A Comparative Study Of Traditional And Blended Learning Approaches To Teaching English For Specific Purposes (Esp) To Engineering Students

Abstract

The present study investigates the relative efficacy of conventional and blended learning methodologies in the instruction of English for Specific Purposes (ESP) to students pursuing engineering degrees. In light of the significant importance of English language proficiency in technical domains, particularly for individuals who are not native speakers, the objective of this study is to ascertain the most effective approach for improving language proficiency and content understanding. The study employed a mixed-methods methodology, incorporating pre- and post-tests, surveys, including interviews to gather data from a sample of 120 engineering students. The participants were divided into two groups: one group received instruction using traditional methods, while the other group was exposed to a blended learning model. The results of the study indicate that the group that received blended learning shown more significant enhancements in language proficiency, comprehension of content, and level of engagement. The findings of this study indicate that the incorporation of digital resources into traditional classroom teaching methods can offer ESP students a learning experience that is both adaptable and academically successful. This study underscores an opportunity of blended learning in addressing the changing demands of engineering education within a globalised framework.