Authenticity in the Context of Technologically Enriched ESP
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Abstract
Purpose—to determine student attitudes towards authenticity and the interrelation between authenticity and the use of ICT in the ESP learning context.
Design/methodology/approach—the research conducted in autumn 2011 was aimed at comparative analysis of students of two study modes—full-time and part-time. It followed research focusing on Bachelor study programme student attitudes (Business Informatics and Finance Economics) to authentic resources carried out in spring of 2010. The survey participants were Bachelor study cycle first year students from several faculties of MRU (Law, Politics and Management, Economics and Finance Management, Social Informatics, Social Policy). The paper discusses the ESP learning experience at Mykolas Romeris University and presents research findings obtained through the questionnaire survey.
Findings—comparative analysis between full-time and part-time study mode student responses reveals similar learning patterns; however, certain differences can also be observed. The full-time students are motivated by more advanced authentic learning materials and they are more computer literate and able to access these materials, whereas the respondents from the part-time study mode appreciate more traditional Internet-based language learning tools.
Research limitations/implications—the research sample was composed of first year Bachelor study programme students, therefore the results cannot be generalised and applied to Master level students.
Practical implications—awareness of student needs and problems encountered in authentic learning environment may help improve ESP teaching methods.
Originality/Value—gaining insight into student perception of authenticity in learning process and technological proficiency to access authentic resources
Keywords: authenticity, student autonomy, ESP context, information communication technologies (ICT).
Research type: research paper.
Design/methodology/approach—the research conducted in autumn 2011 was aimed at comparative analysis of students of two study modes—full-time and part-time. It followed research focusing on Bachelor study programme student attitudes (Business Informatics and Finance Economics) to authentic resources carried out in spring of 2010. The survey participants were Bachelor study cycle first year students from several faculties of MRU (Law, Politics and Management, Economics and Finance Management, Social Informatics, Social Policy). The paper discusses the ESP learning experience at Mykolas Romeris University and presents research findings obtained through the questionnaire survey.
Findings—comparative analysis between full-time and part-time study mode student responses reveals similar learning patterns; however, certain differences can also be observed. The full-time students are motivated by more advanced authentic learning materials and they are more computer literate and able to access these materials, whereas the respondents from the part-time study mode appreciate more traditional Internet-based language learning tools.
Research limitations/implications—the research sample was composed of first year Bachelor study programme students, therefore the results cannot be generalised and applied to Master level students.
Practical implications—awareness of student needs and problems encountered in authentic learning environment may help improve ESP teaching methods.
Originality/Value—gaining insight into student perception of authenticity in learning process and technological proficiency to access authentic resources
Keywords: authenticity, student autonomy, ESP context, information communication technologies (ICT).
Research type: research paper.
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