The place of ESP education in English language teaching programs in Türki̇ye: The case of MAKU ELTEP

This study provides a general overview of English for Specific Purposes (ESP) and its significance in English Language Teacher Education Programs (ELTEP). ESP is a specialized form of language instruction that focuses on teaching ESP, such as in specific occupations or academic fields. The study highlights the emergence of ESP after World War II due to the economic power of the United States and the increasing need for English language skills. ESP is based on learners' needs and aims to address specific language requirements. It is categorized into subcategories such as English for Occupational Purposes (EOP) and English for Academic Purposes (EAP). ELT programs in Türkiye typically include theoretical and practical courses, with an internship in vocational schools where ESP plays a crucial role. However, there is a lack of dedicated ESP courses in ELT programs, despite the importance of ESP education for English teachers. Studies from different countries, including Türkiye, the United States, and the United Kingdom, highlight the need for ESP training in ELTEP. The study aims to explore the importance of ESP in an ELT program at Mehmet Akif Ersoy University in Türkiye. The research questions focus on the extent of ESP representation in the ELTEP and the perspectives of teacher educators and pre-service teachers on the role of ESP. The study adopts a mixed-method design, incorporating questionnaires, semi-structured interviews, and documentary analysis for data collection and analysis. For the questionnaire 36 students participated and 3 academic staff, 8 students were interviewed. The findings of the study contribute to understanding the significance of ESP in ELTEP and provide insights for potential solutions to cover the deficiency of ESP in ELT programs. Based on this research's findings ESP is recognized as essential in ELTEP, but its implementation is still inadequate. At Burdur Mehmet Akif Ersoy University, the mandatory ESP course offered in the final semester is seen as insufficient for meeting students' professional language needs. Both pre-service teachers and teacher educators recommend integrating ESP earlier and progressively throughout the curriculum. Barriers to full ESP implementation include limited faculty expertise and overcrowded curricula. Survey and interview results highlight strong support for ESP's role in career readiness and skill development. The study emphasizes the need for curriculum adjustments, faculty training, and region-specific ESP tracks to better equip pre-service teachers for professional demands. These insights are crucial for improving ELTEP and addressing the need for specialized language instruction. The study's limitations include the limited number of participants and the potential bias in the questionnaire responses. Further research can expand the sample to include participants from other universities and departments. Overall, this study emphasizes the importance of ESP education in ELTEP and the need for further investigation in this area.