8
- - | - -
Mirian Cuenca Fernández
Universidad Central del Ecuador (Ecuador)
https://orcid.org/0000-0002-9346-0334
Luis Aulestia Vallejo
Universidad Central del Ecuador (Ecuador)
https://orcid.org/0000-0002-9934-4078
:10.29166/kronos.v2i1.1764
is report aims to nd out how eective the use of esp vocabulary is in general
English classes and to improve the use of language which is mainly focused
on the student-centered learning approach, specically on reading skills. e
case study, 123 English A1/A2.1 level-students from diverse faculties majoring
and attending the Public University of Ecuador during the academic period
May-November 2018, constituted the population for this research. A teacher-
made pre-test and post-test, mainly about basic technical vocabulary knowledge,
were administered. esp vocabulary was taught to complement General English
structures and grammar. e post-test outcomes showed the inuence of the
technical vocabulary on students’ English reading prociency. Data analysis
showed that the student-centered approach using basic technical vocabulary
in general English learning was benecial to higher education students’ pro-
ciency development. Furthermore, the results showed that when focusing on
the student’s needs, they become more motivated to learn and also interested
to read academic literature related to their careers.
Esta investigación tiene como objetivo descubrir qué tan efectivo es el uso del
vocabulario esp (inglés para nes especícos por sus siglas en inglés) en las clases
de inglés general y mejorar el uso del lenguaje que se centra principalmente en
el enfoque de aprendizaje centrado en el estudiante, especícamente en las ha-
bilidades de lectura. El caso de estudio: 123 estudiantes de nivel de inglés A1.2/
A2.1 de diversas facultades de una universidad pública del Ecuador durante el
período académico mayo-noviembre de 2018, constituyeron la población para
esta investigación. Se administró una prueba previa y una prueba posterior
elaboradas por el maestro, principalmente sobre conocimientos de vocabulario
técnico básico. Se enseñó vocabulario esp para complementar las estructuras y
la gramática de inglés general. Los resultados posteriores a la prueba mostraron
la inuencia del vocabulario técnico en el dominio de la lectura en inglés de los
estudiantes. El análisis de datos mostró que el enfoque centrado en el estudi-
ante que usa vocabulario técnico básico en el aprendizaje de inglés general fue
benecioso para el desarrollo de la competencia de los estudiantes de educación
superior. Además, los resultados mostraron que, al enfocarse en las necesidades
de los estudiantes, se motivan más para aprender y también se interesan en leer
literatura académica relacionada con sus carreras.
English for specif-
ic purposes (), A1/A2 levels,
reading, vocabulary, student-cen-
tered approach.
Inglés para
nes especícos, niveles A1/A2,
lectura, vocabulario, aprendizaje
centrado en el estudiante.
( )
./ .
( )
. /.
Recibido: 22 de junio 2019
Aprobado: 30 de abril 2021
| - | vol. | n.°
9
is century of great competitiveness, communica-
tion, and information evolution demand a certain
level of English knowledge. L2 uency enables better
communication and access to science and technolo-
gy. erefore, it is considered that notable attention
should be drawn to General English courses in higher
education levels to scaold opportunities to awaken
students’ motivation to learn and continue reading
even beyond an academic degree.
Most of the time students do not feel motivated
enough to study English. us, the most eective
strategy to help our learners to get engaged in the
English language is required. We consider esp vocab-
ulary learning as an approach to motivate learners,
as a teaching style, as well as minds’ attitude, Dud-
ley-Evans, Tony (1998). Hutchinson et al. (1987)
states that esp is a method of language teaching, the
topics and methods are concerned with the student’s
purposes or reasons for learning. Hutchinson and
Waters (1987) mention that in practice, esp outlooks
on realities associated with the nature of language.
e lack of esp courses and specialized esp teachers
may cause high job turnovers and unemployment
as mentioned by Bracaj (2014). We are certain that
university students should be better prepared academ-
ically for their future job performances. An English
class should be specialized to match a students’ major
in his or her studies, particularly in technological
ones, where students are trained to perform on the
job and shouldn’t have the need to reoccur to this
subject aer they graduate from their university or
college. Belcher (2009) mentions that general English
courses don’t seem to have purposes, that they are
merely ample teaching of lexical lists which students
do not really need, but the specic purpose may be
more benecial for them, Long (2005). Higher ed-
ucation students might know what their needs are
and what could be taught to them, Graves (1986).
So, the authors of this report consider that in order
to change a students’ mindset about L2, they need to
be motivated from the very beginning.
We are aware of the importance of vocabulary
in studying a foreign or second language and the
need to enrich their communicative competence by
reading appropriate texts related to students’ field of
studies. Therefore, this study determines whether
teaching esp vocabulary through student-centered
learning can be influential and practically useful
to our students who attend English foreign class-
es; not just to get their diplomas or certificates of
proficiency in the language studied, but vastly mo-
tivated to continue reading academic texts related
to their careers.
Denition de English for a specic purpose ()
English for specic purpose () is a methodology
based on the learner’s purpose for learning. esp ap-
peared as a term in the 1960s to satisfy learners or
employers’ needs or wants (Brunton, 2009). Johns and
Dudley-Evans (1980) point out that esp is not simply
a matter of knowing the information it contains but
evaluating and using that information. esp vocabulary
appears similarly ecient to real-life situations. Bruton,
Candlin, and Leather (1976) also studied the speech of
doctor-patient statements and applied the discoveries
in a specialist course design. Gvelesiani (2011) states
that educational institutions must understand that new
demands and challenges are present in this 21st century.
Top-class education should be oered by developing
research opportunities using material and resources
available. e purpose, to prepare students for their
future careers and real-life with principles and academic
freedom. vocabulary learning in General English
programs can allow the students to open their minds
to new elds of insights, and probably by reading in
English, understand more about their elds of study.
As Nazarova (1966) points out, instruction in
the past was restricted to simple training and translating
texts. ose methods did not reect students’ interests
and, consequently, resulted in low learner motivation
and poor participation. e concept of for teachers
reveals the need for research into new strategies to
have meaningful use of the language being learned.
characteristics
According to Dudley-Evans and St. John (1998), the
fundamental and valuable characteristics possess-
es are that it encounters specic learners’ needs. It is
centered on the language suitable to actions in terms
of grammar, lexis, register, study skills, discourse, and
genre (p. 4). It is variable and may be associated and
designed for specic disciplines, in specic training
situations. e methodology used is dierent from
that of General English and from (English for
Academic Purposes) course which only teaches writ-
ing, and/or presentations. As cited by Beshaj (2015),
Strevens (1988) mentions that main character-
istics are related to rst students’ needs, centered on
the learners’ specic activities or jobs making use of
precise strategies and methodology.
and
Brunton (2009) proposes a thorough overview of how
is designed: register analysis (1969), needs analysis
(1970), target situation analysis (1980). He also included
the reasons for the emergence of which he quoted
10
from Hutchinson and Waters (1987). Register analysis
is the rst step to determine the relation to lexical and
grammatical structures. Additionally, Hutchinson and
Waters (1987), contend that these questions should be
answered to use : Why? How? What? Who? Where?
When? Vermeer (1992) points out that lexis is the key
to understanding and being understood. e more
signicant part of learning a new language consists
of learning new words. Grammatical knowledge helps
prociency in the language. Similarly, Yu (2011) cites
words regarding the relevance of vocabulary learning;
he mentions that grammar and vocabulary are essential
to carry meaning, but even more vocabulary. Bracaj
(2014) points out that has made some higher ed-
ucation personnel in some countries claim that
should replace for Englishfor general purposes ().
With this in mind, using the vocabulary with the
corresponding grammatical structures studied in their
courses may allow the students to use the language with
their peers, their career roommates and professors in
dierent contexts while working on their thesis when
reading papers about their eld of study, etc.
A1 English level
e Common European Framework () has obtained
recognition in political and educational systems. It
describes and denes knowledge and skills for each
level of prociency, which allows learners ‘progress to
be measured at each stage of learning. A1 Breakthrough
level is for basic abilities, designed to have students
communicate and exchange information in a simple
way: interact, understand and use familiar everyday
expressions and very basic phrases like describing
appearance and personalities, discuss clothing at a
basic level and ask sales clerks simple questions about
it, talk about favorite foods and make simple orders,
talk about daily activities and arrange meetings with
friends and colleagues, describe current weather con-
ditions, talk in general terms about health, hobbies
and interests, etc.
Reading in
Reading is considered the primary source of vocab-
ulary growth in L1 and a good source of learning
when reading longer texts, Laufer (2003). ese long
texts help with the aective aspects: learners’ attitude,
motivation, and interest. Learners need to select their
texts to be motivated and develop spelling, grammar,
vocabulary, and writing Krashen (2004). According
to Gambrell (1996), reading for pleasure means being
creative and thinking critically. Reading helps learners
improve listening, speaking, and pronunciation skills;
a meaningful text may make learners accidentally have
a good attitude toward books, syntax and vocabulary
should not be controlled, Elly (2006). Reading also
helps learners see the world dierently, on a broader
view Littlejohn (1996). e more learners practice
reading, the better and more literate they will be.
Bernhardt (1986) references that ecient low-
er-level word recognition procedures are essential
constituents of L2 reading comprehension and must
not be ignored even in vastly advanced readers.
e vital components of reading comprehension are
vocabulary, lexis development, closely connected to
comprehension. e larger the reader’s vocabulary,
the easier to make sense of the text. Fluency is also
important; the more learners read and speak, the better
they will decode each word.
Branches
Above all, Bracaj (2014) states that the terminology
related to is: English for Academic Purposes. :
English for Occupational Purposes. : English for
Science and Technology. : English for Business and
Economics. : English for Vocational Purposes. :
English for Social Sciences. : English for Medical
Purposes. : English for Recreational Purposes.
Regarding learners’ expectations when attending
an course, the most representative is academic or
occupational; this constitutes one of the main reasons
for learning. However, the cultural-educational, learn-
er’s background, an expectation of success, optimism or
pessimism, and personal and individual expectations
are relevant too.
Student-centered approach:
Kember (2009) indicates that a research university in
Hong Kong sought to promote student-centered learn-
ing across the entire university by employing the fol-
lowing methods: Good practice by rewarding excellent
teachers who use vigorous forms of student-centered
learning. A deep analysis serves to stimulate good
practice. A program-level quality enhancement initia-
tive that utilized a student survey to identify strengths
and potential areas for improvement. Teachers enable
students’ academic accomplishments by dening their
needs, interests, aspirations and expectations providing
learning experiences that are most of the time mod-
ied. teachers’ guidance should employ a variety
of educational methods to accomplish goals. us,
methods vary as well as classroom strategies.
In student-centered learning, students’ learning
happens inside and outside the classroom, which may
depend on the skills and knowledge that students show.
ey may have dierent opportunities to take part and
manage discussions, design learning projects, explore
11
1.1 Academic Institute of Languages-uce
1.2 All
1.3 English
1.4 May-November 2018
1.5 Santiago Sanguña
1.6 Mirian Cuenca Fernández, Luis Aulestia Vallejo
1.7 123 students from dierent careers. 6 groups.
1.8 A1.2 and A2.1
1.9 .° Fridays 2 periods 2 hours a day x 7
weeks
14 hours
1.10 .° Mondays to ursdays 2 periods 2 hours a day, total
8 days a week, x 7
weeks
56 hours
1.11 A1.2 level For A2.1
Placement test or A1.1 For A1.2
interesting topics to help form their own course of
study. Additionally, students usually work in desks
organized in circles or small groups. e methodology
used was the student-centered learning approach and
the following characteristics were taken into consider
-
ation when choosing this approach. Student-centered
method largely includes student focused methods of
teaching. It aims to develop learner autonomy and
independence and responsibility in the hands of stu-
dents when acquiring skills and basis on how to teach
a specic subject. at is why the authors of this report
decided to use this methodology. Tutoring concentrates
on skills that permit constant learning and independent
problem-solving. A students’ role is the crucial aim in
this type of methodology.
Determining functions and needs
Bracaj (2014) mentions that teachers nowadays are
much more aware of the importance of needs analysis.
Published textbooks have improved vividly, allowing
teachers to select materials to match the learners’ goals
meticulously. Perhaps this demonstrates the inu-
ence that the approach has on English teaching
in general.
Needs analysis is crucial information collected
and interpreted through a survey about the learner’s
attitudes and needs. e students’ needs encountered in
students at this Public Institute of Languages have
led to proposing and dening the possible solutions
and nding the main objectives for the course design
and the materials to be used. Hutchinson and Waters
(1992) state that some inuences disturb courses
related to the learner’s surrounding. It is mandatory to
motivate our students despite issues found in ongoing
L2 learning processes, as mentioned Belmekki and
Bensafa (2016).
e purpose of any syllabus is to organize, plan or
break down the extensive amount or mass of knowledge
to be learned and taught into manageable chunks or
units. e criteria can be varied. ere is a great vari-
ety of courses like the following: Topics syllabus,
structural/situational syllabus, skills and strategies,
and functional/notional syllabus. Hutchinson and
Waters (1992) mention that the «language descrip-
tions» involves questions, especially when referring
to what the student needs to learn and the topic areas
to be covered. Kennedy (1983) mentions the syllabus
can be adjusted to suit the conceptual and linguistic
requirements of teachers in particular courses while
maintaining the subject-language link». Teachers
should direct attention to these words or vocabulary
related to student’s careers. A lot of denitions of
can be found in the literature. Bracaj (2014) states
that it is important to organize the course and its
implementation well. courses need a unique and
dierent curriculum; these courses have to be man-
aged with a wide range of dierent types of exercises
and materials. e course planning was exible; the
syllabus was adjusted to slight changes in the course
while teaching, so student’s interests and needs were
addressed. us, the following syllabus was organized
and presented in our class.
12
.
e command of the English language in the world
context constitutes an essential tool in the social, labor
and scientic eld and personal development in gen-
eral, which facilitates better communication, access to
science and technology through the development of lin-
guistic skills, following the guidelines of the Common
European Framework for the teaching of the language,
in the specic case of this syllable, which corresponds
to the essential use of the language alongside with the
implementation of (English for specic purposes)
vocabulary to improve reading.
.
To motivate beginner students to read through
vocabulary, alongside the General English basic struc-
tures using the student-centered approach.
.
To use the vocabulary alongside the ordinary and
simple expressions and structures studied in the
lessons, to understand printed texts about dierent
articles or texts related to their careers and interrelate
clearly with other students.
.
e learning of languages is a fundamental tool in
professional development to enhance knowledge, re-
search, science and technology, intercultural relations
and student mobility.
.
•
Describe particular situations in their career en-
vironment with the use of basic vocabulary.
•
Read short texts with the use of simple structures.
•
Read and understand short texts related to their
careers and specic eld of studies.
.
e world and the parts of speech.
Recognize the importance of a Word as a key element of any
language with all the characteristics: spelling, phonology, mor-
phology, semantics, etc.
Dierentiate the parts of speech to have a better understand-
ing of written technical texts according to students’ careers.
Exchange information about specic vocabulary related to the
students’ careers, basic vocabulary review and use alongside
with the units of egp study.
Grammar
· esp vocabulary contents:
· Word: denition and
importance
· Spelling
· Syllabication
· Pronunciation: stress,
intonation, pause.
· Word denition
· Prexes
· Suxes
· Rhyming words
· Synonyms
· Antonyms
· Parts of speech:
· Nouns
· Pronouns
· Verbs
· Adjective
· Adverbs,
· Conjunctions
· Interjections
- Students design their own list of words they need according
to their careers or subjects of current study.
- Students have the chance to make their own choices of the
vocabulary to be studied.
- Use open-ended questioning to encourage critical and cre-
ative thinking for clear communication.
- Drill vocabulary words by pre-teaching inductively, using
illustrations, and enhancing the heart of the vocabulary and
reading lesson.
Students of the same careers
Collaborate in group review activities.
- Students work with each other to learn a great deal of more
vocabulary than just the lesson content by listening to others.
- ey learn to have respect for what may sometimes be very
diering points of view.
- Draw careful attention to other students ‘words used to
bounce images, ideas back and forth with each other, creating
a much greater opportunity to grow vocabulary.
- Analyze word derivations, prexes and suxes added to the
words.
e evaluation must be
constant, through dier-
ent mechanisms such as:
Participation in class,
short tests to evaluate
reading and grammatical
points of the competence
unit.
e evaluation of writing
through a paragraph
or essay of the central
theme of the unit of com-
petence under criteria
that are evaluated with
the rubric.
13
· Simple present: to be verb
· Simple present: do verbs
· Present continuous
· Imperatives
· Like to, want to, need to,
have to
· Questions with what,
where, when who, how, how
old, what time, how much,
how many
· Demonstrative pronoun
· Possessive adjectives
· Singular and plural nouns
· Linkers: and, but, or.
· Would like to
· Use of can
· Simple past tense
- Reection creates space and time for individual
and group growth.
Create individual self-paced assignments.
- Students don’t work at the same speed and as-
signments should reect this.
-Students gain a deeper understanding of the sub-
ject matter.
- Students get involved in others’ learning activi-
ties.
- Students have the opportunity to see rsthand
that learning specic vocabulary opportunities
surround improving short texts reading.
· Student-centered approach
· ppp model (presentation, production and practice). e practice stage aims to provide
opportunities for learners to use the target structure.
· Inductive pre-teaching
· Vocabulary in context.
- Top Notch Books N.o 1 and 2
- Digital and paper dictionaries.
- Videos about basic vocabulary related to the dierent careers
- Internet sites.
- Digital books
- Realia
- Crossword puzzles
- Bingo cards
-Tokens with letters.
- Pocket charts
- Folders
- Worksheets
Robinson, C. (1989). English For Specic Purpose. Cambridge University Press. Saslow Joan (Author), Allen Ascher
(Author) Top Notch Book 1 and 2.
.
(2 points)
(2 points)
(2 points)
(2 points)
(2 points)
Total (10 points)
14
A
Belmekki and Bensafa (2016) state that resources
have dierent possible areas for variation, and
materials are not the exception. Brunton (2009) also
mentions the curriculum development, materials
used, the best teaching practices and the focus of
may be part of the material. Among the materials
used, we had worksheets, a dictionary, and a list of
new words. e vocabulary words were requested by
the students.Everything was conceptualized through
the learner-directed approach. e appropriateness of
materials included student comfort and familiarity
with the language level, interest, and relevance. It
was used the same syllabus the institution chose, the
textbook of the general English courses. e selection
of teaching materials was based on teachers and stu-
dents’ availability.
e selection of materials and course assessment
took some extra time because the general contents
had to be covered. We had to squeeze time to dedicate
it to the vocabulary project. It is not possible to
cover every type of task or content, but with a sam-
ple of tasks or development of skills, students can
continue writing basic or more advanced sentences
depending on their level of prociency, in dierent
careers like in medicine, this is essential as it is for
the other ones. e challenge is to provide student’s
dierent language proles, dierent strategies in
reading, especially at these basic level of study, then
writing, listening and speaking regarding that a lan-
guage involves all of them.
In this research, no specic textbook was used
for this purpose; the teachers elaborated the con-
tent. ere were students of 10 or 12 dierent careers
with dierent needs and interests in one class group.
Conceptualizing the content was not a context-free
process. e student’s goals, objectives had also to be
taken into account. e aspects had to be includ-
ed, emphasized and integrated using the core of the
course to address students’ needs and expectations.
Basic skills were expected to be developed, commu-
nicative competence, vocabulary awareness, etc. All
skills and aspects of the language were interwoven in
real communication. ey were treated, taught and
tested as one inseparable unit.
Referring to Richards and Renandya (2002) vocabulary
is the main element that provides prociency within
communication; Hutchinson and Waters (1987) state
that should be seen as an approach to language
teaching directed by specic and apparent reasons for
learning. Schmitt (1997) emphasizes that the purpose
of vocabulary learning is to relocate lexical information
from short-term to permanent long-term memory. To
put it in another way, short-term memory or working
memory is linked to human consciousness, a kind of
entry where the information is transferred to the long
memory. It holds a limited amount of information for
a limited amount of time, extracting visuals relevant
for ongoing comprehension with a limited capacity.
On the contrary, long-term memory serves as the
storage area of information for a long time; concepts
are represented according to their associations. Dri-
scoll and Burner (2005) explain each episodic memory
refers to specic events such as particular events as
remembering the circumstances of how one learns
to read a map. Semantic memory, in other words,
refers to all the universal information deposited in
memory and remembered independently. McCa-
rthy (1990) points out that it does not matter how
successful L2 students’ command or management
of grammar and sounds are; without varied vocab-
ulary to express a broader range of meanings, com-
munication cannot occur in any meaningful mode.
Driscoll and Burner (2005) state that in order to
examine vocabulary words, it is necessary to review
high-Frequency words, academic words, technical
words and low-Frequency words. Strevens (1988)
points out that «learners who know the scientic
eld may have little diculty with technical words,
but a teacher who doesn’t may have a great deal». A
convenient approach for suggested is the lexical
approach, whose principle is vocabulary as part of
L2 learning chunks are essential in learning to
identify words. Lexical chunks help students write
and communicate in a better way. Most students feel
identied with specic terminology related to their
eld of study (Nation, 2001).
Vocabulary pre-teaching
We pre-taught vocabulary inductively; dierent op-
portunities and methods were used to pre-teach. First
of all, ten words or phrases were selected per week,
students chose the word vocabulary list weekly, and
then groups elicited, repeated, asked their concept
through checking questions. To pre-teach individual
words or lexical items, it was used miming, images,
realia, meaning discussion or even guessing meaning
about the word presented. Once they got the word, they
repeated it many times. Chorally, whole class repetitions
or individually. e vocabulary was presented in a
very dynamic and engaging way showing the facets of
understanding some phonology, morphology, syntax,
semantics and the pragmatism of each vocabulary
word presented.
15
Vocabulary teaching
First, the vocabulary had to be graded from simple to
complex. Students had to bring pictures to class to
illustrate their vocabulary words. Ex: Is this snow?
(Yes) (Picture of snow.) Is this snow? (Yes) armative.
Is this snow? (No) negative. Yes/No questions were
asked, things like this. Is it cold? (Yes). Does it fall from
the sky? (Yes)It could also be a short act. Can you do
it? (Skiing). ey can also be either? Or as questions:
Is it hot or cold? (Cold). Or personalized questions:
Do you get snow in your country? Students could
learn new vocabulary through practical techniques
that boosted their ability to memorize because it came
from analyzing their own needs, their needed lexicon
personalizing their career backgrounds and learning
abilities.
To introduce « », students were
asked to use vocabulary to complete sentences.
Example: I would like to study more about… (the
word from students’ career vocabulary). Example:
I would like to study more about taxation, ultrasound
Doppler, restoration, timbering, the ora in Ecuador,
ionizing radiology, motor skills, etc. Students dene
two of the terms for the entire class. Students had to
check pronunciation before presenting the words.
Students turned to be interested in those phonetic
symbols found in the dictionaries. ey wondered
about sounds in English, especially vowel sounds that
are dierent from the L1. Students also knew about
syllabication. Students read the words by folding the
page where the pronunciation was only to practice
reading them based on the phonetic transcription,
most could do it without diculty, but in some cases,
it made them laugh when they could not recall and
had to resort to writing each word. Learners also
illustrated the vocabulary with a small drawing made
freehand and nally wrote a simple present sentence,
using the vocabulary studied. Small oral and written
quizzes were also taken at the end of each unit of study.
e students created their own word search with
words in horizontal, vertical, diagonal, up and down
form. We started with a word, a word students based
on their careers. An example of a word is «a dog».
For the class planning, the authors used the
presentation, practice, and production approach. en
we considered a short introduction of the parts of
speech. Nouns: the science and -
the person who deals with this science. A
superstructure, A productivity, An economic structure
Pronouns: and the use of the demonstrative pronouns:
, , , : is superstructure is the
base of development and economic growth of the
country. Example: e unfavorable uctuations de-
termine that a country’s recession will have to control
in the wrong way. ese nancial structures make up
the set of production relations of the country; those
scal decits are instability in the income that aects
the growth and development. Adjectives: Possessive
adjectives: Sentences: I am going to the movies with
friends. We like University. Adverbs: Well,
fast, over here, over there, etc. Conjunctions: And,
but, or, in addition, etc. Ex: He is an engineer, and he
is from Ambato. She is an architect, but her father is
an economist.
Division of words into syllables exercises. Ex: Pa-
rameter: pa-ra-me-ter, data: da-ta, condence: con-
-dence. Pronunciation charts were presented with
the International Phonetic Alphabet and examples
as well as word formation, new lexemes created by
changing syntactic categories or adding substantial
meaning to a free or bound base, ex: national, derived
from the word nation, joyful from joy, amazing, from
amaze. Antonyms, hot/cold. Synonyms: gi/present;
assets/liabilities, credit/debit, prot/loss, build/destroy,
increase/decrease (see Table 1).
One of the most critical aspects that determine the
success of the teaching-learning process is suitable
teaching material. e materials stimulate an interest
in learning and capture the students’ attention. e
materials prepared by a company dedicated to this
Tabla 1. Denitions for exposing the understanding of a concept or term or diction
Part of
speech
Syllabica-
tion
Pronoun citation Denition Synonyms
Antonyms
Con-
dence
Noun con--dence /kanhdihns/
A sense of trust
or faith in a per-
son or thing
Belief, faith,
trust
Doubt
Data
Plural
noun
da·ta
/daet /
/deIt /
Facts, gures, or
other pieces of
information that
can be used
Evidence
Knowledge gap,
zero information
16
eect or teachers are the most tangible and visible
part of this process. ey can intensify the learning
of content or a pedagogical task. Little-experienced
or experienced teachers can appreciate the benet
of using the material whose purpose is to encourage
creativity and originality in a class that helps achieve
the objectives set in the planning phase. e variety of
materials used in class can be worksheets, brochures,
presentations in dierent interactive programs and
even books.
Once the needs analysis is carried out and the syl-
labus is designed, the course materials we wish
to teach can be created. It cannot be ignored that the
development and selection of materials are based on
the students’ needs. Swales (1999) indicates that the
student’s needs and objectives are more signicant
than others, surpassing tasks and materials themselves.
According to Hyland (2006), teaching materials depend
on methodologies adopted, forming «the interface
between teaching and learning, or the points at which
the needs of the course, the objectives and the study
programs become tangible both for the students and
the teachers». Students will be motivated to learn if
the materials have been selected and appropriately
designed and will undoubtedly support the process of
teaching language learning in classes conveniently.
teachers will use appropriate materials created
by them because there are no printed materials that
meet students’ requirements and needs. All the ma-
terial must be designed considering the needs of the
students who start a study period, so it will be dicult
to select from the existing printed materials since they
will have been created taking into account the needs
of another group of students. A positive aspect will be
if the institution encourages teachers to develop
original materials and in this phase the students should
actively participate in the design and creation of the
material since their previous knowledge in related areas
will be of great help because the teachers will strive to
satisfy the specic needs of what they teach by adapt
-
ing them to the proposed topics and even to the level
of students’ language knowledge (Vorobieva, 1996).
Palmer (1997) suggests that good teachers join them-
selves, the subject and students because they teach
an integral and individual self and evoke a capacity
for connectedness in their students. It is known that
before deciding about the course-developing process,
it is essential to analyze the target group of students
who are going to be under the teacher’s responsibility.
Students might sometimes feel that their interest is not
directed to specic contents presented in a book as a
xed curriculum to achieve what they need; indeed, it
goes further than that. ey need to nd the answer to,
why start learning a foreign language and how useful it
could be for real-life contexts (Graves, 1996). erefore,
we decided to use what they had as tools, their back-
ground academic knowledge in L1 to motivate them
to acquire the English language. Taking the above as a
reference, the course’s objective was focused on what
the students need and know concerning their careers.
Leaving aside the past premises where grammar
was considered the most important thing, and that
undoubtedly overwhelmed the student since he had
to learn rules and structures, he did not see their ben-
et and struggled to use them. In this case, it was the
opposite. e students shared their previous knowl-
edge of the subjects related to their careers, and from
the very beginning, they agreed with the topics and
chose the ones closest to their needs. Once the stu-
dents established the topics, they worked on a list of
closely related words to the proposed topics, and ten
words were chosen in L1 for each week. e next step
was to share this information with the teacher. For
the next meeting, the teachers prepared the material
that consisted of readings, including their vocabulary
lists. e reading preparation became a challenge for
the teachers since they had to adapt and relate the
contents. e diculty was to make 5 to 7 dierent
activities similar to the same amount of groups. is
methodology ensured students understand English
texts related to their careers.
Undoubtedly, teaching opens up a wide possi-
bility of skills to be developed. But at the same time,
we can indicate that one of the characteristics of
is the possibility of limiting the skills to be developed
according to the students’ needs. For example, the
analysis of the needs and available resources served
to determine that the participating students needed
to improve their reading skills since they agreed
that their teachers shared with them a lot of English
information and felt frustrated when they could not
understand it.
Many may think that the assessment must be equal
to that one involved in general English. Dudley-Evans
and St. John (1998) consider that English teach-
ing uses a methodology dierent from that used in
general English teaching, understanding as «meth-
odology» the interaction between the teacher and the
students. In English classes, the teacher becomes
a language consultant, and the students bring their
experience and knowledge on the subject. e
English methodology must reect the essence of the
disciplines and professions concerned in each case.
us, apart from language learning activities, the
17
English class carries out tasks and activities that
reect the world of students’ eld of study. It is done
using registers and associated language that students
need to master to carry out those tasks. Consequently,
English teaching diers from general English
teaching (Robinson, 1989), especially concerning
the student’s specialist knowledge and the cognitive
and learning processes they bring from their own
academic and professional experience within their
eld of specic expertise.
Evaluation is how the course’s effectiveness, and
its different aspects are established (Robinson, 1989,
Dudley-Evans and St John, 1998). Any language
course requires an evaluation process, but in the
specific case of language learning, this process
has to do with the effectiveness of learning to achieve
the course’s objectives. The actual evaluation of
an English course’s success or failure is based
on the students’ performance in real, academic, or
professional situations for which they have been
trained (Cameron, 2019). According to Hutchinson
and Waters (1987), it is convenient to evaluate the
students and the course itself. On the one hand, it is
also necessary to evaluate the student’s learning at
dierent times throughout the course to determine
the capacity that he/she is acquiring to perform par-
ticular communicative tasks.
Additionally, you have to evaluate the course itself
to see if your objectives are met. ese two aspects
of the evaluation are not independent, but they com-
plement each other. It is also advisable to apply this
process to the materials used during the course (Rob-
inson, 1989). e results in English can inuence
later decisions or produce long-term changes. It is
also recommended to use formative and summative
evaluation throughout the course. e evaluation
process becomes a constructive and stimulating ac-
tivity because it is seen as something achieved or not
by a group of students. It should not be understood
as something negative but to highlight the positive
points and detect which aspects have not gone well
and why. In this sense, Robinson (1989) establishes
the distinction between process and evaluation. e
rst takes the learning processes and strategies into
account, and the evaluation focuses on the product
and nal results of each student.
Assessment tests in
Although designed with dierent objectives, there is
a superposition in terms of the purpose and informa-
tion extracted from the various evaluation tests (Weir,
1993). us, the evaluation tests could be classied
according to the following criteria:
a. Depending on the use, they could be divided
into initial tests, selection tests, diagnostic tests,
and linguistic competence tests.
b. Depending on the content, they would be clas-
sied as specic linguistic skills assessment tests
(micro-linguistic skills tests) and global assessment
tests (macro-communication skills tests).
Evaluation tests of linguistic micro-skills
is type of evidence includes the possibility of eval-
uating isolated linguistic abilities, the ability to make
questions, inferring meaning from context, pronounc-
ing the ed ending of the past and past participles of the
regular verbs, etc. However, it should not be the only
parameter of evaluation since it is observed certain
inconveniences, such as lack of reference in evalu-
ating communication skills on the part of teachers.
Meanwhile, on the part of students, the loss of specic
communication skills can be seen.
Evaluation tests of communicative skills (macro-skills)
Communication competence is understood as the
union between knowledge of the language and the
ability to put that knowledge into practice in specic
uses (Savignon, 1983). Taking Hutchinson and Wal-
ters’ comments about language prociency tests, these
would be adjusted to the specic English objectives
to assess the students’ competence to perform specic
communicative acts.
Reading comprehension is a complex skill, consisting
of at least three components: the reader, the texts and
the task. During the reading process, these components
interact and are inseparable. During reading, readers
display a series of abilities such as the uency with
which they recognize words, their reading objectives,
their motivations and their purposes for the reading
activity. e reading activity refers to the actions that
the reader performs during reading. In this case, our
students had access to information on the initially
proposed content. e suggested reading was consistent
with the interest and level of English that the group
had. Various individual and group work strategies were
used. Once the students did the reading, they were
asked to carry out some prepared activities related to
the task. ese worksheets had exercises related to
meanings to reading comprehension and selection of
essential or main ideas. Some reading skills such as
skimming, scanning, close reading and speed reading
were part of the classwork. Students demonstrated
their conditions for nding terms, rephrasing simple
18
sentences, underlining main ideas, and looking up
meanings using a dictionary.
Educators say that education’s responsibility does
not depend exclusively on the teacher but also on
other actors and factors such as students, educational
community, society, family, and state. Education is a
shared activity if there are low academic results or
social issues; they cannot be the teacher’s only respon-
sibility or the educational institution. erefore, it is
necessary to make the student aware of his role and
responsibility in this process (Widdowson, 1998). We
cannot deny that education changes every day; most
of them inuencing positively and bringing benets
while constructing knowledge. Current education
requires the student to be a consultant, a researcher,
an innovator, a reader by nature, among other quali-
ties that allow him/ her to understand and value their
teaching and learning processes, and to be someone
who contributes with solutions when they face some
diculty or problem.
Unfortunately, an teacher has not been given
too much research attention over the last few years.
Despite this, an teacher is considered a facil-
itator (Bocanegra, 1997) of lifelong learning and
an intercultural mediator. Additionally, the role he
has always played in his continuous interdisciplin-
ary collaboration with the experts in other subjects
has helped to reinforce the knowledge acquired in
those subjects. e rst authors who paid particu-
lar attention to the teacher as an integral part of an
course were Ewer and Hughes-Davies in 1971,
proposing specic and specialized training. ese
authors pointed out four disadvantages every
teacher would have to face, and they are still valid in
general terms humanities education, training, training
for older students, and inappropriate elaboration of
materials for a specic use.
Considering all the features mentioned above,
the teacher of specialized languages’ role is quite
complex (Martínez, 2001). According to Hutchinson
and Waters (1987), although English is included
within the teaching of languages in general, there
are dierences with the general English teacher’s
work. Besides, the teacher has to deal with needs
analysis, course design, adaptation or writing of
materials, and evaluation, considering most teachers
have not been trained for such an objective. Many
need guidance in a new environment for them and
for which they have not been prepared.
Research methodology
e methodology used in this research was experi-
mental because the variable esp vocabulary has been
manipulated to see its inuence on English learning,
particularly in reading skills. It was also correlational
type research since a relationship between two variables
was established. e purpose of using the correlations
in research is to determine what and how the variables
are connected. e interaction between esp vocabulary
and English learning is sought so that, if one chang-
es, we will have a notion of how the other will do it.
Two tests were used: a Pre-test at the beginning and a
Post-test at the end of the course, both tests having the
same conditions and structure. e results obtained
in the two tests were analyzed statistically to show the
relationship between the two variables. e groups
of students selected were assigned by the Director of
the Academic Institute of Languages at Universidad
Central del Ecuador. ey were under the responsi-
bility of the teachers Mirian Cuenca and Luis Aulestia
during the periods May-June, August-September, and
September-November 2018 and were part of the A1.2
and A2.1 levels at dierent times: 7 a. m.-9 a. m., 9 a.
m.-11 a. m., 1 p. m.-3 p. m., 3 p. m.-5 p. m., 5 p. m.-7
p. m. with a 2-hour daily activity. ey were subject to
the learning of esp vocabulary while students studied
the contents of regular English courses planned by
the institution. e Academic Institute of Languages
authorities at Universidad Central del Ecuador-Quito
knew about the process of selection, group assignment,
and esp vocabulary learning implementation.
Population
e observation units that were the reason for the re-
search were the A1.2 and A2.1 students of the Academic
Institute of Languages at Universidad Central del Ecua-
dor-during the periods May-June, August-September,
and September-November, 2018. eir class schedule,
periods of study, number of students as well as their
teachers in charge are mentioned below (see Table 2).
Because it was a small population, the data collec-
tion instruments were applied to all the above-men-
tioned units, so it was not necessary to perform a
sample calculation: women, 68; man, 55; total, 123.
e sample consisted of 123 students distributed
in dierent courses and schedules who participated in
the Vocabulary activity. ey studied two dierent
English learning levels: A1.2 and A2.1, from which
44.72% were male and 55.28% were female students,
belonging to various careers and faculties of Univer-
sidad Central del Ecuador whose age range from 20
years to 28 years.
19
Techniques and instruments for data collection
To collect the required information, three (3) data
collection instruments were used with alternatives
that varied according to the indicators evaluated and
described below:
Instrument n.° 1: Called Questionnaire of Needs Analy-
sis, which in its rst part contains information referring
to the general data of the institution, and the second
part was composed of seven close-ended questions.
In this part, a scale with three alternative answers was
applied to express his or her opinion. is instrument
was designed, taking into account the contributions
of Delmastro (1985) and Castro (1997).
Instrument n.° 2: Application of a Pre-test. It
was designed for students to express themselves and
demonstrate their new vocabulary related to their study
elds. It consisted of three sections: the rst section
consisted of 5 questions in which the student had to
interpret phrases and expressions from English to
Spanish. e second section consisted of 5 questions,
and they had to interpret expressions from Spanish
to English. e third section consisted of 5 questions,
and the students had to complete the sentences with
the assigned vocabulary.
Instrument n.° 3: Application of a Post-test. It was
designed for students to express themselves and demon-
strate their new vocabulary related to their study elds.
It consisted of three sections as in the pre-test: the rst
section had ve questions in which the students had
to interpret sentences and expressions from English to
Spanish. e following section had ve questions: the
students had to interpret expressions from Spanish to
English. Finally, the third section had ve questions,
and the students had to complete the sentences with
the assigned vocabulary.
To achieve the three (3) questionnaires’ content
validity, some experts gave their criterion to detect
the instruments’ correspondence with their theoretical
context. e specialists expressed their ndings and
made pertinent observations and recommendations that
were taken into account to obtain the questionnaires’
nal version. A statistical treatment was required to in-
terpret the obtained results, which allowed the analysis
and the description of the study object, derived from
a Pre-test and a Post-test. e present research results
provided the necessary information to determine the
benet of implementing vocabulary in English
learning, particularly in the Reading Skill.
Reliability
e instruments’ reliability in this research was deter-
mined by informants’ participation, which consisted of
collecting data from the A1.2 and A2.1 English students
of the Academic Institute of Languages at Universi-
dad Central del Ecuador. at allowed determining
points of convergence, which validated the instrument
used in the data collection. Both the Pre-test and the
Post-test measured the specied dimensions and the
inuence of the vocabulary on learning English,
particularly Reading Skill.
Table 2. Sample Source: Secretariat of the Academic Institute of Languages - Universidad Central del Ecuador
Schedule Period N.° students Level Teachers in charge
7:00-9:00 May-June 9 A1.2 Luis Aulestia
9:00-11:00 May-June 8 A2.1 Luis Aulestia
7:00-9:00 August-September 28 A2.1 Luis Aulestia
13:00-15:00 May-June 27 A2.1 Mirian Cuenca
15:00-17:00 August-September 26 A2.1 Mirian Cuenca
17:00-19:00 September-November 25 A1.2 Mirian Cuenca
Total 123
Tabla 3. Students surveyed
Agreed Disagreed Total
96 27 123
77,80% 22,20% 100%
20
Analysis questionnaire of vocabulary needs
Before beginning teaching esp vocabulary, students
were asked if they considered the implementation of
space and time for esp learning related to each career
to be positive or not. Out of the total students surveyed,
77.8% showed their willingness to learn esp vocab-
ulary, and only 22,2% expressed their disagreement
or their disinterest in the proposal’s implementation
(see Table 3).
Among the parameters considered in the Analysis
questionnaire of Vocabulary needs are:
1. Reason for studying English
2. Usage of language
3. Interest for learning vocabulary
4. Importance of vocabulary
5. Kinds of vocabulary
6. Skills developed by means of vocabulary
. vocabulary learning
Within the parameters mentioned above, dierent
aspects immersed in each category were established.
Here are some of them:
Aspect 1. Travel, business, exams, general interest
reasons
Aspect 2. Socializing at university, at home
Aspect 3. Interest in learning vocabulary
Aspect 4. Importance of selected vocabulary
Aspect 5. Relation of vocabulary to subjects, in-
structions, manuals, etc.
Aspect 6. Importance of improving listening, reading,
speaking, or writing or some of them
Aspect 7. Contextualization of vocabulary
Comparative by criteria. Pre-test
e pre-test was organized into three sections:
1
st
section: Interpretation from English to Spanish-5
questions
2
nd
section: Interpretation from Spanish to English-5
questions
3
rd
section: Completion with the correct words-5
questions
e pre-tests used were dierent for each group of
students, and they were related to their faculties and
careers. Next, the statistics of the Pre-test applied to the
students are detailed in the following table (see Table
4). e results obtained by the students are relatively
low. ere are low values in questions 5 and 3, and the
highest values are seen in questions 14 and 12.
A group of students obtained a percentage higher
than 50% in question 14, with 51%. In the remaining 14
questions, the rate was less than 50%, being question 5
the lowest of all. On the contrary, in question 5, there
is 93% of students got incorrect answers.
As stated above, the pre-test was organized into
three sections. In the rst section, the initial ve ques-
tions interpreting words from English to Spanish, the
second section interpreting words from Spanish to
English, and the third section completing spaces with
the correct word. In the rst section, students obtained
the lowest results with 14,2%, while the third section
shows the highest marks with 45,3%.
When evaluating the three sections integrally, it
is observed that the percentage of correct answers is
28,3%, while 71,7% corresponds to incorrect answers.
Post-test
Likewise, at the end of the vocabulary implemen-
tation period, a post-test was used that had the same
organization and format as in pre-test; that is to say,
it had three sections:
1
st
section: Interpretation from English to Spanish-5
questions
2
nd
section: Interpretation from Spanish to English-5
questions
3
rd
section: Completion with the correct words-5
questions
ere were dierent tests for each group of students,
and they were related to their faculties and careers.
Next, the statistics of the Post-test applied to the stu-
dents are detailed in the following table (see Table
5). e results obtained by the students are relatively
high in contrast to the results obtained in the pre-test.
ere are high values in questions 5, 12, and 15, and
the lowest values are seen in questions 8 and 7.
A group of students obtained a percentage higher
than 50% in all the questions, ranging between 64%
(the lowest) and 89% (the highest). As stated above, the
post-test was organized into three sections. In the rst
section, the initial ve questions interpreting words
from English to Spanish, the 2
nd
section interpreting
words from Spanish to English and the third section
completing space with the correct word. As seen in
the second section, students got the lowest results
with 73,8%, while the third section shows the highest
results with 84,0%.
When evaluating the three sections integrally, it
is observed that the percentage of correct answers is
79,3%, while 20,7 corresponds to incorrect answers. As
seen in this table, students’ performance aer taking the
pre-test showed results ranging from 21% to 29% cor-
rect answers and ranging 71% to 79% wrong answers.
ey belonged to six dierent groups, schedules and
teachers. e students’ performance aer taking the
post showed results ranging from 75% to 83% correct
answers and ranging 17% to 25% wrong answers. ey
belonged to six dierent groups, schedules and teachers.
21
Table 4. Pre-test
FREQUENCY
ITEM RIGHT ANSWERS WRONG ANSWERS TOTAL
1 22 101 123
2 27 96 123
3 14 109 123
4 16 107 123
5 8 115 123
6 33 90 123
7 41 82 123
8 36 87 123
9 16 107 123
10 30 93 123
11 55 68 123
12 60 63 123
13 57 66 123
14 63 60 123
15 44 79 123
Table 5. Post-test
FREQUENCY
ITEM RIGHT ANSWERS WRONG ANSWERS TOTAL
1 93 30 123
2 93 30 123
3 104 19 123
4 93 30 123
5 109 14 123
6 96 27 123
7 87 36 123
8 79 44 123
9 98 25 123
10 93 30 123
11 98 25 123
12 107 16 123
13 104 19 123
14 101 22 123
15 107 16 123
22
When comparing students’ performance by teacher’s
groups aer taking the pre-test, it is seen that Mirian
Cuenca’s groups obtained 25% right answers and 75%
wrong answers. Luis Aulestia’s groups obtained 27%
right answers and 73% wrong answers. When com-
paring students’ performance by teacher’s groups aer
taking the post test, it is seen that Mirian Cuenca’s
groups obtained 79% right answers and 21% wrong
answers. Luis Aulestia’s groups obtained 80% right
answers and 20% wrong answers.
e teaching-learning process requires students’ ap-
propriateness of the contexts and topics related to
their studies to improve their oral and reading skills.
However, the lack of Basic English language skills
to face a new language helped students struggle ini-
tially. Still, once they went on, they became more
manageable and made them feel more secure to use
the English language to talk about their careers. A
case study with mixed methodologies, strategies, and
activities was the essence of this research. Under these
circumstances, the authors concluded that they could
work from level A1 introducing vocabulary to
improve reading skills.
To achieve the proposed goals and objectives, the
authors investigated iai students’ needs and learning
attitudes concerning esp through a survey. Subse-
quently, vocabulary was presented in each study unit
following the student’s needs or the group who opted
for the same degree program. ey were grouped,
taken into account their careers, and were given a
weekly list of a specic vocabulary, approximately
ten words studied in class. e objective was to use
that lexicon in sentence context in the English lan-
guage aided by each unit’s grammatical structures.
At the beginning of this project, pre and post-tests
were administered to evaluate the entry of knowl-
edge. e same happens at the end of it. With these
instruments, it was possible to measure the eorts
and achievements made in implementing this project.
Dierent appropriate strategies were used to learn
the vocabulary optimally.
We consider that reading vocabulary should
be a very eective way to teach students to read.
We should become well versed in teaching theories
(mainly reading) and research the best practices.
Additionally, vocabulary should be integrated
into all curriculum areas. Students require many
opportunities to read diverse academic settings, of-
fering them the tools and training necessary to read
and understand eectively information coming from
various purposes, audiences and contexts.
e purpose of this research was to introduce a frame-
work for developing an strategy for teaching read-
ing. As illustrated, the course-developing started with
students’ analysis, then the formulation of goals and
objectives, the content, the selection of teaching mate
-
rials, the course planning, and the course evaluation.
e course development must appear to be viewed as
an on-going process, one in which all teachers from
our institute make the necessary changes to meet
students’ interests and needs, even as the course is in
progress. Teachers should ask students about their
attitude towards the subject matter; look for the best
instructional methods, activities to implement. We,
teachers, have to be open-minded in hearing and
implementing learner’s comments and needs. Devel-
oping a new course is dicult, but at the same time, it
may bring new experiences and satisfaction. Teaching
concepts and methodology knowledge are constantly
changing. Teaching and learning processes will inevita-
bly be necessary and essential to modify and adjust to
students’ particular groups. From semester to semester,
we have dierent students with dierent backgrounds
and needs. Many things occur in an unexpected or
unplanned way in a class, and exible teachers make
necessary changes while teaching.
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