short in writing despite having to produce several reports at university level. One of the reasons for this shortfall may be that some of the students may lack the confidence to produce reports which meet academic or professional standards in the English language. A short English for Specific Purposes (ESP) course that addresses the technical writing needs of business students as an option or add-on course to undergraduate and postgraduate business curricula could provide the simple solution. It could even be formalised as a credit bearing course to motivate students to undertake it.With a view to the above, as a pilot ESP module, a 15-hour English for Market Research Report Writing Skills course was designed to try and meet the specific needs of undergraduate market research students at the Warwick Business School (WBS). It was intended to be taught under the auspices of the Warwick Skills Certificate Programme at the University of Warwick in the United Kingdom (UK).
{"title":"ENGLISH FOR MARKET RESEARCH REPORT WRITING: COURSE DESIGN","authors":"Hasan Shikoh","doi":"10.22190/jtesap2104561s","DOIUrl":"https://doi.org/10.22190/jtesap2104561s","url":null,"abstract":"At undergraduate and postgraduate levels in business schools, lecturers often provide students with a suggested structure for a market research report assignment. Thereafter, the students are left to independently master the appropriate register and the technique of writing for this genre. While many students may learn to be good at business studies, they might fall short in writing despite having to produce several reports at university level. One of the reasons for this shortfall may be that some of the students may lack the confidence to produce reports which meet academic or professional standards in the English language. A short English for Specific Purposes (ESP) course that addresses the technical writing needs of business students as an option or add-on course to undergraduate and postgraduate business curricula could provide the simple solution. It could even be formalised as a credit bearing course to motivate students to undertake it.With a view to the above, as a pilot ESP module, a 15-hour English for Market Research Report Writing Skills course was designed to try and meet the specific needs of undergraduate market research students at the Warwick Business School (WBS). It was intended to be taught under the auspices of the Warwick Skills Certificate Programme at the University of Warwick in the United Kingdom (UK).","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47517078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper proposes a hybrid didactic ESP course, which comprises Blended Learning, Flipped Classroom and Project Based Learning with adequate activities. The paper shows that most of the proposed activities stipulate a high fulfilment indicator, and a correlation between a proper selection of didactic materials and the degree of students´ achievement and satisfaction at the end of each course.
{"title":"DEVELOPING A HYBRID DIDACTIC COURSE IN ESP","authors":"Nicolás Montalbán","doi":"10.22190/jtesap2104675m","DOIUrl":"https://doi.org/10.22190/jtesap2104675m","url":null,"abstract":"This paper proposes a hybrid didactic ESP course, which comprises Blended Learning, Flipped Classroom and Project Based Learning with adequate activities. The paper shows that most of the proposed activities stipulate a high fulfilment indicator, and a correlation between a proper selection of didactic materials and the degree of students´ achievement and satisfaction at the end of each course.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43082642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article addresses EFL students’ academic writing competence by fostering and evaluating their writing practices through conceptual metaphors. The research dataset comprised 102 Russian students majoring in economics. The students received the instruction based on the framework of the Conceptual Metaphor Theory during their EAP, ESP and EMI courses in economics. Metaphor Identification Procedure VU University Amsterdam (MIPVU) and the method of metaphoric modeling were used to assess EFL writing competence in economic knowledge domains – knowledge of terms and specific concepts, represented as conceptual metaphors. The statistical analysis did not show significant changes in the writing competence level of students when their EAP and ESP writing was compared. However, statistical differences were revealed in the use of metaphors when the students progressed from their EAP to EMI course and from their ESP to EMI course. The qualitative analysis demonstrated main differences within the conceptual metaphor domains in ESP and EMI writing. On the whole, the results reported here suggest the dynamics of FL writing competence of the Russian students specializing in economics when attending an EAP course, an ESP course and an EMI course in economics at the university.
{"title":"TEACHING ACADEMIC WRITING IN ENGLISH TO STUDENTS OF ECONOMICS THROUGH CONCEPTUAL METAPHORS","authors":"T. Utkina","doi":"10.22190/jtesap2104587u","DOIUrl":"https://doi.org/10.22190/jtesap2104587u","url":null,"abstract":"The article addresses EFL students’ academic writing competence by fostering and evaluating their writing practices through conceptual metaphors. The research dataset comprised 102 Russian students majoring in economics. The students received the instruction based on the framework of the Conceptual Metaphor Theory during their EAP, ESP and EMI courses in economics. Metaphor Identification Procedure VU University Amsterdam (MIPVU) and the method of metaphoric modeling were used to assess EFL writing competence in economic knowledge domains – knowledge of terms and specific concepts, represented as conceptual metaphors. The statistical analysis did not show significant changes in the writing competence level of students when their EAP and ESP writing was compared. However, statistical differences were revealed in the use of metaphors when the students progressed from their EAP to EMI course and from their ESP to EMI course. The qualitative analysis demonstrated main differences within the conceptual metaphor domains in ESP and EMI writing. On the whole, the results reported here suggest the dynamics of FL writing competence of the Russian students specializing in economics when attending an EAP course, an ESP course and an EMI course in economics at the university.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46978533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learner autonomy is a concept developed to reiterate the need for life-long learning that goes beyond the prescribed curriculum and institutional settings. In addition, learner-centered approach shifts the burden of responsibility from teachers to learners, as learners are now obliged to take charge of their learning. In that respect, students at the tertiary level of education are expected to know how to learn, inclusive of what to learn and where to learn. In other words, they should be trained to organize their own learning, control and monitor their progress, and evaluate the results, whereas the current educational settings should be given the task to contribute to the development of learner autonomy that paves the way for life-long education. The participants in the research are EFL students from the department of English Language and Literature at Faculty of Philosophy, University of Priština in Kosovska Mitrovica, and ESP students from the Academy of Technical and Pre-School Vocational Studies Niš, Department Vranje. A Learner Autonomy Questionnaire developed by Zhang and Li (2004) was administered to measure students’ learner autonomy level. The aim of the paper is not only to outline the significance of taking control of one’s learning, but also to use certain tools in the EFL classroom that contribute to the process of building learner autonomy, as its pedagogical implication, including language learning strategies, project-based tasks, reflective journals, etc.
{"title":"INVESTIGATING LEARNER AUTONOMY OF EFL AND ESP STUDENTS AT THE TERTIARY LEVEL: CROSS-SECTIONAL STUDY","authors":"Maja Stanojević Gocić, Anita Jankovic","doi":"10.22190/jtesap2104601s","DOIUrl":"https://doi.org/10.22190/jtesap2104601s","url":null,"abstract":"Learner autonomy is a concept developed to reiterate the need for life-long learning that goes beyond the prescribed curriculum and institutional settings. In addition, learner-centered approach shifts the burden of responsibility from teachers to learners, as learners are now obliged to take charge of their learning. In that respect, students at the tertiary level of education are expected to know how to learn, inclusive of what to learn and where to learn. In other words, they should be trained to organize their own learning, control and monitor their progress, and evaluate the results, whereas the current educational settings should be given the task to contribute to the development of learner autonomy that paves the way for life-long education. The participants in the research are EFL students from the department of English Language and Literature at Faculty of Philosophy, University of Priština in Kosovska Mitrovica, and ESP students from the Academy of Technical and Pre-School Vocational Studies Niš, Department Vranje. A Learner Autonomy Questionnaire developed by Zhang and Li (2004) was administered to measure students’ learner autonomy level. The aim of the paper is not only to outline the significance of taking control of one’s learning, but also to use certain tools in the EFL classroom that contribute to the process of building learner autonomy, as its pedagogical implication, including language learning strategies, project-based tasks, reflective journals, etc.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48670794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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