English for Specific Purposes Teacher Education: Connecting, Collaborating and Developing Through the Use of Technology
Date Issued
September 17, 2022
Author(s)
Abstract
Technology has significantly influenced all fields of language pedagogy including English for
Specific Purposes (ESP). Research in this area has been extensive with many studies focusing
on the integration of different technology tools in the teaching and learning process (Kakoulli
Constantinou & Papadima-Sophocleous, 2020). The exploration of the use of technology has
become more intense after the COVID-19 pandemic. Nevertheless, research in the integration
of technology in ESP teacher education is limited thus far. This paper aims at elaborating on
the importance of using technology in ESP teacher education as reflected in the results of a
technical action-research study which aimed at addressing the neglected need for ESP teacher
education among a group of 24 language instructors from different parts of the world; this
was achieved through the design and delivery of an online ESP teacher education programme
and eventually the formulation of an online community, based on the theories of social
constructivism (Detel, 2001) and connectivism (Siemens, 2005). Following the spiral
processes of technical action research, the study unfolded in two cycles, each of which
consisted of a series of processes and steps. The study employed a mixed-methods approach
to data collection and analysis, even though the data collected were mainly qualitative. The
results of the study showed, among other things, the importance of including technology in
ESP teacher education both in the syllabus of ESP teacher education programmes and in the
delivery of these programmes.
Specific Purposes (ESP). Research in this area has been extensive with many studies focusing
on the integration of different technology tools in the teaching and learning process (Kakoulli
Constantinou & Papadima-Sophocleous, 2020). The exploration of the use of technology has
become more intense after the COVID-19 pandemic. Nevertheless, research in the integration
of technology in ESP teacher education is limited thus far. This paper aims at elaborating on
the importance of using technology in ESP teacher education as reflected in the results of a
technical action-research study which aimed at addressing the neglected need for ESP teacher
education among a group of 24 language instructors from different parts of the world; this
was achieved through the design and delivery of an online ESP teacher education programme
and eventually the formulation of an online community, based on the theories of social
constructivism (Detel, 2001) and connectivism (Siemens, 2005). Following the spiral
processes of technical action research, the study unfolded in two cycles, each of which
consisted of a series of processes and steps. The study employed a mixed-methods approach
to data collection and analysis, even though the data collected were mainly qualitative. The
results of the study showed, among other things, the importance of including technology in
ESP teacher education both in the syllabus of ESP teacher education programmes and in the
delivery of these programmes.
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