Teachers' Attitudes And Practices In Educational University Language Direction For Particular Objectives

Abstract

The data used to compile this paper came from a qualitative case study methodology. In order to better understand how instructors’ approach and think about teaching English in professional contexts, how these ideas and sentiments manifest in their daily work, and how student feedback changes their pedagogical philosophies, this research primarily aims to provide students with more information about these topics. Participants in the study were six English teachers from the three technical high schools in the Majenang area. Several techniques were used to get the information, such as conducting semi-structured interviews, observing classes, and taking notes during discussions. Next, the information was categorized according to its use. Many mistakenly believe that an ESP (English for Specific Purposes) teacher at a regular high school and an English teacher in a vocational high school are interchangeable. This is because ESP teachers need a unique combination of skills and expertise. This research highlights the potential difficulties that instructors may face while attempting to implement new teaching methods. The outcome lends credence to these claims. Several variables, such as the amount of students enrolled, the workload, textbook incompatibility, and the individual needs of each student, could contribute to the gap between classroom learning and real-world application.