Nadela Devanika Putri, Izzati Gemi Seinsiani

Teacher’s strategies to enhance students’ speaking engagement in ESP classroom at vocational school

Introduction

Teacher’s strategies to enhance students’ speaking engagement in esp classroom at vocational school. Effective teacher strategies (PjBL, role-play, discussions) boost vocational students' speaking engagement in ESP classrooms. Learn how to enhance participation, confidence & overcome challenges.

Abstract

Speaking proficiency plays a vital role in English language education, especially in vocational settings where learners are expected to use English in professional environments. While English for Specific Purposes (ESP) is gaining more recognition, there are still not enough studies exploring how focused teaching strategies influence student engagement in speaking tasks in vocational ESP contexts. This project investigates the teaching strategies used by an English teacher to promote student engagement in speaking, the challenges encountered during implementation, and the reported impacts of those strategies in an ESP setting for Mechatronics students in a vocational high school. A qualitative case study approach is used, with data collected through class observations, teacher interviews, and document analysis. Findings indicated that the teacher applied a series of speaking strategies and practice, such as project-based learning (PjBL), role-play, group discussions, and drilling practices, and these all responded to different dimensions of student participation; specifically, behavioral, emotional, and cognitive participation. Challenges included, distractions of mobile phones, poor instructional time and large class sizes, yet the methods seemed to foster students' participation. Learners with the highest levels of proficiency reported the highest levels of confidence; while learners that participated with lower levels of proficiency reported that they benefited from more direct guided instruction. The study suggests that the use of a range of speaking strategies in an ESP context can be effective in engaging and involving students in learning contexts. The implications of this study include the necessity of improving the practices of teachers, educational entities, and policymakers', providing vocational students for communication requirements in the workplace.

Review

This paper investigates teaching strategies employed by an English teacher to enhance student speaking engagement within an English for Specific Purposes (ESP) classroom at a vocational high school, specifically for Mechatronics students. Addressing a recognized gap in research concerning focused teaching strategies in vocational ESP contexts, the study adopts a qualitative case study approach. It aims to identify effective strategies, the challenges encountered during their implementation, and their reported impacts on student participation. The research successfully identifies a range of teacher-applied strategies and provides valuable insights into their multifaceted effects on student engagement in a practical, real-world setting. A significant strength of this study lies in its detailed exploration of specific teaching strategies—such as project-based learning, role-play, group discussions, and drilling practices—and their nuanced impact across different dimensions of student participation: behavioral, emotional, and cognitive. This granular analysis offers practical guidance for ESP educators. Furthermore, the findings are insightful regarding the varying benefits for learners with different proficiency levels, noting that higher proficiency learners reported increased confidence, while lower proficiency learners benefited more from direct guided instruction. These distinctions are crucial for tailoring instruction in diverse classroom settings and contribute meaningfully to the pedagogical discourse in ESP. While the study highlights the effectiveness of varied strategies, it also candidly reports on the real-world challenges faced by the teacher, including mobile phone distractions, poor instructional time, and large class sizes. Acknowledging these practical hurdles adds credibility and provides a realistic context for the findings, suggesting areas for systemic improvement. The implications are well-articulated, underscoring the necessity for teachers, educational institutions, and policymakers to enhance practices that better equip vocational students with essential workplace communication skills. Future research could potentially explore the long-term impact of these strategies, investigate their efficacy across different vocational fields, or employ mixed-methods to quantify engagement levels.

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