An English for specific purposes curriculum for industrial design majors at an Industrial Design Institute in Zhaoqing, China

The English for Specific Purposes (ESP) curriculum at the Sino-German Industrial Design Institute (IDI) was introduced in 2018 to support Chinese students in adapting to industrial design courses taught in English by German instructors. The program aimed to provide advanced language training, fostering students' abilities to effectively engage in professional learning and integrate into the German teaching culture. Despite its significance, the ESP curriculum had not undergone formal evaluation since its inception, leaving gaps in understanding its design, implementation, and impact. This study adopted a qualitative case study approach using the Context, Input, Process, and Product (CIPP) evaluation model to assess the ESP curriculum's relevance, implementation, and outcomes. Data were collected through curriculum document analysis, academic performance reviews, and interviews with stakeholders, including instructors, students, employers, and administrators. The findings revealed that the ESP curriculum provided valuable support for students' academic progress in industrial design courses; however, its full potential was constrained by limited teaching materials and inconsistencies in group work contributions. The teaching methodology, which integrated lectures, independent study, group work, and presentations, fostered diverse learning strategies but was hindered by insufficient teacher-student and peer-to-peer interactions. Furthermore, cultural diversity significantly shaped students' learning experiences, offering opportunities for enrichment while also presenting challenges in adaptation. Although respondents generally expressed satisfaction with the curriculum’s outcomes, the study identified areas for improvement, particularly in the enhancement of assessment mechanisms and the availability of teaching resources. Based on these findings, this study proposes specific recommendations to improve the ESP curriculum, including enhancing teaching materials, fostering interactive teaching practices, and developing strength evaluation systems. These measures aim to optimize the curriculum’s design and delivery, ensuring it aligns with the needs of students and the overarching goals of Sino-foreign cooperative educational programs.

Text FPP 2024 34 declaration form.pdf Restricted to Repository staff only Download (709kB) Text FPP 2024 34 fulltext.pdf Restricted to Repository staff only Download (8MB) Text 125245 fulltext.pdf Download (900kB) Official URL or Download Paper: https://ethesis.upm.edu.my/id/eprint/18839

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