ASSESING LANGUAGE FOR ESP

Evaluation on Appropriate ESP Learning According To Targeted Skills

INTRODUCTION
There has always been a debate concerning ESP and “general English”, ESP courses and
general English courses, ESP assessment and general English assessment. Traditionally there
has been a distinction between the two, but after recent publications (STAN R et al, 2014 as
cited in Bachman and Palmer, 1996) this contrast became indistinct. Currently most language
assessment specialists agree on the same principles of measurement concerning validity and
impact (Douglas, 2010).
When students enroll in ESP classes, they often have a strong language background. ESP
classes are typically meant for intermediate or advanced students (Bailey, 2007). During the
first course of English the teaching staff is interested in preparing and designing the ESP
course, which is usually based on the specific needs of learners (Long, 2005). The course
designers conduct needs analyses to ascertain the students’ target needs and learning needs
and then integrate the required linguistic elements into the syllabus. The pre-course needs
analyses are used to obtain information and data concerning‚ the need for language skills’
(Holliday, 1995) in order to give directions for the course design and syllabus development.
The term “needs assessment”is often used with reference to the systematic process for
determining and addressing needs, or „gaps” between current conditions and desired
conditions or „wants”. The discrepancy between the current condition and wanted condition
must be measured to appropriately identify the need. The need can be a desire to improve
current performance or to correct a deficiency (STAN R et al, 2014 as cited in Kizlik, 2010).

DISCUSSION
Definition of assessment for ESP
…………………………………………..
The strong argument was forwarded by Jokhio R. A et al 2017 as cited in Dudley-Evans and
John (1998) with refer to the significant position of assessment and evaluation in overall ESP
learning process. As a result, framing the necessity of assessment and evaluation into a
realistic vision of developing, practicing, and eventually achieving beneficial implementation
within specific language skills necessary in a curriculum appears to be more effective.
Therefore, the context to define assessment in terms of an academic provision has been
referred to a process or an act that is itself meant to gather data about the knowledge by
following the attitudes toward it and finally professing the advanced skills within the group of
learners to which they are interested in (Kellaghan and Greancy, 2001; Bachman, 2004). As
an evaluative component of the ESP course, these are used to test ESP learners' capacity to
apply language abilities in real-life situations. The creative course of assessment is ongoing in
the form of formative evaluation to aid instructors in determining the competency level of
learners' prior and current language skills. This refers to evaluating learners' future
performance on a methodical path in an academic sequence. The phrases assessment,
evaluation, and test are frequently interchanged in ESP. They both refer to the same process
of obtaining data and making decisions about ESP students based on careful observation.
Second, self-reporting in the form of assessments is used to improve learning criteria by
identifying strengths and deficiencies.
Assessing language skill for ESP learners’
Mainly, the learning of a particular language process is bound to acquire competence within
four skills. They are, listening, speaking, reading and writing. This demands an essential
focus on visualizing the need of assessment and evaluation to properly state individual
differences within these four skills, while taking an ESP course. (Godfrey, 2011) have validly
argued in this respect, referring to continuous practice of assessment that could assist in
putting scrutinized check on attainments of learners. This aims to make a concrete record of
assessment profile. This profile will ensure to identify learner’s weak as well as strong points
that indicate whether an ESP learner can perform an academic assignment for qualifying a
procedure towards a certification (Jokhio R. A. et al, 2017 as cited in Hyland, 2006).
a. Listening
The ability to listen is concerned with understanding the essential language pieces that make
up an idea of a learner enrolled in an ESP course in a certain profession. This ability spans
early phonetic structures, lexis, and lastly the creation of slots in the form of syntax to express
meaningful thoughts linked to semantically right order. This precise arrangement may help to
achieve the intended discourse (Buck, 2001). As a result, taking into account all levels of
hearing within a series necessitates the intelligent integration and operation of all other talents
that the scenario permits (Pasov, 1977). According to previous studies, general assessing
criterion to evaluate individual difference within listening skill of an ESP learners’. The
major issue with listening skill is of texts availability. It is having a dilemma compared to
reading texts that is without any knowing access (Buck, 2001). Therefore, the lesson
deliverance in ESP design course need to have ready-made recordings of lectures in form of
CDs or DVDS. However, continuing the same mishap under discussion, (Jokhio R. A. et al,
2017 as cited in Rost, 1994) claimed about missing of an authentic language within course to
be the cause of great hurdle for ESP learners. The language in ESP lectures is of a native
English accent. Ready-made recordings are much easier to deliver. However, (Jokhio R. A. et
al, 2017 as cited in Rost, 1994) emphasises for the use of an authentic texts in the recordings
that could possess particular lexis, pronunciation and related exercises pertaining to realize
the present contextual realization.
b. Speaking
One of the most used and required skill amongst other three skills of routine is speaking skill.
Learners usually have fun using it (Jokhio R. A. et al, 2017 as cited in Nunan, 1991). Many
developments have been noticed since the period of last decade within speaking skill to many
particular fields, especially ESP. Within, ESP and other fields of study, the studies have
recorded innovations within lexis employed in new situations. Proper heed is paid to the
dialogues in the form of an individual or group discussions and presentations (Pasov, 1977).It
apparently seems easy to develop competency within this skill, however difficult it is in its
real sense. (Celce- Murcia and Olshtain, 2000) have rightly put forwarded that the skill of
speaking is the most arduous amongst the other skills because it demands orders
comprehending while listening and producing speech that could satisfy present situation.
According to previous studies, general assessing criterion to evaluate individual difference
within speaking skill of an ESP learners’. The examination of ESP learners' speaking ability
could be correctly stated as being designed to evaluate their total learning abilities of sharing
their individual conversations for dual objectives, on academic and professional levels.
(O'Malley and Pierce, 1996) state that one of the criteria for evaluating ESP learner
differences in speaking is the layout of assessing the learner's learned ability for interpreting
and forwarding meaningful structures to fulfillment of required and authentic purposes in the
current communicative context. The evaluation establishes standards for assessing text
accuracy and fluency. As a result, in order to evaluate this skill, teachers will require an
evaluation that is based on activities that are authentic for learners to perform at their best
both inside and outside of the classroom. There are numerous exercises that primarily focus
on authentic language practice. These actual language exercises, on the other hand, are
founded on a module of interdependent lingual procedures that necessitated their learning and
teaching in a sequential manner.
It ensures the creation of a realistic version of world scenarios; for example, ordering and
receiving directions, sharing opinions with others, and all those critical tasks that should
polish a learner's capabilities for future opportunities based on everyday life situations could
be made its theme. The evaluation of ESP learners' speaking skills can be done by involving
them in activities such as face-to-face interviews, filling in the blanks, presenting a situation
orally through a report, discussions with the help of an oral report, and conversation classes.
s. These are one of the easy and effective ways to flourish fluency within oral skill of
learners. (Sàrosdy et al, 2006) also advocate various examples of speaking skill to develop
driving proficiency within examinations that could in the form of reading aloud, dialogue
plays, oral interviews etc. In the end, (Jokhio R. A. et al, 2017 as cited in O’Malley and
Pierce, 1996) suggest one suitable way for assessing the oral skill of an ESP learner to
evaluate the overall proficient differences amongst them. It was to measure their level at least
twice for each quarter or the term. It is meant to be a way forward for recording a profile of
learners on continuous basis.
c. Reading
Reading as a highly participatory process of cognition could be explained in terms of the
learner, as an individual time-consuming and difficult process to perceive the author, despite
the absence of any real one-on-one face interaction (Dominowski, 2002). Reconstruction of
the given concept is used to process this. (Celce-Mercia and Olshtain, 2000) have advanced
their case by stating that this competence is a method of attempting to comprehend any
created material. As a result, a reader must confirm for a strong string that is attached to do
numerous synchronized activities in order to understand the communicated information
through identifying scriptures as a language learner (i.e., ESP learner). This will lead to the
interpretation of the assigned meaning inside the present sequence of words (Doff, 1988).
According to previous studies, general assessing criterion to evaluate individual difference
within reading skill of an ESP learners’ Reading assessment demands a keen observance of
an order of activities to plan steps in an organized way. (O’Malley and Pierce, 1996) states to
initiate an aim of evaluating learner’s progress by an option for adapting materials that are
not available through skimming and scanning of course in order to diagnose various attitudes
of an ESP reader.Therefore, in order to evaluate the reading skill of an ESP learner with a
criterion to formulate the individual differences, instructor needs to assess learners with
various reading strategies, as well as their comprehension towards taking the test. (Mc
Cafferey, 2004) declared that within academics and higher levels of professional academics,
the success rate is measured, when learners are schemed to process for employing the higher
order thinking practices. Bloom; within his model of taxonomy have marked the higher order
stakes of applying, hypothesizing, and analysing (Bloom, 1984). It depends on the situation
and requirements of an ESP course, if there is a requirement of lower order stakes then it
must be employed within reading process that usually involves group of learners together.
Where, some demands another approach of individual thinking towards development that
deals with higher order stakes (Biggs, 2003).It merely goes with the instructors that they need
to acknowledge themselves with enrolled ESP learners’ proficiency by assessing through
dual process of analyzing the reading strategies adopted along with way learners usually
comprehend a reading text that is served through a proper channel of assessment. ESP
learners need to have group discussions that could allow them to re-read the text with
conceptual grounding as well as to foster the communicative stance of meaning making
foremost duty of an ESP instructor lies to gather data of processing the effective reading by
observing number of other facts to organize a systematic order of monitoring learner’s
achievement progress. This could be possible through a continuous assessment of taking at
least once or twice a term for keeping an achievement record of an ESP learner. It will ensure
an instructional goal by fulfilling the criteria of an ESP teaching course. Further it could be
followed up in the end with a proper feedback from adult ESP learners regarding of entire
session. With this prospect,ESP learners could become self-analyzers by following the right
path of assessing themselves. This process will assist the learners and facilitators to visualize
their attitudes with an estimate of positives and loop holes within reading skill. It can result
for learners to become independent in reading skill together for taking multiple forms of task
in for, of checklists or query/reply series.
d. Writing
Writing is, without a doubt, the production of a language. Learners are compelled to
communicate their timeless thoughts while interacting via text. Continuing this trend, (Celce-
Murcia and Olshtain, 2000) have tended to promote their point of view by presenting writing
talent as the full-fledged production of any written lexis, which could take the shape of a
complete text. However, there is a "must-be" condition that completes the form of a readable
and understandable text for the critical objectives of communication between the reader and
the writer. Because of this fundamental premise, it is reasonable to predict that writing for an
ESP student will be a difficult task of producing the required pace in a variety of situations,
such as an ESP course. It is because the ESP course desires to have proficient command in
specific written text of a particular field subject (e.g., Pasov, 1977, Byrne, 1991). Likewise,
this skill is proved amongst the other three of being a long term process towards
individualizing thoughts and expressing them. As a result, the overall structure for sharing
and effectively internalizing people's views differs from person to person. This is a subtle
reality for ESP students who are at various degrees of competency in their writing abilities.
According to previous studies, general assessing criterion to evaluate individual difference
within writing skill of an ESP learners’. In order to spread the concept of learning within a
given professional field, the ability to write might be the primary goal of working in both the
form of the result and the complete teaching and learning process. This skill's evaluation is
justified for a variety of reasons. The overall goal of the ESP course design is to instill in the
minds of ESP students a broad threshold level of writing competence that will benefit other
groups of students. It is essentially a call to professors to engage ESP students in a range of
exercises, such as writing summary or letter format paragraphs. This will ensure to formulate
for them of evaluating the all-round writing techniques that belongs to a learner professional
outlook. In this respect, (Dudley-Evans and John, 1998), a few learning assignments include
writing an essay draft on field-specific issues, writing a report on any situation relevant to a
specific professional necessity, and so on. As a result, they may place a premium on
highlighting authentic writing in order to give readers with a realistic setting. The example in
this regard is of unique “ESP learner based magazines”. (O’Malley and Pierce, 1996) have
further notified the ways through which writing skills could be assessed. It is with the
facilitator to evaluate amongst different set of learner’s experiences by visualizing them
through writing that could base on knowledge with respect to a specific context. However,
skill is assessed through a process by which knowledge is organized in a form of content that
merely focus onto conventional writing of grammar .The next crucial objective for writing
assessment that should hangover the difficulty involved within writing is then facilitated by
acknowledging the hidden aspects of writing difficulties amongst the ESP learners. Learners
can evaluate another's writing style by using the well-known approach of peer evaluation,
which requires learners to evaluate the work of the next graded student after using the same
assessing pattern as the instructors. By grading every other area of writing ability, this could
aid in identifying the discrepancies. However, it should be followed up with proper feedback.
It's because writing evaluations rely on a considerable amount of data to determine a learner's
flaws and strengths. It is part of a process of validating educational demands in order to find
an appropriate instrument for the ESP learner's positive moral functioning.
CONCLUSION
Assessing language skill for ESP learners' aims to make a concrete record of assessment
profile. This profile will ensure to identify learner's weak as well as strong points that
indicate whether an ESP learner can perform an academic assignment for qualifying a
procedure towards a certification. An ESP design course is bound to acquire competence
within four skills. These are, listening, speaking, reading and writing. The ability to listen is
concerned with understanding the essential language pieces that make up an idea of a learner
enrolled in an ESP course in a certain profession. Many developments have been noticed
since the period of last decade within speaking skill to many particular fields, especially ESP.
The examination of ESP learners' speaking ability could be correctly stated as being designed
to evaluate their total learning abilities of sharing their individual conversations for dual
objectives, on academic and professional levels.
The evaluation of ESP learners' speaking skills can be done by involving them in activities
such as face-to-face interviews, filling in the blanks, presenting a situation orally through a
report, and discussions. These are one of the easy and effective ways to flourish fluency
within oral skill of learners. Reading assessment demands a keen observance of an order of
activities to plan steps in an organized way. An ESP learner must confirm for a strong string
that is attached to do numerous synchronized activities. This will lead to the interpretation of
the assigned meaning inside the present sequence of words. The overall goal of the ESP
course design is to instill in ESP students a broad threshold level of writing competence that
will benefit other groups of students. It is essentially a call to professors to engage ESP
students in a range of exercises, such as writing summary or letter format paragraphs.
Academics may place a premium on highlighting authentic writing in order to give readers
with a realistic setting. Learners can evaluate another's writing style by using the well-known
approach of peer evaluation. Writing evaluations rely on a considerable amount of data to
determine a learner's flaws and strengths.
REFERENCE
Stan, R., OROIAN, E., Bradea, L., MOANGĂ, A., ADAM, S., & MIHAI, M. (2014).
English for specific purposes assessment. Bulletin UASVM Horticulture, 71(1).
Siddiqui, A., Illyas, R., & Jokhio, R. A. (2017). Defining the role of assessing strategies to
evaluate individual language differences within ESP students. International Journal of
Language and Literature, 5(2), 155-161.