The Theoretical Merits and Practical Challenges of Adopting an ESAP Methodology in Teaching ESP, with an Emphasis on the Pragmatic Viability of an EGAP Approach

Abstract

This article vividly exhibits and distinguishes the distinctions between teaching ESAP and EGAP. It defines the two approaches and shows which teaching approach is the realistic option according to the author's point of view. The author hence proceeds with elucidations on why EGAP is the realistic option and elaborates on the five roles of an ESP teacher. In addition, the author mentions a study that was conducted in Vietnam. The study was based on a systematic literature review of current research on English for Specific Academic Purposes (ESAP) and English for General Academic Purposes (EGAP) teaching approaches, and 15 relevant studies were synthesized. Some of this research showed positive results, while others showed negative results of the approaches. The final results of this study show that ESAP learning was hard in practice. It shows how EGAP is considered a course to equip and prepare students for ESAP courses. It prompts EGAP through group work and suggests it will make students feel less intimidated. The weaker students will learn from the stronger students in an EGAP group working class. It shows one of the relevant study's responses and teachers who think EGAP is significant in teaching before students can enter ESAP courses. Scaffolding is considered a significant role teachers need to ensure learners have reached their needs in both approaches. In the latter part of the article, the author mentions her experience teaching ESAP at Kuwait University, specifically at the College of Engineering. The authors show what difficulties they have gone through and how they managed to teach at this college.