ESP teachers

This study was done to investigate the relationship between technological pedagogical content knowledge and reflective teaching of Iranian ESP teachers in online classrooms. To meet the goals, 254 ESP teachers from different universities in Iran were selected to take part in the study. The technological pedagogical content knowledge and teachers’ reflective teaching questionnaires were used as the main instruments of the study. Pearson correlation and multiple regression were calculated to analyze the data gathered from the questionnaires. The findings showed that the relationship between Iranian ESP teachers' technological pedagogical content knowledge and their reflective teaching in online classrooms was significant and the components of TPCK significantly predicted the Iranian ESP teachers’ reflective teaching. The findings of the study assist ESP teachers to employ technological pedagogical content knowledge to enhance their reflective teaching in the teaching process.

English for Specific Purposes, known as the acronym 'ESP’, has been a distinct activity in the field of English Language Teaching (ELT). This study investigates the challenges Iranian MBA students face in English for Specific Purposes (ESP) programs from the perspectives of their instructors. Utilizing semi-structured interviews and classroom observations with ten ESP teachers, the research identifies five major themes: lack of relevant business background, medium of instruction issues, communication challenges (oral and listening skills), the speed of teachers' speech, and deficiencies in writing skills. Findings reveal that students with non-business backgrounds struggle with quantitative coursework, while the transition from Persian to English exacerbates difficulties, particularly for those juggling work and study. Teachers noted persistent issues with students’ English proficiency, notably in speaking and listening, which hindered class participation and comprehension. The rapid pace of lectures and poor note-taking skills further complicated students’ ability to keep up with the curriculum. To address these multifaceted challenges, the study suggests implementing remedial courses, enhancing English language support, and adjusting teaching methodologies. These tailored interventions aim to improve students' academic performance and overall learning experience in ESP programs, offering valuable insights for educational institutions striving to support MBA students better. The pedagogical implications are discussed.

The present study attempted to comparatively investigate English as a Foreign Language (EFL) teachers’ and English for Specific Purposes (ESP) teachers’ beliefs about language learning and teaching and their distinctive characteristics. To this end, 150 EFL and ESP teachers, selected randomly from various universities in Iran, were asked to fill out two pilot-tested validated five-point Likert-scale questionnaires, one on beliefs (including 45 items) and the other on characteristics (comprising 16 items). To do multiple-level analysis and triangulate the data for validation purposes, 25 teachers, selected randomly from among the study participants, were also interviewed. The results of (Quantitative data analysis such as Independent Samples t-tests, Chi-Square and Pearson product-moment correlation analyses, as well as qualitative content analysis of interviews) found no significant mismatch between ESP teachers and EFL teachers’ beliefs overall; however, significant differences were found between characteristics of ESP teachers and EFL teachers overall as well as between the specific beliefs and also between specific characteristics of the two groups of the teachers. The results are discussed in detail in the paper, and the implications, which are significant for the field of language education and ESP, and the pertinent implications are presented.