Investigating Demotivating Factors in Learning English for Specific Purposes at a Higher Education Institution

Introduction. The countries using English as a foreign language have invested many efforts to improve the effectiveness of English teaching and learning for the communicative purposes. Currently, English for specific purposes (ESP) have been integrated and categorized in the programs at the tertiary level in Vietnam. The aim of the present study is to determine four major demotivating factors affecting Vietnamese tertiary students’ ESP competence to meet the requirements of their future jobs. Methods. A mixed-methods approach was employed at a higher education institution to ascertain the liability of the findings. Particularly, the study involved 357 tertiary students participating in the survey questionnaire, 14 teachers of English and 85 students took part in semi-structured interviews. The researcher-made instruments met the high range of Cronbach confidence level (α = 0.76 – 0.95). Results. The results indicate that students have a high motivation in learning ESP for their prospective careers; however, they have disappointed feelings about the teacher-related factors, infrastructure-related factors, and university/faculty-related factors according to the outcomes from the student survey questionnaires. Besides, the findings from teachers’ and student semi-structured interviews also assert that ESP language teaching and learning does not match their expectations. Discussion. It is implied that this research results might be beneficial for school administrators to formulate ESP supportive policies, for teachers to change their pedagogical methodology, and for students to develop their learner autonomy in ESP acquisition.Introduction. The countries using English as a foreign language have invested many efforts to improve the effectiveness of English teaching and learning for the communicative purposes. Currently, English for specific purposes (ESP) have been integrated and categorized in the programs at the tertiary level in Vietnam. The aim of the present study is to determine four major demotivating factors affecting Vietnamese tertiary students’ ESP competence to meet the requirements of their future jobs. Methods. A mixed-methods approach was employed at a higher education institution to ascertain the liability of the findings. Particularly, the study involved 357 tertiary students participating in the survey questionnaire, 14 teachers of English and 85 students took part in semi-structured interviews. The researcher-made instruments met the high range of Cronbach confidence level (α = 0.76 – 0.95). Results. The results indicate that students have a high motivation in learning ESP for their prospective careers; however, they have disappointed feelings about the teacher-related factors, infrastructure-related factors, and university/faculty-related factors according to the outcomes from the student survey questionnaires. Besides, the findings from teachers’ and student semi-structured interviews also assert that ESP language teaching and learning does not match their expectations. Discussion. It is implied that this research results might be beneficial for school administrators to formulate ESP supportive policies, for teachers to change their pedagogical methodology, and for students to develop their learner autonomy in ESP acquisition