PROBLEMS AND SOLUTIONS OF TEACHING ENGLISH IN VOCATIONAL EDUCATION INSTITUTIONS
Keywords:
ESP, vocational education, English teaching, curriculum design, motivation, task-based learning, teacher training, assessment, communication skills, employability.Abstract
This article explores the main problems and possible solutions in teaching English in vocational education institutions. It highlights that vocational learners require English for specific professional purposes, yet current teaching practices often rely on general language instruction. Key challenges include lack of vocationally oriented curriculum, low student motivation, insufficient teacher specialization, limited use of technology, and ineffective assessment methods. The study analyzes relevant literature and identifies gaps between theoretical approaches and practical implementation. It also discusses potential solutions such as adopting English for Specific Purposes (ESP), integrating task-based learning, improving teacher training, and strengthening collaboration between language and vocational subject teachers. The findings suggest that aligning English instruction with occupational needs significantly improves learner engagement and employability in the global labor market.
Downloads
References
Anthony, L. (2018). Introducing English for specific purposes. Routledge.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford University Press.
Basturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan.
Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133–156.
Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge University Press.
Dörnyei, Z. (2005). The psychology of the language learner. Lawrence Erlbaum.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Gardner, R. C. (1985). Social psychology and second language learning. Edward Arnold.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Robinson, P. C. (1991). ESP today: A practitioner’s guide. Prentice Hall.
Stockwell, G. (2013). Mobile-assisted language learning. Cambridge University Press.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the art.
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
Woodrow, L. (2018). Introducing course design in English for specific purposes. Routledge.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.
