CHALLENGES AND STRATEGIES IN TEACHING ENGLISH FOR SPECIFIC PURPOSES (ESP) IN DIPLOMAS AT KING FAISAL UNIVERSITY

Abstract

Teaching English for Specific Purposes (ESP) in diploma programs presents unique challenges, particularly when students have limited English proficiency. This study explores the difficulties faced by both instructors and students in ESP courses at King Faisal University, focusing on diploma programs in accounting, finance, administration, and computer studies. Using qualitative and quantitative methods, data was collected through interviews with instructors and students, classroom observations, and surveys. The findings indicate that instructors struggle with explaining technical vocabulary, maintaining student engagement, and assessing ESP progress, while students face challenges in comprehending subject-specific terms, academic writing, and oral communication. Despite these challenges, certain strategies—such as task-based learning, scaffolding techniques, and technology-enhanced instruction—were found to be effective in improving student engagement and learning outcomes. Additionally, 60% of students perceive ESP courses as beneficial, though 30% suggest improvements are needed, particularly in aligning content with industry needs. Based on these findings, the study recommends enhancing instructional methods, integrating digital tools, and strengthening collaboration between ESP instructors and subject experts to better support students. While this research provides valuable insights, its scope is limited to a single institution, suggesting a need for broader studies across different educational settings. Future research should explore the long-term impact of ESP training on career readiness and the effectiveness of digital learning tools in ESP instruction.