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The ESP literature, as emphasized in the most recent seminal paper of Helen Basturkmen (2021), is “rich in case studies of teaching that report practices in one setting” (p.5). And Towards a New Paradigm for English Language Teaching: English for Specific Purposes in Asia and Beyond, a volume co-edited by Hajime Terauchi, Judy Noguchi and Akira Tajino, is one example. This volume is a collection of contributions that look into a practical approach to English for Specific Purposes (ESP) classroom that underscores the importance of instilling into language learners the awareness and acceptance of reality towards achieving their goals and acquiring solid language skills.

ltf.2022.05.01.pdf

Original Research 

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Towards a New Paradigm for English Language Teaching: English for Specific Purposes in Asia and Beyond

This paper focuses on written corrective feedback in the testing context&nbsp;of the English language foundation program at Sultan Qaboos University in Oman.&nbsp;In more detail, in response to the encountered testing problem that involves&nbsp;variability in written corrective feedback and, as a consequence, inconsistent&nbsp;evidence of student position in relation to their improvement in writing and&nbsp;ways to achieve it, the authors discuss the ways teachers respond to students’&nbsp;writing, the type of feedback they deliver, and the strategies they adopt to&nbsp;provide their feedback. The reported study uses mixed methods research&nbsp;methodology, and is grounded on the understanding of giving feedback to&nbsp;students as a social action that is implemented in specific cultural,&nbsp;institutional, and interpersonal contexts with a purpose to accomplish&nbsp;educational and social goals. The participants of the study are foundation&nbsp;program students and English language teachers representing the multicultural&nbsp;teaching community of the Centre for Preparatory Studies at Sultan Qaboos&nbsp;University. The results of the study reveal that written corrective feedback is&nbsp;by no means unanimous among all students and teachers. Diversity in the&nbsp;teachers’ background yields a corresponding diversity in the way it is&nbsp;perceived, provided, and interpreted. Undoubtedly, teachers’ ultimate goal, in&nbsp;any context, is to help students improve their writing skills in all respects,&nbsp;be it in form, content, or organization. Yet, its effectiveness in improving&nbsp;students’ writing remains inconclusive.

LTF_2019_010.pdf

ltf.2019.01.01.xml

Investigating Teachers and Students’ Perceptions of Written Corrective Feedback in the Context of Tertiary Education in Oman