ESP Teachers’ Experience in Designing and Implementing Course Materials at a Vocational Institution in Kuwait

Abstract

The dearth of research on teachers’ experiences across multiple phases of the ESP course has been highlighted by numerous researchers in the field (Alexander, 2012; Basturkmen & Bocanegra-Valle, 2018; Campion, 2016). The current research seeks to address this gap by examining the processes through which ESP teachers navigate the design and implementation of specific materials. The research employs a mixed-methods approach in two stages: a quantitative survey followed by qualitative interviews with teacher participants. Twelve ESP teachers at a technical college in Kuwait participated in this study to investigate their thoughts and feelings while designing specific materials, as well as their attitudes and reactions when implementing these materials in the classroom. The research unveils some interesting issues pertaining to the experiences of teachers involved in ESP instruction and the aspects contributing to the effectiveness of the designed materials. Significant recommendations were offered based on findings concerning the interplay between teachers’ cognitions and classroom practices; teacher education and professional development programs; and the relationship between the academic environment and teacher performance.