Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders' Perspectives

Abstract

The status of teaching ESP has been studied both internationally and locally. However, it seems <br />that the challenges of teaching ESP in medical universities of Iran have not been studied<br />appropriately. The main objective of the present study was to explore the main challenges of <br />teaching ESP in medical universities of Iran. Due to the nature of the study, a qualitative res earch <br />design (Phenomenological) was used. The data were gathered through interviewing 25 ESP <br />stakeholders from two universities of medical sciences in Tehran. The data were analyzed <br />through content analysis techniques. The results showed that the challenges are classified into <br />three main themes: institution challenges, learner related challenges, and teacher related <br />challenges. Institution related challenges consisted of undetermined aims, structure of the <br />curricula, and content of syllabus, evaluation, time limitation and classroom size. The learner <br />related challenges included lack of motivation, poor GEL background, and learners' focus on <br />test, and learners' inappropriate needs' analysis. ESP teachers' related challenges included <br />teacher's language proficiency, teachers' content knowledge, teachers' perception of ESP, <br />teachers' teaching method, teachers' familiarity with material development, and testing skills. <br />The findings of the study can be used to promote the status of teaching ESP in medical <br />universities.<br /><br />