INTERNATIONAL ISLAMIC UNIVERSITY ISLAMABAD

FACULTY OF LANGUAGES AND LITERATURE

DEPARTMENT OF ENGLISH
BS ENGLISH SEMESTER 8

English for Specific Purposes

Research Project

Submitted to: Dr. Salma Kalim

Submitted by: Group 2

Group 2’s Members:

Hoorayah Abbasi 2192-FLL/BSENG/F19

Kashaf Abbasi 2203-FLL/BSENG/F19
Manal Arshad 2187-FLL/BSENG/F19
Fizza Munir 2166-FLL/BSENG/F19
Sadia Rasheed 2167-FLL/BSENG/F19
Zynab Moeed 2282-FLL/BSENG/S20
Sania Shamshad 2174-FLL/BSENG/F19

Thursday 25 May 2023

Learners Understanding the Need for an EST Course in Pakistani STEM
Universities

1. Introducion

University students who have enrolled in STEM degrees in Pakistani universities,

inadvertently cruise through their sine qua non General English course during their first year
without giving it its due importance, thinking of it as a course they are already knowledgeable
in. These STEM learners are in dire need of being stimulated to comprehend the
significance of ESP i.e. English for Specific Purposes, as something entirely different from
the non-scientific academic English they have been taught as an L2 up until graduating from
higher secondary educational institutions. As Parkinson (2013) points out, “The grammatical
and lexical features of language we use for specific purposes are by definition specialised
and not a routine part of a native speaker’s repertoire (Tudor 1997).” (p.164). If such is the
case for the native speaker, then it is apparent how essential courses in EST i.e. English for
Science and Technology, are for potential Pakistani engineers, scientists and researchers, in
order to meet the international standards for emerging research and advancements.

A few months into their degree, STEM learners will soon realise that they have non-linguistic
needs that have a linguistic component when they begin writing lab reports, and that is
where ESP will come in. Anthony (2018) concisely describes English for Specific Purposes
as being about “offering language support so that people can successfully accomplish
current and perhaps future tasks in their studies or work that have a language component”
(p.10). For STEM students in particular, ESP can further be specified into EST i.e. English
for Science and Technology. Jean Parkinson (2013) elaborates on this sub-field of ESP
“English for Science and Technology” not only by considering the linguistic aspect of science
and engineering but also the disciplinary contexts into which students are being socialised
into their own specific communities that include the culture and values of those disciplines.
According to Halliday (1993), “a text is recognized as scientific English because of the
combined effect of clusters of features and, importantly, the relations of these features
throughout a text.” (p. 156). Linguistic features and differences of science or technology
should not be considered as separate from the genres in which they occur, because they are
part of what constitutes genre. This is something that STEM students are bound to perceive
very soon into their degree.

For ESP researchers, science and technology were already an early focus due to the rapid
expansion of EST in the last 50 years with many EST researchers and scholars such as
Bazerman, Halliday, Parkinson, Stoller etc. contributing to the EST field. For instance, Stoller
emphasised working with discipline specialists in designing EST interventions and working
towards a shared understanding with them for writings. “Collaboration with disciplinary
experts is highly recommended if EST teachers are not knowledgeable about students’
disciplines” (Horn et al, 2008, p.156). Parkinson (2013) proposed the situating of EST
coursework in the content of undergraduate science students’ subject areas. Molle and Prior
(2008) found that writing in technology and mathematics contain linguistically notated
graphics and mathematical notation both on graphs and in the text. This makes collaboration
with disciplinary specialists even more important for EST teachers. Another EST researcher
Flowerdew (2000) considered good ‘apprentice’ models to teach the genre, using
high-performing students’ writings as models to teach the genre. EST has always aimed for
making scientific English easier to use and more accessible for STEM learners, researchers
and scientists globally.
EST was initially inclined towards linguistic forms with later emphasis on skills, and a more
recent focus on disciplinary power differences. In the early days of ESP, researchers focused
on identifying the ways in which registers and rhetorical structures of specific disciplines,
such as electrical engineering, differed from those in other disciplines. Later in the 1980s
and 1990s, researchers began noting that the value of ESP was not in the discipline-specific
products that emerged from ESP instruction but in the learning processes that were
involved. This started a new trend for ESP courses with not only a focus on the common
shared features of language across disciplines but also transferable skills and learning
strategies.
English for Science and Technology has a large scope to expand more as a field even today,
despite the abundant research already done in it. For instance, the variation between
research articles in different disciplines, comparison of discourse in different disciplinary
areas, and studies on oral science, engineering genres and mathematical discourse are also
as yet under-researched. The construction of a theoretical framework for teaching strategies
also requires thorough research as the position of EST teachers as disciplinary outsiders
has also led to a need for more investigation in this field. However, this research will focus
on getting learners themselves to recognise the need of investing in obtaining good scientific
English language skills. STEM students in Pakistan have been taught general English from a
primary level due to it being their second language and think that going into the sciences will
shift their attention solely to the practical research part where the impact of English as a
language has little purpose. They are, as undergraduates, unaware of how pivotal a role
scientific English plays in their lab reports, presentations and research articles that they are
hopeful of getting recognised or published on a global level. In this way, they disregard the
English course they are offered in their first year, being of the opinion that it is a general
course that will get them an A grade with little to no hard work.
But when Parkinson (2013) says that “it is more important for learners to understand the
degree to which core elements of a language vary in and among disciplines rather than rules
that distinguish one particular discipline from others” (p.159), this can be the basis for
encouraging new learners to understand how different the English language they already
know is from the one they do not as yet know but will have to employ in during the course of
their degree. For other than just writing summaries, reactions, case studies and library
research papers, Braine’s (1989) study of writing assignments in science and engineering
courses found that most assignments were either lab or design reports (p.162). In 2009,
Ward estimated that his Thai engineering students knew only half of the 2000 most frequent
English words as described in the General Service List (West 1953) and only 30 percent of
academic words, yet had to read their textbooks in English. To rear better equipped,
competent Pakistani leading researchers and scientists, STEM learners must be provided
with EST instructors early on in their degree, that they should eagerly learn from.

2. Literature Review

As ascertained already, the language of specific disciplines varies considerably. Pakistani

STEM learners will be interested to know that ESP, or in their case, EST, is very different
from the traditional language learning they have experienced prior to specialising in any one
of the sciences as ESP tends to “emphasise communication in the specialised target context
rather than language teaching” (Hyland 2007). It does not focus on pummelling them into a
traditional English grammar class for instance, but rather attempts to familiarise learners with
their target discourse community and adjust them into it. Parkinson (2013) in his work
‘English for Science and Technology’ explains how EST teachers “take account not only of
lexis, grammar, and genres of science and engineering”, but also “consider the disciplinary
contexts into which students are being socialised, including the culture and values of these
disciplines'' (p.168). He further clarifies that “From a critical discourse perspective,
disciplinary discourse is not equally accessible to everyone and the task of ESP teachers
includes assisting students in unpacking their disciplines ’ ideological assumptions, rather
than merely accepting and coming to share these. A critical perspective recognizes that
science and technology are not context-free” (p.157). There has been similar, extensive
research into the field of EST which caters to the needs of its learners.

2.1 Teaching English for Science and Technology

In today’s fast growing era, for scientists and researchers to contribute in a competitive world
while also making advancements that could help the world towards a better future, they and
their work have to be recognised on a global platform. This makes being aware of the
specialised language used in their discipline essential. These scientists and researchers
may be in the advanced, tertiary level of their education or practice but this still makes it
necessary for them to better acquaint themselves with the professional, highly specialised
target variation of the English language for which they will require undertaking an ESP
course with a focus on EST specifically.

EST is taught to learners by ESP Instructors and here the instructor-learner interaction is
necessary to make the training process successful because “while teachers are considered
language experts, learners have related expertise in their own fields” (Musikhin p.32). EST
Instructors should also collaborate with disciplinary specialists, as the “understanding of
equations, text, and visual elements and the meaning they make together is necessary for
full understanding of texts in these disciplines” (Parkinson p.168). Altogether, the model of
English for Specific Purposes (ESP) that focuses on “the acquisition of professional
expertise, which integrates disciplinary knowledge and professional practice in a complex
and dynamic manipulation of different social situations within which most forms of
specialised communication take place” (Musikhin p.29) is favoured. In this way, learners will
experience the full benefit of being taught EST and will be able to, as scientists and
engineers, not only succeed in their own careers but propel the world towards
advancements.

Before initiating the EST course, a needs analysis is strongly recommended to be carried out
to identify what learners will be required to do with their EST skills in their profession.
Following that, an effective teaching and learning experience based on the language
competence needed by scientists and engineers should be related to their professional area,
and the language learning approach be based on the activities that are relevant and typical
to their profession in an international context. As Musikhin (2016) puts it, “The learners’
overall communicative competence in the field of their professional activity should be
developed, and to lay the foundation for further learning and refinement of language skills,
the learning targets, choice of study material, didactic approaches and syllabus should be
relevant for the learners’ field of study” (p. 30). If a manual is provided by the EST Instructor,
it should provide the most appropriate lexis, set of language exercises, and technologies of
learning a foreign language enabling specialists to perform a full-fledged communication
within international cooperation. This manual should be updated constantly due to the
evolutions and developments taking place in the field of Science and Technology. Similarly,
an EST Instructor is required to stay updated or work in collaboration with specialists already
in the field.

2.2 The Learner Centred Approach for EST

The learner-centred approach and communicative language teaching methodology are
valuable techniques for STEM students. As ESP emphasises the purposeful and utilitarian
learning of English suited to the discipline, in the case of STEM students who are potential
scientists and researchers, these learners already at the tertiary level, become the significant
stakeholder when it comes to considering the course design. Choosing which approach to
adopt for teaching Pakistani STEM learners, depends on a range of factors, including the
time constraints, the class size, the learners’ and instructors’ backgrounds and experiences,
and the needs of the different stakeholders. “But,” Parkinson (2013) reasons, “when in
doubt, perhaps it is best to initially adopt a wide-angled approach and then narrow the focus
as you learn more about the learners’ needs.” (p.160).

The CLT approach plays a vital role in enhancing the learners’ communication skills which
are necessary for relaying scientific information on two levels i.e. to their peers and to the
general audience. According to Rao (2014), “a learner-centred approach facilitates learning
through techniques involving learners either in pairs or in groups. It is suggested that the
EST teachers should consider the CLT approach to let the learners have clear knowledge of
the linguistic, phonological, cultural, and functional, interactional, grammatical, lexical,
socio-linguistic and social-cultural competence to attain ‘communicative competence’ in
English.”(p.6). English communication skills are essential for technological innovation and
employability.

The learner-centred approach gives students a personalised learning environment to support

their learning. Rao (2014) points out in his research that “90% of the engineering students
feel comfortable to listen to technical subjects taught in English, but 85% of the students are
not good enough to use English for preparing a technical discussion, asking or answering
questions. Most of the students do not have knowledge of special grammar items used in
EST like nominal compounds, impersonal passives, conditional structures etc.” (p.5). So the
EAP courses taught by EST Instructors in STEM institutions are initially based on
accomplishing classroom based activities such as: oral presentation skills, understanding
lectures, note-taking and note-making skills, academic writing, academic reading and
vocabulary, and academic speech and pronunciation. Students are also simultaneously
exposed to the expectations and requirements of their faculty and that of their stakeholders’.
As Rao (2014) sums it up, “Every field of science and technology has its own list of terms
and phrases. Technical vocabulary ought to be taught in order that learners may be trained
to use words with appropriateness and precision for more effective communication” (p.7).
This combined with a learner-centred approach will have a more significant impact on the
learners.

2.3 Writing for Science and Technology

While the subject of Hirst’s (2020) article ‘Writing, in English, for Publication in Science and
Technology, and Policy’, is the relatively recent discipline known as nuclear security, he
discusses how our planet's survival depends on the ongoing worldwide discussions on
nuclear security and safety, nonproliferation, and anti-terrorism. If Pakistani STEM scientists
are to contribute to this emerging scientific field, then they must possess more than
adequate EST language skills in order to get their thoughts, words and research findings
across. They should not have to feel or be inhibited in their attempts solely due to their lack
of these skills despite receiving top-tier education pertaining to their fields. Thus, in order to
communicate openly with other international professionals, there is great benefit in speaking
the same technical language.

Secondly, publishing scholarly work that is understandable and reading in any area of
science, technology, or public policy is a significant contribution to the global community
working in that area. “A scholarly argument does not only give information, as in, say, a
catalogue description of a college programme or of a typical decontamination technique. In
an academic context, to argue is to submit a claim about a topic of interest to an audience
and then to defend that claim using supporting data, analysis, justifications, examples,
details, demonstrations, and so on” (Hirst p.10). In Hirst’s (2020) words, “A good academic
article is also carefully researched—but of course it doesn’t unload everything the researcher
knows! It provides just the right amount of detail to accommodate the needs and interests of
fellow professionals—and to deliver its arguments well supported by evidence and reason”
(p.11) Consequently, L2 STEM learners, researchers and scientists working in a field such
as nuclear security would benefit from communication guidance given by professional EST
communicators and educators.

When it comes to writing lab reports, research articles, summaries and reactions during
university years in a region where English is considered the second language, Parkinson
(2013) brings to notice how another EST researcher Braine (2001), “found reluctance among
science and engineering professors, themselves L2 English speakers, to show him writing
assignments they set for students. He speculated that they were ashamed of possible
grammatical errors, and could see no value in a process approach to writing, having been
educated through the grammar - translation method” (p.157). Pakistani STEM students and
learners would understand and compel themselves to acquire EST by initially beginning with
being “sensitised by first considering linguistic and nonlinguistic features of nondisciplinary
genres, then considering texts in the field written for an expert and non-expert audience, and
finally focusing on the target genre” (Parkinson p.160). This will further clarify their situation
to them as they discover how differently the English language can function on multiple
levels. For although, “the lab report writer writes for a person grading the report, while the
RA writer addresses peers'' (Parkinson p.162), it is essentially writing utilising EST and not
the non-scientific and sometimes even non-academic English one knows as an L2.

Parkinson (2013) elucidates how an EST researcher found that the challenges faced by ESL
students were not merely ESL errors, “even if all errors were corrected, their lab reports
would have a more restricted lexico-grammatical range than the L1 students’. For example,
to express assumptions, L1 writers used a range of grammar including assume as a verb,
(passive, active, finite, and nonfinite), as an adjective, and as a noun as well as synonyms of
assume. L2 writers by contrast depended on the imperative, or merely listed assumptions,
because they lacked resources for expressing assumptions.” (p.163). This illuminates how
limited knowledge of the usage of correct terminology brings down the level of a well
researched article. As Hirst (2020) puts it, “Everyone prefers clear, interesting writing that
does not needlessly exhaust mental energy”. (p.23).

2.4 Framework for an EST Speaking Course

When thinking of creating a blueprint of a speaking course for Pakistani STEM learners, one
can take a look at the research carried out by Rahman, Ming, Aziz and Razak (2009). In
their research based on ‘Developing an ESP Speaking Course Framework for the Foreign
Postgraduates in Science and Technology at National University of Malaysia’, Rahman et al.
(2009) elucidate how “an ESP (English for Specific Purposes) speaking course should be
designed to prepare these foreign postgraduate students so that they can cope with the
extent of English used in the concerned fields in the university in terms of speaking for
academic purposes'' (p.3). Including multiple STEM faculties, Rahman et al. (2009) collected
data from 252 foreign postgraduate students to create a tailored speaking course that
addresses the specific linguistic requirements and challenges faced by these students

According to the interviews and questionnaires conducted with foreign postgraduate

students, five out of ten students faced difficulties in oral presentations during seminars,
conferences, and academic discussions. This finding is consistent with previous studies
showing that oral presentation is a challenging area for foreign students in universities,
particularly those from non-English education backgrounds. These students, who were
considered to have low English proficiency levels, experienced difficulties in pronunciation
and lacked previous experience with presentations. On the other hand, four students, who
had English education backgrounds or higher proficiency levels, did not face any difficulties
in oral presentations. Based on these findings, it is suggested that the ESP course should
include training in oral presentations in seminars and conferences.

The study conducted by Rahman et al (2009) concluded that developing an ESP speaking
course framework is crucial for foreign postgraduate students in the relevant subjects across
the three faculties of the Faculty of Science and Technology, Faculty of Engineering, and
Faculty of Information Science and Technology. Designing an appropriate ESP course for
the target groups in an academic setting is a complex task. The framework includes factors
such as ESP requirements analysis, speaking tasks, course objectives, syllabus
development, teaching aids, and evaluations. By addressing the speaking issues specific to
academic purposes, the ESP speaking course aims to cater to the needs, expectations, and
desires of international postgraduate students at the university. In a similar manner, once
Pakistani STEM learners realise the advantage of being taught EST, guidelines from this
research should already be employed to create such a course criteria and outline for them
too, so they can immediately start employing what they learn in their presentations.

2.5 English Courses for Bachelors of Engineering in Pakistan

The importance of effective, academic and scientific English language skills can not be
undermined in any educational field and its role in the field of Engineering and Information
Technology is especially crucial in Pakistan. It is difficult for young engineering students, who
concentrate on the more practical and technical side of STEM courses, to shape their
thoughts in a second language. Subsequently, when it comes to writing for specific purposes
like TOR, technical reports, proposals, memos, lab reports and research articles, this task
becomes all the more challenging. Sultan, Afsar and Abbas (2019) conducted a research to
analyse the target needs of the Bachelors of Engineering students in Pakistan and to identify
the gap between present syllabi and the needs of the students. Their research was
conducted in five engineering institutions from the cities Rawalpindi and Islamabad. In their
opinion, “Needs Analysis is the first step towards developing curriculum … could be used to
bring improvements in existing syllabus/methodology” (p.1). It became apparent to them that
the present syllabi and teaching methodology of English courses needed to be improved to
fulfil the future needs of the students.

Sultan et al. (2019) bring focus to how some researchers described the poor writing skills of
graduating engineers in the USA as “one of the most common complaints from industry
about graduating engineers is their poor writing skills. Reports, for example, are poorly
written, rife with misspellings, redundancies, and grammatical errors” (p.2). It reflected
writing for engineering purposes as being problematic for fresh graduates. Likewise, in the
Pakistani context, the lower standard of English language taught at secondary and higher
secondary level is another factor why the students of engineering may not already be so
good in English even as an L2, as they come from a variety of backgrounds and have
attended schools of different standards. Even then the higher level of specialised scientific
academic English is not something they might have been aware of prior to getting admission
in a STEM university.

Engineering universities in Pakistan used to have only one subject of English viz
Communication Skills in their engineering programmes before 2006. Sultan et al. (2019)
shed light on the Higher Education Commission of Pakistan and its role in the provision of
suitable courses to university students. It appeared that the HEC, which has the
responsibility of curriculum revision, realised the importance of English language for the
engineering students of Pakistani universities as in the exercise of their powers, HEC
revised the curriculum of Bachelor of Engineering (BE) in Pakistan in 2008. Sultan et al.
(2019) point out, “the most significant part of the revision was related to English courses for
engineering students. The HEC directed the engineering universities to include three English
courses of three credit hours each at undergraduate level” (p.3).

When it comes to the different stakeholders present in the lives of potential engineers,
scientists, and researchers, there is a serious concern in the industry and academia related
to the communication skills of the graduated engineers. The industry gives obvious
weightage to good communication skills in their recruitment process of engineers especially
in this age of globalisation. The managers at the corporate sector are not satisfied with the
present syllabus of English courses at the engineering universities of Pakistan as they feel
that the courses should be practical in nature and help the students work effectively at their
workplace. The learner respondents in their turn, gave many suggestions for the
improvement of the syllabi and teaching methodology such as that the teaching should be
student-centred, more time should be given to speaking skills as the students speak Urdu or
regional languages outside the class, group discussion is the favourite activity for most of the
students, more weightage should be given to assignments and presentations while
assessing the skills and finally, the Instructor should speak the English language while in the
class and listening skills should also be included in the subject of Communication Skills.
Taking these points into consideration, a strong EST course should be built to aid Pakistani
STEM learners in stepping up their game to an international level.
3. Research Questions:

Despite English being the L2 for Pakistani STEM students, they face difficulties in reading,
speaking and writing academic scientific English for their RAs, lab reports and presentations.

1. Do they realise the difference between academic scientific English and the L2 English
they have been taught?

2. Do STEM students in Pakistan comprehend the importance of the English course in their
1st year of university?

3. Do they think they need an ESP/EST instructor?

4. Aims and Objectives:

● To induce STEM learners to comprehend the need of ESAP and its EST Instructor
● To then stimulate learners to fully participate in the English course provided to them
in their first year
● To ensure that effective EST courses are being taught for learners to not squander
any more of their valuable time

5. Data Collection

The survey will target two batches of STEM students from any STEM university in Pakistan
that consists of the Faculties of Science and Technology, Engineering, Mathematics,
Information Science and Technology. The first batch of L2 STEM learners will have leisurely
taken a General English course in their first year and the result from their output throughout
their degree will be analysed. The second batch would be a more recent one in its second
year of the degree but would have taken an EST course in its first year. Both batches will be
given both questionnaires and semi-structured interviews to discover their response to the
General English and EST courses they were offered. The goal of this survey will be to
discover if the STEM learners themselves realise the difference between academic scientific
English and the L2 English they have been taught, if they comprehend the importance of the
English course in their 1st year of university and whether they think they need an ESP/EST
instructor.

6. Methods of Analysis

6.1 Needs Analysis and the Discrepancy View of Need

When Brown (2016) defines Needs Analysis as “the systematic collection and analysis of all
information used for defining and validating a defensible curriculum”, here the information
used in a defensible curriculum is based on the type of needs considered useful when
designing an ESP course. As Anthony (2018) says, “the word ‘needs’ takes on different
meanings depending on the stakeholder and the context they are in,” (p.65) and for this
survey, the type of need to be focused on for effectiveness is the ‘discrepancy’ view of needs
that Anthony (2018) clarifies as one “where needs correspond to the lacks, discrepancies, or
gaps between what the learners can currently do in the language and what they will need to
do in the target setting” (p.66) For Pakistani STEM students are already well-acquainted with
English as their Second Language but are lacking when it comes to the academic, scientific
English required in their target setting. Multiple stakeholders will have to be consulted but
those with direct knowledge and experience of the EST learners and the ways in which they
are likely to progress in their language learning, like experienced ESP instructors will offer
the most useful advice.

6.2 Large-Scale Detailed Needs Analysis

Flowerdew (2018) mentions that a needs analysis is “the product of ‘Target situation
analysis’ and ‘Present situation analysis’,” (p.325). “Present Situation Analysis (PSA) seeks
to establish what the students are like at the start of their language course, investigating their
strengths and weaknesses” while “Target Situation Analysis (TSA) is a form of needs
analysis, which focuses on identifying the learners’ language requirements in the
occupational or academic situation they are being prepared for” (Rahman et al. 2009).

To establish the discrepancy needs, the needs that will be targeted will be objective as
compared to subjective, as Pakistani STEM learners need to realise the disadvantage of
their L2 knowledge in their current and target settings themselves in order to come to value
the EST course. They will be questioned, utilising both a qualitative and quantitative
approach, about the hours of study they dedicated to learning or implementing the EST
material at the start of their degree’s first year and then later in the year. So a full-scale,
detailed needs analysis will be conducted in this survey and will involve the following data
collection methods and resources:

• questionnaires for EST L2 STEM learners

• semi-structured interviews or discussions with STEM learners and EST instructors

• observations of learners in the current and target context i.e the EST classroom

• testing of EST learner performance before and during the course

Anthony’s (2018) mention of Brown’s (1989) concept of ensuring “the value of a needs
analysis, it should be designed in a similar way to a test, making sure that it is reliable, valid,
and practical,” (p.71) will be kept in mind.

6.3 Corpora Used

Nesi (2013) identifies many types of corpora used in Corpus Studies in ESP where
‘corpus-based’ and ‘corpus-driven’ investigations take place. However, the main three used
in this survey will be ESP corpora in the public domain i.e. ready-made corpora that are
open-access, Academic learner corpora i.e. consisting of student writing, and finally, the
Research article corpora whose constituents is self-apparent. The public domain and
research article corpora will be analysed to display discipline specific linguistic
characteristics to the survey participants and they themselves will employ their own
academic learner corpora to analyse the contrast presented in the results.

6.4 Analysing STEM Learner’s Language Outputs using Corpus Methods Before
and After EST Courses
Anthony’s (2017) AntConc text analysis software can be utilised to analyse the written
literature of STEM students i.e. academic learner corpora, before and after taking the EST
course to showcase their developments to them. However, before the survey, they can be
made to also analyse some professional STEM articles i.e. research article corpora or public
domain corpora, and their own preliminary work before and after attending university to see
first hand how significantly varied the academic, scientific English. The electronic form of the
samples will be analysed in the software and the findings will be shown to the survey
participants.

7. Contribution to the field

This survey will help prove that learners are one of the more significantly, valuable
stakeholders as when they actually start participating in the EST course, then only will the
other stakeholders be able to move progressively forward instead of instructors stagnantly
providing course material and methodologies with no rewarding output, potential employers
making their requirements known with none to fulfil them or administrators creating courses
with little success rates. Once Pakistani STEM learners realise the huge impact of learning
EST on their overall educational and professional lives, they will consciously try
implementing learned material in their work. Upon evaluation, they will then be found to be
more competent, expressive potential researchers, potential scientists, and engineers more
receptive to success on an international level.

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References:

Anthony, L. (2018). Introducing English for Specific Purposes. Routledge Introductions to

English for Specific Purposes. 1-5: 7-97.
Flowerdew, L. (2013). Needs Analysis and Curriculum Development in ESP. The Handbook
of English for Specific Purposes 17: 325-346.
Hirst, R. (2020). Writing, in English, for Publication in Science and Technology, and Policy:
The Example of Nuclear Security. Journal of Technical Writing and Communication.
https://doi.org/10.1177/0047281619865154

Musikhin, I. (2016). English for specific purposes: Teaching English for science and
technology. ISPRS Annals of Photogrammetry, Remote Sensing and Spatial
Information Sciences, III-6, 29-35. DOI:
https://doi.org/10.5194/isprs-annals-III-6-29-2016
Flowerdew, L. (2013). Needs Analysis and Curriculum Development in ESP. The Handbook
of English for Specific Purposes 17: 325-346.
Nesi, H. (2013). ESP and Corpus Studies. The Handbook of English for Specific Purposes
21: 407-426.
Rahman, M . M., Ming, T. S., Aziz, M. S. A., & Razak, N. A. (2009). Developing an ESP
speaking course framework for the foreign postgraduates in Science and Technology
at National University of Malaysia. The Asian ESP Journal, 5 (2), 1-57.
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=285c8c17ce2b2acf
47af02235ea3920ce10098af

Rao, V. (2014). English for science and technology: A learner centered approach. English for
Specific Purposes World, 15, 1-10. (PDF) English For Science And Technology: A
Learner Centered Approach

Sultan, A., Afsar, A. & Abbas, S. (2019). Needs Analysis: English Courses for Bachelors of
Engineering in Pakistan. Journal of Educational Sciences and Research, 6(1), 01-18

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