Abstract
To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to identify the use of learning technologies in science-based literacy. In the literature review, the researchers found that science-based literacy instruction shares many pedagogical aims with English language teaching in terms of reading, writing, listening and speaking, allowing it to be classified as English for Scientific Purposes (EScP). To answer the research questions, the researchers conducted the survey by extracting related articles and teaching examples from the Web of Science. In the search procedure, the researchers used the keywords science OR scientific AND technolog* OR comput* in ten selected journals of social science citation index. Only articles which are specified as journal articles rather than other document types were included. After compiling the corpora, the researchers compared the trends, methodologies and results of EScP instruction in science education. The implications of this study include the opportunities, advantages and challenges for EScP instruction in science education to further develop better educational approaches, adopt new technologies, as well as offer some directions for researchers to conduct future studies.
| Original language | English |
|---|---|
| Pages (from-to) | 827-839 |
| Number of pages | 13 |
| Journal | Journal of Science Education and Technology |
| Volume | 23 |
| Issue number | 6 |
| DOIs | |
| Publication status | Published - 2014 Nov 6 |
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All Science Journal Classification (ASJC) codes
- Education
- Engineering(all)
Cite this
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English for Scientific Purposes (EScP) : Technology, Trends, and Future Challenges for Science Education. / Liu, Gi-Zen; Chiu, Wan Yu; Lin, Chih Chung; Barrett, Neil E.
In: Journal of Science Education and Technology, Vol. 23, No. 6, 06.11.2014, p. 827-839.Research output: Contribution to journal › Review article
TY - JOUR
T1 - English for Scientific Purposes (EScP)
T2 - Technology, Trends, and Future Challenges for Science Education
AU - Liu, Gi-Zen
AU - Chiu, Wan Yu
AU - Lin, Chih Chung
AU - Barrett, Neil E.
N1 - SSCI & SCI
PY - 2014/11/6
Y1 - 2014/11/6
N2 - To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to identify the use of learning technologies in science-based literacy. In the literature review, the researchers found that science-based literacy instruction shares many pedagogical aims with English language teaching in terms of reading, writing, listening and speaking, allowing it to be classified as English for Scientific Purposes (EScP). To answer the research questions, the researchers conducted the survey by extracting related articles and teaching examples from the Web of Science. In the search procedure, the researchers used the keywords science OR scientific AND technolog* OR comput* in ten selected journals of social science citation index. Only articles which are specified as journal articles rather than other document types were included. After compiling the corpora, the researchers compared the trends, methodologies and results of EScP instruction in science education. The implications of this study include the opportunities, advantages and challenges for EScP instruction in science education to further develop better educational approaches, adopt new technologies, as well as offer some directions for researchers to conduct future studies.
AB - To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to identify the use of learning technologies in science-based literacy. In the literature review, the researchers found that science-based literacy instruction shares many pedagogical aims with English language teaching in terms of reading, writing, listening and speaking, allowing it to be classified as English for Scientific Purposes (EScP). To answer the research questions, the researchers conducted the survey by extracting related articles and teaching examples from the Web of Science. In the search procedure, the researchers used the keywords science OR scientific AND technolog* OR comput* in ten selected journals of social science citation index. Only articles which are specified as journal articles rather than other document types were included. After compiling the corpora, the researchers compared the trends, methodologies and results of EScP instruction in science education. The implications of this study include the opportunities, advantages and challenges for EScP instruction in science education to further develop better educational approaches, adopt new technologies, as well as offer some directions for researchers to conduct future studies.
UR - http://www.scopus.com/inward/record.url?scp=84912016378&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84912016378&partnerID=8YFLogxK
U2 - 10.1007/s10956-014-9515-7
DO - 10.1007/s10956-014-9515-7
M3 - Review article
AN - SCOPUS:84912016378
VL - 23
SP - 827
EP - 839
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
SN - 1059-0145
IS - 6
ER -