Abstract:

In recent years, in a globalized working environment, it is not sufficient to include specific vocabulary or grammar solely in an English for Specific Purposes (ESP) Class. Systematic development of critical thinking and problem-solving skills is essential. The work explores the efficiency of integrating industry-based case studies in ESP courses in terms of boosting critical thinking.

The survey was conducted in ESP classes in higher educational institutions. Several ESP groups were selected and observed throughout the term. Field-based authentic professional cases were selected and designed by educators during the experiment. Students were given specific vocabulary and terminology in advance. Students identified problems, compared possible solutions, and provided arguments while working in groups.

The analysis of the designed experiment data depicts that the applied method has significantly amended the active involvement of students, has enhanced functional usage of professional vocabulary and has contributed to the development of critical and analytical thinking. By careful observation and comparison of students’ GPAs before and after implementing the approach, conclusions were drawn. The challenges related to the utilized approach were also revealed. In particular, language competence and time limit. Consequently, extremely proper planning of the learning process is required while applying the chosen method.

The scientific value of the study is that it provides a structured and practically tested methodological approach for ESP teaching that can be modified for other professional fields as well. The obtained results are beneficial for both educators and students as well, since it provides the teaching model too close to professional reality and is based on critical thinking.

Keywords:

ESP class, critical thinking, case studies, professional vocabulary.