Study Study of ESP: A Requirement Analysis for AI-Integrated to Automotive Technical Terminology
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Abstract
This research investigates the prerequisites for developing an English for Specific Purposes (ESP) curriculum centered on Automotive Technical Terminology (ATT) within vocational education, utilizing AI-generated text for auditory learning. Although it is anticipated that ESP materials will correspond with professional communication needs, first findings reveal a divergence between academic content and the specialized language used in the sector, particularly with reading skills. This study employed a mixed-methods strategy, collecting information via document examination of lesson plans and syllabi, surveys containing both quantitative and qualitative questions answered by vocational students, and interviews with teachers and industry experts. The examination focuses on the requirements, shortcomings, and aspirations of students. The findings indicate that students require authentic, industry-specific tools, especially those that enhance reading and speaking skills in real industry settings. However, many shortcomings persist, including a lack of authentic reading experiences, limited practice chances, and reduced self-assurance in interacting with foreign guests. Learners prefer structured, flexible, and contextually pertinent materials that feature conversational text and diverse dialects. These results highlight a divergence between the needs of learners and existing pedagogical approaches. The research suggests that AI-generated text offers a feasible alternative by providing tailored and genuine sound output, however its effectiveness depends on its alignment with educational principles and student needs.
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