Roles of learners and instructors in ESP contexts

• Chinchilla-Jiménez, María ^[1] ; Ugalde-Naranjo, Gloriela ^[1]
  1. [1] Universidad Nacional de Costa Rica

     Universidad Nacional de Costa Rica

     Heredia, Costa Rica

     
• Localización: Revista Ciencia y Reflexión, ISSN 3045-5537, Vol. 4, Nº. 1, 2025, págs. 1141-1163
• Idioma: español
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• Resumen

  • Objective. This article aimed to recognize the role of the learner and instructor in an ESP classroom. Methodology.  This research followed the qualitative approach with a descriptive research design focused on “process-product” research that detailed the context and interaction at different stages in the ESP strategies such as needs analysis, course design and implementation, and course evaluation during two different ESP courses in 2020. The participants were academics from the area of mathematics at the National University for the EAP course and doctors from the Jorge Volio Clinic in San Joaquín de Heredia for the EOP course. Later the results and insight of each course were discussed to compare the effectiveness of the strategies applied and the experience of each instructor. Results. The ESP instructors encountered different situations in their classrooms which led to diverse events in the course. These differences evidenced the need to acknowledge how ESP roles can be varied and how to face them to facilitate the process rather than hinder it. Conclusions. The research suggested that the role of the participant and practitioner in the class must be understood and visualized from an ESP perspective. It also demonstrated how the practitioner must be part of the process to guide and support the learners’ role.