Identifying the perceived professional development needs of English for specific purposes (ESP) teachers

Abstract

This study aims to identify novice English for specific purposes (ESP) teachers’ professionaldevelopment needs with regard to academic practice, ESP students, curriculum development andprogram implementation. The research was implemented at a foreign languages department of afoundation university. Research sample was composed of 12 non-native English instructors teaching ESPcourses to undergraduate students. A mixed-methods sequential explanatory design was utilized in thestudy. Findings revealed that the teachers did not know how to cooperate with the faculty and promotestudents’ higher order thinking skills in ESP courses. The results indicated a scarcity of textbooks andmaterials on ESP teaching besides a need for support during pre and in-service teacher education on howto teach ESP. It was also found the teachers felt insecure when working individually so they sought morecollaboration with faculty members and other ESP teachers.