“Read-To-Write-Tasks” in English for Specific Purposes Classes Cover Image

“Read-To-Write-Tasks” in English for Specific Purposes Classes
“Read-To-Write-Tasks” in English for Specific Purposes Classes

Author(s): Galina Kavaliauskienė, Jelena Suchanova
Subject(s): Social Sciences
Published by: Vilnius Gediminas Technical University
Keywords: English for Specific Purposes; online “read-to-write-tasks”; attitudes to reading / writing skills; self-assessment of reading / writing skills.

Summary/Abstract: At university level students face demanding tasks of reading an enormous amount of professional materials in English. Writing various assignments is another challenging part of higher education. Online activities are the priority for conducting assignments at tertiary level. Students usually start doing the English for Specific Purposes (ESP) course before learning subject-matters of the future profession, i.e. in their first year. The cornerstone of the ESP is unfamiliar lexis and numerous concepts of subject-matter. In order to succeed, students need to develop proficiency in reading professional texts and writing skillfully on relevant subject issues. The aim of this paper is to study, first, learners‘ attitudes to online reading of professional materials as well as to writing various assignments online and, second, to examine learners‘ self-assessment of proficiency in these skills. Our research employed brief written surveys designed in accordance with the standards in Social Sciences, which were administered to the students doing the ESP course, and the verbal data obtained during individual interviews intended to assess learners‘ success and achievements throughout the academic year. The respondents were the students specializing in psychology at Mykolas Romeris University, Vilnius, Lithuania. All the participants were unanimous in the importance of writing and reading skills for the ESP tasks. 100% of respondents support reading professional materials, and 80% of respondents support exercising online writing. Self-assessment of reading proficiency demonstrates that 90% of students believe they possess very good or good skills of reading, and 70% of learners are sure of their good skills in writing. Respondents’ performance in these skills is less impressive. Some recommendations towards perfecting students’ proficiency in “read-to-write-tasks” are suggested. It is important to help learners develop better rates of reading and learn to employ metacognitive strategies in writing.

  • Issue Year: 18/2010
  • Issue No: 4
  • Page Range: 57-65
  • Page Count: 9
  • Language: English