Tran Thi Hong Phuc
Lecturer at the Inspection-Legal Department of Vietnam Aviation Academy,
Ho Chi Minh City, Vietnam
Email: [email protected] – Phone: 0902 953 718
Abstract: This study investigates the perceptions and practices of English for Specific Purposes (ESP) among 37 lecturers and 243 students in the Business Administration program at the Vietnam Aviation Academy. Employing a mixed-methods approachincluding surveys, interviews, observations, and document analysis, the research reveals that most participants demonstrate a clear understanding of the role of ESP in professional development. However, instructional practices remain limited, predominantly characterized by direct lecturing with minimal interaction and real-world application. Students face challenges with instructional materials, while many lecturers lack specialized training in ESP pedagogy. The study recommends programmatic improvements through content specialization, updated teaching resources, targeted faculty training, and enhanced experiential learning activities to elevate the quality of ESP instruction in higher education
Keys: English for Specific Purposes (ESP), lecturers' and students' perceptions, ESP teaching and learning practices,Business Administration
NHẬN THỨC VÀ THỰC HÀNH TIẾNG ANH CHUYÊN NGÀNH CỦA GIẢNG VIÊN VÀ SINH VIÊN QUẢN TRỊ KINH DOANH TẠI HỌC VIỆN HÀNG KHÔNG VIỆT NAM: THÁCH THỨC VÀ GIẢI PHÁP
Trần Thị Hồng Phúc
Giảng viên Bộ môn Thanh tra - Pháp chế, Học viện Hàng không Việt Nam,
Thành phố Hồ Chí Minh, Việt Nam
Email: [email protected] – Điện thoại: 0902 953 718
Tóm tắt: Nghiên cứu này khảo sát nhận thức và thực hành tiếng Anh chuyên ngành (ESP) của 37 giảng viên và 243 sinh viên trong chương trình Quản trị Kinh doanh tại Học viện Hàng không Việt Nam. Sử dụng phương pháp tiếp cận hỗn hợp bao gồm khảo sát, phỏng vấn, quan sát và phân tích tài liệu, nghiên cứu cho thấy hầu hết người tham gia đều hiểu rõ vai trò của tiếng Anh chuyên ngành trong phát triển chuyên môn. Tuy nhiên, phương pháp giảng dạy còn hạn chế, chủ yếu là giảng dạy trực tiếp, ít tương tác và ứng dụng thực tế. Sinh viên gặp khó khăn với tài liệu giảng dạy, trong khi nhiều giảng viên thiếu đào tạo chuyên sâu về phương pháp sư phạm tiếng Anh chuyên ngành. Nghiên cứu khuyến nghị cải tiến chương trình thông qua chuyên môn hóa nội dung, cập nhật tài nguyên giảng dạy, đào tạo giảng viên có mục tiêu và tăng cường các hoạt động học tập trải nghiệm để nâng cao chất lượng giảng dạy tiếng Anh chuyên ngành trong giáo dục đại học.
Từ khóa: Tiếng Anh Chuyên Ngành (ESP), nhận thức của giảng viên và sinh viên, phương pháp giảng dạy và học tập ESP, Quản trị Kinh doanh
- Introducton
In the context of deepening international economic integration, Vietnamese Universities, particularly in the field of Business Administration are increasingly aware of the critical role of English for Specific Purposes (ESP) in enhancing students’ professional competence and post-graduation career competitiveness. However, the implementation of ESP in this domain continues to face considerable challenges, including limited awareness, inadequate curriculum content, ineffective teaching methodologies, and misalignment with the practical demands of the labor market. Significantly, lecturers and students, as the primary stakeholders directly involved in the teaching and learning process, play a pivotal role in determining the quality of ESP education.
English for Specific Purposes (ESP) has been recognized as a vital domain within modern language education, particularly when aligned with the practical demands of specialized fields such as Business Administration. According to the seminal definition by Hutchinson and Waters (1987), ESP is a learner-centered approach to language instruction that emphasizes learners’ needs, intended uses, and the specific academic or occupational contexts in which the language will be applied. Strevens (1988) further underscores that ESP differs from General English not only in content but also in its focus on specialized competencies and communicative skills tailored to distinct professional disciplines. Designed to meet the academic or vocational needs of learners, ESP has evolved over more than five decades through rigorous research and pedagogical practice, gaining substantial influence in both higher education and workplace settings worldwide (Hyland, 2022). At its core, ESP acknowledges that learners’ linguistic requirements vary significantly depending on their future academic or career trajectories, rendering it an essential component of contemporary tertiary education. As students transition to advanced levels of study and enter professional environments, they encounter new challenges such as reading and writing across diverse genres and adapting to varying communicative norms across disciplines. The English skills acquired in general secondary education are often insufficient to prepare them for these demands. Consequently, English proficiency becomes a critical factor in enabling students to achieve optimal academic performance and readiness for future careers (Suramto et al., 2021).
Providing learners with opportunities to acquire comprehensive and proficient English language skills has become increasingly essential (Musikhin, 2016). English is widely regarded as a critical factor in students’ academic development and future career orientation (Chia et al., 1999). It is broadly recognized as a fundamental language in both academic and professional domains. From an academic perspective, English proficiency enables learners to effectively access vast bodies of knowledge, specialized materials, and engage with the international scholarly community.
Building upon the aforementioned issues, this study aims to elucidate the following aspects:
- The perceptions and perspectives of lecturers and students in the Business Administration department at the Vietnam Aviation Academy regarding the role, value, and significance of English for Specific Purposes (ESP) in achieving academic goals and advancing professional development, as framed by Hutchinson & Waters (1987) and Strevens (1988).
- An assessment of the current implementation and organization of ESP teaching and learning within the Business Administration faculty, focusing on key advantages, challenges, and obstacles faced by both lecturers and students.
To address the aforementioned research questions, the study employed a mixed-methods approach to ensure both comprehensiveness and reliability of findings. Quantitative data were collected through structured questionnaires administered to 243 students and 37 lecturers in the Business Administration department. These questionnaires were specifically designed for each participant group and focused on key areas such as perceptions of ESP’s role, frequency of ESP usage in teaching and learning, challenges in accessing instructional materials, and common teaching practices. The survey sample size was sufficiently large to ensure representativeness across the entire academic program.
In addition to the surveys, qualitative data were gathered through interviews and classroom observations, while tests were conducted to assess participants’ knowledge and practical skills in English for Specific Purposes. The collected data were processed and analyzed using SPSS software. Descriptive statistics were employed to identify general trends, and correlation analysis was conducted to explore the relationship between participants’ perceptions and their actual ESP practices. The integration of survey instruments with quantitative analysis contributed to the objectivity and reliability of the research outcomes.
All collected data were processed and analyzed using SPSS statistical software. Descriptive statistics were employed to identify general trends in ESP-related perceptions and practices, while correlation analysis was applied to explore relationships among key variables such as awareness, level of engagement in learning activities, and the effectiveness of ESP usage. The integration of quantitative surveys with qualitative analysis not only enhanced the reliability and objectivity of the research findings but also provided a nuanced and multidimensional understanding of the current state of ESP teaching and learning in Vietnam’s specialized higher education context.
2. Research findings
2.1. Perceptions of lecturers and students in the Business Administration program at the Vietnam Aviation Academy regarding the role, value, and significance of English for Specific Purposes (ESP)
2.1.1. Lecturers’ and students’ perceptions of English for Specific Purposes (ESP).
Analysis of survey data collected from 243 undergraduate students majoring in Business Administration revealed that 82.3% of respondents agreed or strongly agreed that English for Specific Purposes (ESP) plays a crucial role in preparing for professional careers after graduation. The highest level of agreement was recorded for the statement “ESP helps me better understand specialized terminology,” which received a mean score of 4.31 on a five-point Likert scale (SD = 0.68). Similarly, 37 faculty members who participated in the survey also demonstrated a positive perception, with 89.2% affirming that ESP is essential for developing professional communication skills in English. However, qualitative data from interviews indicated that approximately 27% of students still confuse ESP with General English (EGP), particularly during their first year of study. One student remarked, “I think ESP is just about learning more technical vocabulary; it’s not much different from regular English classes.” This finding underscores the need for clearer orientation within ESP curricula, especially regarding the articulation of course objectives and the practical applications of ESP in professional contexts.
2.1.2. ESP Teaching and Learning Practices of Lecturers and Students
Classroom observations conducted across six ESP sessions revealed that lecturers predominantly employed direct lecturing methods, accounting for approximately 72% of instructional time. In contrast, interactive activities such as group discussions (11%) and professional scenario simulations (7%) were implemented to a very limited extent. Students primarily engaged with ESP through reading passages and vocabulary exercises, with minimal opportunities to practice specialized speaking and writing skills. Content analysis of 15 interviews indicated that many lecturers encountered challenges in designing application-oriented learning activities. One lecturer noted, “The current materials lack real-world scenarios, so I have to create simulation tasks myself, which is very time-consuming.” Furthermore, 68% of students reported that they had never participated in writing professional reports or presenting projects in English during ESP classes, highlighting a significant gap in professional communication skill development.
2.1.3. Challenges in Implementing ESP
Survey data analysis revealed that 74.5% of students encountered difficulties in accessing ESP materials relevant to their field of study. Among them, 61.2% reported that the materials were overly generic and failed to accurately reflect specialized content. Concurrently, 58.7% of lecturers indicated a lack of updated resources aligned with industry trends, forcing them to rely on outdated textbooks or self-developed materials. Regarding English proficiency, 43.8% of students self-assessed their language skills as “average,” while only 12.4% considered themselves “good” or “very good.” This disparity posed challenges for instructors in delivering advanced learning activities, particularly those requiring analytical and presentation skills in specialized English. Additionally, 54% of lecturers stated that they had never participated in specialized training for ESP instruction, resulting in teaching methods that were not fully aligned with the nature of the subject. One lecturer remarked, “I was trained to teach general English, but when I switched to ESP, there were no specific instructional guidelines available.”
In summary, the findings indicate that while both lecturers and students recognize the importance of ESP, its implementation remains constrained by limitations in materials, pedagogical approaches, and language proficiency. Quantitative data highlighted overarching trends, whereas qualitative insights provided depth into real-world experiences and challenges. These results underscore the urgent need for strategic investment in the development of ESP programs that are specialized, updated, and practice-oriented, in order to better meet students’ learning needs and professional development goals in the context of global integration.
Overall, the study offers a comprehensive portrayal of the perceptions, practices, and challenges surrounding ESP teaching and learning among Business Administration lecturers and students at the Vietnam Aviation Academy. The integration of quantitative data from 243 students and 37 lecturers, along with qualitative data from 15 interviews, six classroom observations, and analysis of 12 instructional materials, provides a holistic view of the current state of ESP implementation in higher education.
2.2. Current Status of ESP Teaching and Learning in the Business Administration Department
2.2.1. ESP Teaching and Learning Activities: Active but Uneven
Descriptive statistical analysis indicates that a majority of students (82.3%) agreed or strongly agreed that ESP plays an important role in preparing for professional careers. The statement “ESP helps me better understand specialized terminology” received a mean score of 4.31 on a five-point Likert scale (SD = 0.68), reflecting a high level of awareness and relative consensus. Similarly, 89.2% of lecturers affirmed that ESP is an essential tool for developing professional communication skills in English.
However, Pearson correlation analysis between the variables “ESP awareness” and “satisfaction with the ESP program” yielded a coefficient of r = 0.42 (p < 0.01), indicating a moderate relationship between awareness and satisfaction. This suggests that despite positive perceptions, the current program does not fully meet learners’ expectations. Qualitative interview data also revealed that 27% of students confused ESP with General English (EGP), particularly during their first year of study, highlighting the need for clearer orientation within the ESP curriculum.
2.2.2. ESP Teaching and Learning Practices: Limited Practical Application
Classroom observations revealed that lecturers spent an average of 72% of instructional time delivering direct lectures, while interactive activities such as group discussions (11%) and professional scenario simulations (7%) were implemented only minimally. This suggests that current ESP teaching practices remain largely focused on knowledge transmission rather than the development of applied skills.
Interview content analysis further indicated that 68% of students had never participated in writing professional reports or presenting projects in English during ESP classes. One lecturer remarked, “The current materials lack real-world scenarios, so I have to create simulation tasks myself, which is very time-consuming.” This highlights a significant shortage of suitable instructional materials, resulting in a predominantly formal teaching approach that fails to foster a practical learning environment.
2.2.3. Challenges in ESP Implementation: Materials, Proficiency, and Training
Statistical analysis revealed that 74.5% of students faced difficulties in accessing ESP materials relevant to their field of study, with 61.2% reporting that the materials were overly generic and failed to reflect specialized content. Simultaneously, 58.7% of lecturers indicated a lack of updated resources aligned with current industry trends, often resorting to outdated textbooks or self-developed materials.
In terms of language proficiency, 43.8% of students self-assessed their English level as “average,” while only 12.4% considered themselves “good” or “very good.” This disparity negatively impacts students’ ability to comprehend specialized content in English and poses challenges for instructors in designing advanced learning activities. Notably, 54% of lecturers reported that they had never participated in specialized ESP training programs. As a result, teaching methods often fail to align with the specific nature of ESP, limiting instructional effectiveness. One lecturer remarked, “I was trained to teach general English, but when I transitioned to ESP, there were no specific instructional guidelines available.”
The findings suggest that while ESP is highly valued in theory, its practical implementation faces significant barriers. The moderate correlation between ESP awareness and satisfaction with the program (r = 0.42) reflects a gap between expectations and reality. Key factors such as inadequate teaching materials, limited application-oriented pedagogy, uneven language proficiency, and insufficient professional training for lecturers are major contributors to the challenges affecting the quality of ESP teaching and learning.
2.3. Proposed Solutions to Enhance ESP Awareness and Practice Among Business Administration Lecturers and Students at the Vietnam Aviation Academy
The study surveyed 243 students and 37 lecturers from the Business Administration Department at the Vietnam Aviation Academy, supplemented by 15 semi-structured interviews, six classroom observations, and an analysis of 12 ESP teaching materials. The findings revealed that both lecturers and students held positive perceptions of the role of English for Specific Purposes (ESP) in developing professional competencies and preparing for the international workplace. Specifically, 82.3% of students agreed that ESP helps them better prepare for their future careers, while 89.2% of lecturers affirmed that ESP is an essential component of undergraduate education.
However, a Pearson correlation analysis between ESP awareness and satisfaction with the current ESP program yielded a coefficient of r = 0.42 (p < 0.01), indicating a moderate relationship and suggesting that the existing program does not fully meet learners’ expectations. Classroom observations showed that direct lecturing accounted for 72% of instructional time, whereas interactive activities and real-world simulations comprised less than 20%. As a result, students primarily engaged with ESP through reading and vocabulary exercises, with limited development of professional communication skills.
Additionally, 74.5% of students reported difficulties in accessing ESP materials relevant to their field of study, and 58.7% of lecturers cited a lack of updated resources aligned with industry trends. Notably, 54% of lecturers had never participated in specialized training for ESP instruction, leading to the use of teaching methods that may not align with the specific demands of the discipline.
In summary, this study outlines strategic recommendations aimed at strengthening the awareness and pedagogical practices of English for Specific Purposes (ESP) among lecturers and students in the Business Administration program at the Vietnam Aviation Academy. The study reveals that although English for Specific Purposes (ESP) is highly valued in theory, its practical implementation faces considerable challenges. Limitations in instructional materials, teaching methodologies, language proficiency, and lecturer training have directly impacted the quality of instruction and learning outcomes, especially as higher education increasingly aligns with global integration.
To address these limitations and improve ESP awareness and practice among Business Administration lecturers and students at the Vietnam Aviation Academy, the following solutions are proposed:
1. Develop ESP Programs with Greater. Specialization ESP curricula should be tailored to specific disciplines, ensuring a strong alignment between specialized content and language skills. Program design should be based on occupational standards and the actual demands of the labor market. Enhancing ESP instruction is pivotal to improving teaching quality and meeting the learning needs of Business Administration students in an internationalized educational context.
A key strategy involves designing ESP programs grounded in a comprehensive needs analysis. This includes systematic surveys of students’ career goals, current language proficiency, and expectations for using English in aviation business environments. The findings will serve as a scientific basis for adjusting course content to better reflect professional communication requirements and career orientation. Incorporating authentic materials will also help bridge the gap between classroom instruction and real-world industry demands.
2. Strengthen Lecturer Training in ESP Pedagogy. Training institutions should organize professional development programs for ESP lecturers, focusing on effective teaching methodologies, the design of application-oriented learning activities, and the use of specialized materials. Enhancing the pedagogical competence of ESP instructors is essential for improving instructional quality and meeting students’ learning needs in career-oriented education.
A practical solution is to conduct regular ESP-focused workshops that equip lecturers with in-depth knowledge of ESP pedagogy, skills in designing aviation-specific curricula, and expertise in developing assessment systems for specialized language proficiency. Training content should be closely linked to industry practices and incorporate authentic resources such as financial reports, commercial contracts, aviation bulletins, and real-world business communication scenarios. Exposure to such materials not only deepens lecturers’ understanding of ESP contexts but also enhances their ability to design highly practical lessons.
Moreover, fostering interdisciplinary collaboration between ESP lecturers and subject-matter experts in Business Administration is a necessary step to ensure the relevance and practicality of ESP content. Joint activities such as co-developing interdisciplinary textbooks, organizing thematic seminars, and co-teaching integrated modules allow lecturers to leverage domain specific knowledge and professional contexts, thereby aligning ESP instruction more closely with the real-world demands of the aviation and international business sectors.
3. Developing and Updating ESP Teaching Materials. Investing in the development or selection of updated ESP teaching materials that accurately reflect industry-specific characteristics and align with students’ proficiency levels is essential. Collaboration between English language lecturers and subject matter experts is crucial to ensure the accuracy and practical relevance of instructional content.
Innovating ESP pedagogy toward a learner-centered approach has become an inevitable trend in contemporary higher education, particularly within career-oriented programs such as Business Administration at the Vietnam Aviation Academy. Implementing task-based learning is one of the most effective strategies for enhancing students’ specialized language competence through simulated real world activities. Tasks such as contract negotiation, meeting facilitation, and business project presentations in English not only foster professional communication skills but also enable students to apply linguistic knowledge in authentic occupational contexts, thereby improving their adaptability to international work environments.
The integration of group-based learning projects represents an active teaching method that promotes student autonomy, creativity, and collaboration. Projects such as market analysis, business plan development, and strategic marketing presentations in specialized English help students not only refine their language skills but also cultivate strategic thinking, problem solving abilities, and teamwork core competencies in the field of business administration. The project-based approach also facilitates access to authentic materials and encourages the use of English in realistic contexts, thereby aligning instructional content with the actual demands of the labor market.
4. Enhancing Practice-Oriented ESP Learning Activities. Lecturers should be encouraged to implement practice-based activities such as professional scenario simulations, writing specialized reports, and presenting projects in English to foster students’ professional communication skills. Strengthening students’ awareness and motivation in learning English for Specific Purposes (ESP) plays a vital role in cultivating a positive learning attitude and developing specialized language competence among Business Administration students at the Vietnam Aviation Academy.
A practical solution is to organize ESP orientation programs at the beginning of each academic term to help students understand the role, objectives, and benefits of ESP in both academic and professional contexts. These sessions introduce the connection between ESP and essential skills in the aviation business environment, thereby shaping students’ understanding of ESP as a key factor in personal development and career advancement. Aligning learning goals with career orientation is a critical element that enables students to define a clear trajectory for developing English proficiency relevant to their field. Lecturers should support students in setting specific goals such as improving reading comprehension of business documents, writing specialized reports, or presenting projects in English, while emphasizing English as a vital communication tool in international business contexts.
5. Establishing ESP Competency Assessment Mechanisms Based on Learning Outcomes. It is essential to develop an ESP assessment framework grounded in specific criteria such as the ability to use specialized terminology, professional writing skills, and communication competence in workplace settings. Reforming assessment methods to focus on practical language performance is a core strategy for enhancing the effectiveness of ESP instruction in the Business Administration curriculum at the Vietnam Aviation Academy.
Rather than relying solely on traditional theoretical exams, assessments should be designed to evaluate students’ ability to perform professional tasks in English. Examples include writing financial analysis reports, presenting business projects, or interpreting market data in English. These assessment formats not only measure linguistic knowledge but also integrate critical thinking, information processing, and professional communication skills that are essential in international work environments.
Establishing a continuous feedback mechanism between lecturers and students is also crucial to ensure the adaptability and responsiveness of the ESP program to real-world needs. Maintaining a two-way feedback channel enhances instructional quality and supports the development of a learner-centered ESP curriculum that is closely aligned with labor market demands.
6. Integrating Technology into ESP Instruction. Promoting the use of online learning platforms, simulation software, and digital resources is vital for increasing flexibility and effectiveness in ESP instruction, particularly in the context of educational digital transformation. As digitalization accelerates across the education sector, integrating technology into ESP teaching becomes increasingly necessary to enhance personalization, efficiency, and accessibility in learning.
For the Business Administration program at the Vietnam Aviation Academy, incorporating platforms such as Moodle, Google Classroom, or Microsoft Teams allows lecturers to deliver lessons, assign tasks, conduct assessments, and provide feedback flexibly, while enabling students to access learning materials anytime, anywhere. These platforms also facilitate resource sharing, digital content management, and interactive activities such as group discussions and online debates, thereby boosting learner engagement.
The use of simulation tools and visual applications—such as business scenario simulators, market analysis software, or communication simulators for international corporate settings—helps students practice language skills in authentic professional contexts. These tools create realistic learning environments and enhance students’ linguistic responsiveness, strategic thinking, and problem-solving abilities in ESP. Learning through simulation also supports the development of teamwork, effective communication, and decision-making skills—core competencies in the aviation business management field.
3. Conclusion
English serves as the primary language of international communication, and proficiency in English significantly enhances students’ professional competitiveness, opening up diverse employment opportunities both domestically and globally. It enables effective interaction with colleagues, clients, and partners worldwide, thereby contributing to success in multicultural work environments.
This study has clarified the perceptions of lecturers and students in the Business Administration program at the Vietnam Aviation Academy regarding the role, value, and significance of English for Specific Purposes (ESP). It has also assessed the current advantages, challenges, and constraints in ESP teaching and learning within the department. Based on these findings, a series of strategic solutions have been proposed to improve ESP awareness and practice among lecturers and students, aiming to meet the evolving demands of student competency development and the business administration labor market in Vietnam.
These proposed measures contribute to enhancing the quality of the existing ESP curriculum and lay the groundwork for building an effective ESP training system that aligns with the requirements of a knowledge-based economy and global integration.
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