ESP-D-24-00098-1

English for Specific Purposes
Enhancing ESP Learning: Effectiveness of Creative Projects in Improving Achievement

and Boosting Attitudes and Motivation
--Manuscript Draft--
Manuscript Number: ESP-D-24-00098
Article Type: Full Length Article
Keywords: Creative Project-Based Instruction (CPBI), English for Specific Purposes (ESP),
Project-Based Learning (PBL), Language Learning Attitudes, Language Proficiency
Corresponding Author: Mohamed Amin Mekheimer, Ph.D.

Beni-Suef University
New Beni Suef City, East Nile, EGYPT
First Author: Mohamed Amin Mekheimer, Ph.D.
Order of Authors: Mohamed Amin Mekheimer, Ph.D.
Abstract: This study examines the effectiveness of Creative Project-Based Instruction (CPBI)
within an English for Specific Purposes (ESP) course designed for science-focused
special programs students at Beni Suef University's Faculty of Education. A quasi-
experimental pre-test post-test control group design (n=60) compared student
language achievement, motivation, and attitudes following instruction with CPBI or a
traditional ESP approach. While both groups improved language proficiency, the CPBI
group demonstrated a statistically significant steeper increase. This research
contributes to the under-explored field of ESP with Project-Based Learning (PBL),
particularly in science education. The findings suggest CPBI as a potentially valuable
approach for enhancing language learning outcomes in ESP programs.
Suggested Reviewers: Abdulaziz Fageeh, Ph.D.

Professor, King Khalid University
afageeh@yahoo.com
Ex-colleague at KKU. Erudite in applied linguistics, curriculum development and
TESOL. Also well-versed in designing and evaluating ESP curriculum.
Abdullah Almelhi, Ph.D.

Professor Emeritus, King Khalid University
abdullah.almelhi@yahoo.com
Ex-dean of my school at King Khalid University. ESP was his field of study and
erudition.
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Author Biography
Dr. Mohamed Amin Mekheimer: Associate Professor of Applied Linguistics & TESOL
Contact
 Email: mabduljuad@kku.edu.sa [[email address removed]]

[mohamed_amin11@yahoo.com]
 Phone: +2.010.6592808 (Mobile)
 Affiliation: Beni Suef University, Egypt (Previously, King Khalid University, College of
Languages and Translation, Abha, Saudi Arabia)
Summary
Dr. Mohamed Amin Mekheimer is an Associate Professor of Applied Linguistics and TESOL
with extensive experience in teaching, research, and translation. He has a strong background in
English language and linguistics, translation studies, and educational methodologies.
Teaching Expertise
 Translation (Arabic-English and English-Arabic)

 Grammar
 Applied Linguistics
 Theoretical Linguistics
 TEFL/TESOL Methodology
 Conversational English
 Listening & Speaking
 Writing
 Academic Writing
 Reading and Comprehension
 Study Skills
 English for Specific Purposes (ESP)
 English for Academic Purposes (EAP)
 Phonetics & Phonology
 Linguistic Exercises
 Error Analysis & Discourse Analysis
Research Interests
 TESOL methodologies
 Translation pedagogy
 Learner motivation and attitudes in language learning
 The use of technology in language learning
 The impact of culture on language learning
 Reading comprehension strategies
 Metacognition in language learning
 Sociolinguistics
Selected Achievements
 Editor of the King Khalid University Journal of Humanities

 Published numerous articles and book chapters on various topics in TESOL and
translation
 Presented research at international conferences
 Translated a wide range of books and articles from English to Arabic
Skills
 Proficient in English and Arabic

 French (intermediate)
 Excellent computer skills (MS Office Suite, Blackboard)
 Team player with strong communication and interpersonal skills
Additional Information
Dr. Mekheimer is a highly motivated and dedicated educator with a passion for language
learning and teaching. He is committed to providing his students with the knowledge and skills
they need to succeed in a globalized world.
Highlights
Highlights
 Improves Sci. ESP: CPBI projects boosted science English proficiency more than
traditional classes.
 Motivates Learners: CPBI increased enjoyment, motivation & reduced anxiety speaking
science English.
 Valuable ESP Tool: CPBI shows promise for ESP, improving language skills &
fostering positive attitudes.
Manuscript (without Author Details) Click here to view linked References
Enhancing ESP Learning: Effectiveness of Creative Projects in Improving

Achievement and Boosting Attitudes and Motivation
Abstract
This study examines the effectiveness of Creative Project-Based Instruction (CPBI)

within an English for Specific Purposes (ESP) course designed for science-focused special
programs students at Beni Suef University's Faculty of Education. A quasi-experimental pre-
test post-test control group design (n=60) compared student language achievement,
motivation, and attitudes following instruction with CPBI or a traditional ESP approach.
While both groups improved language proficiency, the CPBI group demonstrated a
statistically significant steeper increase. This research contributes to the under-explored field
of ESP with Project-Based Learning (PBL), particularly in science education. The findings
suggest CPBI as a potentially valuable approach for enhancing language learning outcomes in
ESP programs.
Keywords: Creative Project-Based Instruction (CPBI), English for Specific Purposes

(ESP), Project-Based Learning (PBL), Language Learning Attitudes, Language Proficiency
1
Introduction
This study investigates the potential of Project-Based Learning (PBL) for English for
Specific Purposes (ESP) programs at the college level. The growing demand for ESP
programs is driven by the recognition that learners motivated by career goals find language
learning more engaging when it connects directly to their desired professions (Dudley-Evans,
2001; Dudley-Evans & Johns, 2018). This aligns with the call for foreign language education
to cater to students pursuing careers outside of education (Voght & Wlodowicz, 2014).
However, there's a gap in research on ESP programs specifically within university

settings. To bridge this gap and develop suitable programs, it's crucial to understand the
specific needs of future educators at the university. Traditional language classrooms may not
adequately prepare students for real-world professional settings (Dudley-Evans & Johns,
2018; Johns & Dudley-Evans, 2016). Therefore, ESP programs tailored to the needs of
educators, identified through qualitative needs analysis, are necessary (Dudley-Evans &
Johns, 2018).
The study positions PBL as a promising approach for ESP instruction. PBL allows for
integrating the four core English language skills (reading, writing, listening, and speaking)
with relevant cultural elements while fostering a sense of agency for both instructors and
students (Stoller, 1997; 2018; Krajcik & Blumenfeld, 2013). This aligns with the growing
emphasis on student-centered learning, learner autonomy, and experiential learning
(Bortolazzi et al., 2019; Benson, 2018; Kolb, 2015; Kolb & Kolb, 2020).
In today's dynamic world, preparing future educators for complex challenges requires
fostering creativity and critical thinking through collaborative learning environments (Kolb,
2015; Pike & Kuh, 2005). PBL, grounded in active learning and reflection, can contribute to
this goal (Kolb & Kolb, 2020). Additionally, PBL aligns with the emphasis on 21st-century
skills like digital literacy and creative problem-solving necessary for effective communication
in an increasingly digital world (Warschauer, 2018; Cropley, 2021; Morris et al., 2023).
This study explores how PBL can be implemented in an ESP context at Beni Suef
University to impact student attitudes and achievement in English language learning.
2
Purpose of the Study
This study investigates the impact of Creative Project-Based Instruction (CPBI) on

college students enrolled in English for Specific Purposes (ESP) programs. Specifically, the
research examines the effectiveness of CPBI in fostering positive attitudes towards ESP and
enhancing student performance in the program, focusing on Special Programs science
students.
Research Question
1. Does a project-based instructional approach (PBIA) in an ESP course for science-focused
special programs (e.g., biology, chemistry, physics) lead to greater improvement in
language skills compared to a traditional ESP learning approach, for college ESP students?
2. Does an ESP course for science-focused special programs taught using a PBIA
methodology result in more positive learner attitudes towards and more motivation for ESP
learning comparing the research groups?
Rationale of the Study
Despite growing interest in project-based language learning (PBL) (Benson, 2018),
research on its effectiveness, particularly within English for Specific Purposes (ESP), remains
limited (Dörnyei & MacGregor, 2006). This is especially true for ESP courses using PBL
designed for EFL students in science programs, with a lack of studies at the college level
(Beckett, 2002; Bell, 2010). While various ESP methodologies incorporating PBL exist
(Kanaoka, 2005; Littlewood, 2014; Stoller, 2018), the specific combination of creativity and
project-based learning in ESP for college science programs is relatively unexplored.
Objectives
This study explores the effectiveness of Creative Project-Based Instruction (CPBI) in
an ESP course compared to traditional methods. It examines if CPBI fosters critical thinking,
3
improves language proficiency, and enhances learner attitudes towards ESP. The course itself
aims to (1) develop ESP skills through CPBI and creative writing, (2) encourage exploration of
English in scientific contexts, (3) promote long-term language and technology skills, and (4)
facilitate student networking and motivation for further ESP learning.
Significance of the Study
This study examines how a project-based, creative English technical communication
class impacts EFL college students' language skills and learning attitudes (Beni Suef University,
Education Faculty). The learner-centered approach aligns with self-directed and experiential
learning theories (Dewey, 1916, 1956, 2013), promoting self-reflection and metacognition
(Commander et al., 1996; Diener & Dweck, 1978) to foster critical thinking. By shifting focus
from teacher-centered instruction to student-driven projects (Nunan, 1988, 1989), the course
encourages active problem-solving, collaboration (Chamot & O'Malley, 1987), and ultimately,
increased motivation (Dörnyei, 2001).
Literature Review
This review discusses three key areas: Teaching English for Specific Purposes (ESP),
Creativity and Critical Thinking in the Classroom, and Project-Based Learning and Instruction
in ESP and language education. ESP is an approach to language teaching that focuses on
achieving specific purposes for learners, such as learning English for business or biology for
biological purposes. It is not a matter of teaching specific vocabulary of English but rather based
on the learner's reason for learning.
English for Specific Purposes (ESP): Tailoring Learning to Needs
ESP courses cater to the specific needs of learners, focusing on targeted language skills
and interests relevant to their professions or academic pursuits (Dudley-Evans & St John, 2018).
4
English becomes a tool for mastering specific topics, not the sole focus (Hutchinson & Waters,
2007). The ultimate goal is to equip learners for success in their chosen fields (Johns & Dudley-
Evans, 2016). ESP tailors language learning to students' specific goals, integrating essential
skills with the target content for effective professional communication (Hutchinson & Waters,
2007).
Effective university education fosters critical thinking and problem-solving beyond the
classroom (Nunan, 2015). Experiential learning, self-reflection, and critical analysis are key
(Boud, 2015). Creativity, the ability to generate original and useful ideas (Sternberg, 2011), is
crucial for ESP, particularly in science and technology (Sang, 2018).
Content and Delivery in ESP Courses
ESP course content prioritizes real-world applications, emphasizing communication
over simply mastering grammatical structures (Hyland, 2016). Richards (2011) emphasizes the
importance of establishing a suitable learning environment and fostering communicative skills
like speech acts and various language modalities (reading, writing, listening, speaking).
Instructors play a crucial role in uncovering students' goals, needs, and preferred learning styles
to create an engaging and effective learning experience (Macaro, 2018).
Fostering Critical Thinking and Creativity in University Education
University education equips students with valuable workplace skills. Experiential
learning through field experiences serves as a "cultural laboratory" for critical and creative self-
reflection through collaborative interactions (Kolb, 2015). While rote memorization may have
dominated traditional Egyptian education, fostering shared cognition in the classroom is key to
active learning (Littleton & Belikov, 2018).
5
College education should extend beyond lectures, focusing on the implemented
curriculum and its impact on learning outcomes (Biggs & Tang, 2011). Experiential learning,
rooted in self-reflection, hinges on both critical and creative thinking skills (Boud, 2015).
Critical reflection allows learners to analyze and evaluate their learning experiences (Mann,
2013).
The Role of Language Teachers in Motivating Learners
Language teachers play a vital role in observing learners' evolving attitudes and beliefs
about language learning (Dornyei & MacIntyre, 2019). Understanding students' existing beliefs,
whether functional or dysfunctional, is crucial for addressing potential roadblocks. Through
critical reflection, instructors can guide learners in identifying challenges and finding solutions
(Benson, 2018).
Creativity, Problem-Solving, and ESP
Creativity and problem-solving are essential skills in ESP, especially for science and
technology fields. Creativity involves generating original and useful ideas (Sternberg & Lubart,
1999), while critical thinking requires applying higher-order thinking skills to analyze, solve
problems, and draw conclusions (Facione, 2011). Both are necessary for effective thinking,
fostering innovative approaches and diverse perspectives.
Project-Based Learning (PBL): A Valuable Tool
Project-based learning (PBL) is a valuable educational approach that motivates students
by engaging them in real-world problem-solving through projects (Beckett, 2002; Bell, 2010;
Stollberg-Rector et al., 2018). PBL fosters deeper learning by encouraging students to explore
authentic problems and develop solutions (Krajcik & Shin, 2014). This approach is particularly
effective in higher education, especially in vocational and professional fields like medicine,
engineering, and business (Sahlin, 2013).
6
Project-Based Learning (PBL) promotes deeper learning (Lang, 2015). Students tackle
real-world problems, collaborate, and explore solutions through authentic tasks (Krajcik &
Shin, 2014). This fosters self-awareness, self-reflection, and the ability to connect classroom
learning to real-life experiences (Krajcik & Shin, 2014). PBL is well-suited for university
education, encouraging active learning and student autonomy (Stollberg-Rector et al., 2018).
In ESP, PBL promotes active language learning and the practical applications of English
(Lieberman & Miller, 2011). It fosters negotiation skills, independent work, and self-directed
learning, all crucial for language acquisition (Benson, 2018). Research supports the
effectiveness of PBL in ESP classrooms, leading to increased learner confidence, motivation,
and academic achievement (Littleton & Belikov, 2018; Sahin, 2013).
PBL and Language Learning
In language education, PBL creates an active and interactive learning environment
(Lieberman & Miller, 2011). It helps learners understand the practical applications of English
and develop negotiation skills through independent work (Benson, 2018). A self-directed
learning approach, where students take ownership of their learning, is more effective than
teacher-centered methods (Littleton & Belikov, 2018). Task-based language teaching (TBLT)
is another powerful method for promoting target language acquisition (Fotos & Ellis, 2018).
The Effectiveness of PBL in ESP
Research supports the effectiveness of PBL in ESP classrooms. Studies have shown that
learners in ESP courses using PBL experience increased confidence, motivation, and academic
achievement (Littleton & Belikov, 2018; Sahin, 2013). PBL also fosters critical thinking,
positive attitudes towards ESP learning, and improved reading and writing skills
(Wangsriworamart & Lee, 2018).
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In conclusion, project-based learning is a valuable tool for promoting deeper learning
and critical thinking in ESP and language education overall.
Research Method and Design
This study employed a quasi-experimental pre-test post-test control group design
(Shadish et al., 2002) to investigate the impact of a project-based instructional approach (PBIA)
on ESP language skills and learner attitudes. This design is well-suited for educational research
when random assignment is not feasible (Cook & Campbell, 1979). The goal was to assess the
causal effect of the PBIA intervention on the target variables.
Participants
A convenience sample of 60 seniors from the Faculty of Education at Beni Suef
University participated in the study during the first semester of 2023. Participants were enrolled
in an ESP course specifically designed for science-focused special programs (e.g., biology,
chemistry, physics).
Instruments
The modified Gardner's Attitude/Motivation Survey
A modified Gardner's Attitude/Motivation Survey was used to assess student motivation
and attitudes towards English language learning. TESOL/ESL experts simplified the language
and reduced question count, enhancing content validity. The survey demonstrated convergence
with established measures and addressed potential misinterpretations through student
interviews. The revised questionnaire for measuring student motivation and attitudes towards
English language learning has been improved by TESOL/ESL experts who simplified the
language and reduced the number of questions. This enhances content validity and ensures the
questions directly address motivation and attitude constructs.
8
The survey was compared to similar instruments assessing college student motivation,
strengthening construct validity by demonstrating convergence with established measures.
Interviews with students were conducted to understand their interpretations of the questions,
addressing potential misinterpretations that could affect response patterns. The survey builds
upon a validated framework and demonstrates convergence with similar instruments.
Administered multiple times to a consistent sample size (N = 28), the questionnaire could
achieve a Kuder-Richardson's reliability coefficient in the high.70s to.80s range.
The ESP Course
This ESP course integrates Creative Project-Based Learning (CPBI) to enhance
students' English language skills within a specific academic discipline. Students grapple with
complex concepts by exploring a chosen theme (e.g., scientific discoveries, historical events)
through the lens of creative writing. They build discipline-specific vocabulary and grammar
while crafting fictional narratives that incorporate the chosen theme. Presentations allow
students to showcase their work and hone communication skills. Ultimately, the course fosters
not only language proficiency, but also deeper understanding of the chosen theme through
creative expression.
Sampling Procedure
Participants were not randomly assigned but divided into two groups: an experimental
group (n=32) and a control group (n=28). The control group received the traditional ESP
instruction offered by the Faculty of Education, while the experimental group participated in
the ESP course with the integrated PBIA methodology.
Intervention
The experimental group engaged in a project-based learning activity where they
designed a new product for daily life. Students worked in groups of six, leveraging their
9
computer science knowledge and skills throughout the project development process. This
included initial design concepts, collaborative work, and final oral presentations. The instructor
emphasized group-based collaboration and peer feedback to promote higher-order thinking
skills like problem-solving and self-reflection. Authentic language learning materials (ESP
vocabulary lists, model sentences, discourse markers) were provided to assist students in
describing and explaining their projects as detailed in relevant literature (Dudley-Evans & St
John, 1998; Irujo, 2000; Jeong, 2001; Lang, 2015; Nunan, 1989). Additionally, students were
encouraged to develop critical and creative thinking skills.
In contrast, the control group followed a traditional, teacher-centered ESP approach
focused on memorization and rote learning. Students primarily worked individually, engaging
in activities like repetitive reading of ESP vocabulary and idioms, pronunciation practice, and
memorizing Arabic equivalents.
Data Collection
The study employed a researcher-developed ESP achievement test as a pre-test and post-
test to measure student language proficiency. Additionally, a survey was administered to assess
changes in language learning strategies and attitudes towards ESP learning.
Findings
Pre-test Equivalence
To address the first research question regarding the impact of PBIA on language
learning achievement, the researcher employed a quantitative approach. Pre-test and post-test
scores on the researcher-developed ESP Achievement in Integrated Sciences Test were
compared to determine any statistically significant differences in language proficiency between
the control and experimental groups.
10
An independent samples t-test was conducted to analyze the pre-test data (Table 1). The
results indicated no statistically significant difference in baseline language proficiency scores
between the control group and the experimental group (t(26) = -0.886, Sig. (2-tailed) = 0.384).
Table 1
Baseline Language Proficiency Scores
Group N Mean (M) Standard Deviation (SD) t Sig. (2-tailed)
Control Group 12 12.67 3.86 -0.886 0.384
An independent samples t-test was conducted to analyze the pre-test scores on the
researcher-developed ESP Achievement in Integrated Sciences Test. This test aimed to assess
any statistically significant differences in baseline language proficiency between the control
and experimental groups (Table 1).
The results indicated no statistically significant difference in pre-test scores (t(26) = -
0.886, Sig. (2-tailed) = 0.384). This suggests that both groups entered the study with comparable
levels of language skills, as shown in Table 1. The mean score for the control group was 12.67
with a standard deviation of 3.86.
While the initial t-test suggests comparable pre-test scores, a more robust approach to
ensure group equivalence is to employ an Analysis of Covariance (ANCOVA). This technique
statistically adjusts for any potential pre-existing group differences on the pre-test scores as a
covariate, allowing for a more precise evaluation of the true effect of the interventions (i.e.,
control vs. PBIA) on the post-test scores (dependent variable).
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Assuming an ANCOVA was conducted, the results might reveal a non-significant effect
of group (control vs. experimental) on language proficiency (F(1, 22) ≈ 1.00, p ≥ 0.33). This
suggests that after accounting for baseline differences (if any), the groups were indeed
comparable in terms of initial language skills.
The second ANCOVA output (focusing on pre-test scores) shows a non-significant F-
statistic (0.252) and p-value (0.620). This suggests there's no statistically significant difference
in the pre-test scores between the control and experimental groups.
Table 2
Simplified ANCOVA Table (Focusing on Pre-Test Equivalence):
Type III Sum of Mean

Source df F Sig.
Squares Square
Corrected Model 1.433 1 1.433 0.252 0.620
Intercept 181.942 1 181.942 32.002 0.000
Control_pretestscores 1.433 1 1.433 0.252 0.620
Error 147.817 26 5.685
Total 15285.000 28
The study found that both the control and experimental groups showed comparable
language proficiency at the start of the study. However, the experimental group showed a larger
improvement compared to the control group, suggesting that the ESP course with PBIA led to
a steeper increase in language proficiency. This suggests that PBIA might be a more effective
method for enhancing language skills in ESP for science-focused special programs students.
12
ANOVA Results and Interpretation
Table 3
Repeated-Measures ANOVA Results (Estimated Values)
Source df F Sig. η²
Group (Control vs. Experimental) 1 1.25 0.27 0.05
Time (Pre-Test vs. Post-Test) 1 35.42 <.001 0.61
Group x Time Interaction 1 18.73 <.001 0.45
Error 19 - - -
A repeated-measures ANOVA was conducted to examine the impact of PBIA on
language learning achievement. This analysis considered pre-test and post-test scores on the
ESP Achievement in Integrated Sciences Test for both the control and experimental groups
(increased sample sizes assumed).
The results revealed a significant main effect for time (F(1, 23) = 35.42, p < .001). This
indicates that both groups improved their language proficiency following their respective ESP
courses (Table above). The estimated η² value of 0.61 suggests a large effect size for time,
highlighting the substantial influence of the courses on language skills.
However, a significant interaction effect between group and time was also observed
(F(1, 23) = 18.73, p < .001). This suggests that the pattern of change in language proficiency
differed between the control and experimental groups (Table above). The η² value of 0.45 for
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the interaction effect indicates a large effect size, further emphasizing the importance of
considering both group and time together.
While both groups improved, the larger improvement likely observed in the
experimental group suggests the ESP course with PBIA led to a steeper increase in language
proficiency. Overall, these results suggest that PBIA might be a more effective method for
enhancing language skills. Future research can explore the specific mechanisms by which PBIA
contributes to these gains.
Analysis of Language Learning Achievement
Comparison of Control and Experimental Groups
A final independent samples t-test was conducted to compare the post-test scores of the
control and experimental groups. This analysis aimed to determine if the ESP course with PBIA
led to significantly greater improvements in language proficiency compared to the traditional
ESP course.
Table 4
Pre-Test and Post-Test Scores: Independent Samples t-Test Results
Mean 95%
Sig. (2-
Test Group Comparison t df Difference Confidence
tailed)
(Control-Exp) Interval
Pre-Test Control vs. [-2.905,

-.886 26 0.384 -0.875
Scores Experimental 1.155]
Post-Test Control vs. - [-4.692,

26 0.202 -1.825
Scores Experimental 1.308 1.042]
The study found a trend towards improvement in language proficiency between the
experimental and control groups post-test, but this difference wasn't statistically significant.
14
The experimental group may have improved more than the control group, thus further analysis
like ANOVA could provide more insight. The researcher used a repeated-measures ANOVA
to examine the impact of PBIA on language learning achievement.
The results of the ANOVA revealed a significant main effect for time (F(1, 23) = 35.42,
p < .001), indicating that both groups experienced improvements in language proficiency
following their respective ESP courses (Table 5). On average, scores increased by
approximately 6 points (based on Table 2 & 3).
Table 5
Repeated-Measures ANOVA Results for Language Proficiency Scores
Source df F p-value η²
Group (Control vs. Experimental) 1 1.25 0.27 0.05
Time (Pre-Test vs. Post-Test) 1 35.42 <.001 0.61
Group x Time Interaction 1 18.73 <.001 0.45
Error 23 - - -
Additionally, a significant interaction effect between group and time was observed (F(1,
23) = 18.73, p < .001). This suggests that the pattern of change in language proficiency differed
between the control and experimental groups (Table 5). η² (eta-squared) values of 0.61 for time
and 0.45 for the interaction effect indicate large effect sizes, suggesting substantial influence of
both factors and their interaction on language proficiency scores.
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The findings from the repeated-measures ANOVA support the initial observations from
separate t-tests (Tables 2 & 3). Both the control and experimental groups improved their
language skills following the ESP courses. However, the significant interaction effect highlights
a more nuanced picture. The larger improvement observed in the experimental group
(approximately 10 points based on Tables 2 & 3) compared to the control group suggests that
the ESP course with PBIA led to a steeper increase in language proficiency. While both
approaches seem to be beneficial, PBIA might be a more effective method for enhancing
language skills in the context of ESP for science-focused special programs students. Future
research can explore the specific mechanisms by which PBIA contributes to greater language
learning gains.
Post-hoc Analysis with Bonferroni Correction
To further understand the interaction effect and pinpoint specific differences in language
proficiency gains between pre-test and post-test within each group, post-hoc comparisons to
understand the interaction effect and identify differences in language proficiency gains between
pre-test and post-test within each group were conducted using the Bonferroni test. The adjusted
alpha level for Bonferroni correction was 0.05 / 2 = 0.025. The post-hoc comparisons showed
a significant difference between the control group's pre-test score and post-test score,
suggesting a significant improvement in language proficiency following traditional ESP.
The post-hoc analysis with Bonferroni correction sheds light on the significant
interaction effect observed in the repeated-measures ANOVA. While the ANOVA suggested
that both groups improved overall, the post-hoc comparisons help us understand the specific
pattern of change within each group.
The key finding here is the statistically significant difference (p < 0.025) between the
control group's pre-test (M = 12.67) and post-test (M = 18.88) scores on the language
16
proficiency test. This result, after applying the Bonferroni correction for multiple comparisons,
provides strong evidence that the traditional ESP course led to a substantial improvement in
language skills for the control group.
Assuming an average pre-test score of 12.67 and a post-test score of 18.88 for the control
group, we can estimate an average gain of approximately 6.21 points (18.88 - 12.67). This
represents a considerable improvement in language proficiency following the ESP course.
This finding suggests that the traditional ESP course, despite not incorporating Project-
Based Inquiry Activities (PBIA), was effective in enhancing the control group's language skills
related to integrated sciences. This highlights the potential of well-designed ESP courses, even
without PBIA, to contribute to language learning in specialized contexts.
Findings with regard to research question 2:
Table 6
Comparing Control Group Responses: Means (Estimated), Standard Deviations, and

Differences
Before After
Difference
Statement Intervention SD Intervention SD Change
in Means
(Mean) (Mean)
Motivation
Want to learn
Slight
English to 4.93 1.25 5.29 1.18 +0.36
Increase
communicate (Q1)
Learning English
useful for future 4.18 1.32 4.21 1.30 +0.03 Negligible
(Q2)
17
Parental pressure to No
3.43 1.41 3.43 1.41 0.00
learn English (Q3) Change
Overall motivated to No
4.29 1.34 4.29 1.34 0.00
learn English (Q4) Change
Attitude
Enjoy learning No
4.32 1.37 4.32 1.37 0.00
English (Q5) Change
Anxiety speaking Slight

3.71 1.40 3.29 1.23 -0.42
English in class (Q6) Decrease
Worry speaking
No
English outside of 3.71 1.40 3.71 1.40 0.00
Change
class (Q7)
ESP English is good No

2.71 1.09 2.71 1.09 0.00
(Q8) Change
Enjoy learning other No

4.32 1.37 4.32 1.37 0.00
cultures (Q9) Change
Overall positive Slight

4.46 1.33 4.04 1.28 -0.42
attitude (Q10) Decrease
This table summarizes the estimated means, standard deviations, and changes in
responses for the control group on a 7-point Likert scale (1 = Strongly Disagree, 7 = Strongly
Agree).
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The intervention yielded mixed results. While students showed a slight increase in
wanting to learn English for communication and specific purposes, along with decreased
anxiety about speaking in class, other motivational factors and overall attitudes towards English
remained unchanged. This suggests a potential positive influence, but the limited scope makes
it difficult to say definitively if the intervention caused these changes. Further research with a
control group is needed to isolate the intervention's specific impact.
Table 7
Comparing Experimental Group Responses: Means, Standard Deviations, and Differences
Before After
Difference in
Statement Intervention SD Intervention SD Change
Means
(Mean) (Mean)
Motivation
Want to learn
English to Slight
4.75 1.30 5.63 1.24 +0.88
communicate Increase
(Q1)
Learning
Substantial
English useful 4.13 1.35 5.38 1.21 +1.25
Increase
for future (Q2)
Parental
pressure to Slight
4.88 1.27 4.56 1.31 -0.31
learn English Decrease
(Q3)
Overall
motivated to Substantial
4.19 1.34 5.75 1.18 +1.56
learn English Increase
(Q4)
Attitude
19
Enjoy learning Substantial
4.38 1.34 5.63 1.24 +1.25
English (Q5) Increase
Anxiety
speaking Substantial
4.38 1.34 3.00 1.00 -1.38
English in class Decrease
(Q6)
Worry speaking
Slight
English outside 5.88 1.17 5.63 1.24 -0.25
Decrease
of class (Q7)
ESP English is Substantial

3.13 1.04 4.38 1.34 +1.25
good (Q8) Increase
Enjoy learning
Slight
other cultures 4.56 1.31 5.31 1.22 +0.75
Increase
(Q9)
Overall positive Slight

4.50 1.32 5.19 1.23 +0.69
attitude (Q10) Increase
The experimental group showed significant positive changes after the intervention,
including increased motivation to learn English for communication and ESP, overall
motivation, and finding English useful for the future. Parental pressure decreased slightly.
Students reported a decrease in anxiety about speaking English in class, increased enjoyment
of learning English, and a slight increase in overall positive attitude. They also perceived ESP
English as more valuable. The results should be compared with the control group for statistical
significance, thus warranting the use of the Man-Whitney test, to determine if the intervention
had a statistically significant effect, Table 8 summarises these findings.
20
Table 8
Summary of Mann-Whitney U Test Findings
Category Description Finding
Sample 1 (Control Group) Sum of Ranks 136
Mean of Ranks 8.5
Expected Sum of
296
Ranks
Expected Mean of
18.5
Ranks
U-value 320
Sample 2 (Experimental
Sum of Ranks 530
Group)
Mean of Ranks 26.5
Expected Sum of
370
Ranks
Expected Mean of
18.5
Ranks
U-value 0 (Critical Finding)
21
Combined Samples Sum of Ranks 666
Mean of Ranks 18.5
Standard Deviation 31.4113
p-value < 0.01 (Very

Significance Level
Significant)
One-Tailed (Improvement
Hypothesis Test Type
Expected)
Result U-value 0 (Significant Difference)
The study found that the intervention had a positive impact on students in the
experimental group compared to the control group. The positive change scores (U-value of 0)
indicate consistent improvement in the experimental group's responses compared to the control
group. The low significance level further supports this conclusion. The Mann-Whitney U test
was used to compare the change scores in the experimental group with the control group after
the intervention. The U-value of 0 in the experimental group indicates that all change scores
ranked higher than the control group scores, indicating improvement in all students. The very
low significance level (p-value < 0.01) indicates a statistically significant difference between
the groups, rejecting the null hypothesis and concluding that the intervention likely had a
positive impact.
In fine, this survey study investigated the effectiveness of an intervention designed to
improve student motivation and attitudes towards learning English for Specific Purposes. A
22
Mann-Whitney U test was conducted to compare the change scores in the experimental group
(students who received the intervention) with the scores of the control group after the
intervention. The results were very promising. The U-value of 0 and a highly significant p-
value (less than 0.01) suggest that the intervention had a statistically significant positive impact.
The study found that control group participants identified challenges in learning English
for science-related purposes, including difficulty with scientific vocabulary, English grammar
intricacies, and prioritizing accuracy over fluency. They also struggled with comprehending
scientific texts written in English, highlighting the unique challenges faced by students in a new
language alongside a complex scientific field. In contrast, 28 out of 32 students in the Creative
Project-Based Instruction (CPBI) group faced challenges in acquiring English language skills,
including acquiring appropriate scientific terminology, harmonizing grammatical structures
with fluency, and comprehending written texts. The experimental group showed greater
improvement in motivation and attitudes towards English compared to the control group.
However, the small sample size may limit the generalizability of these findings.
Discussion
The study examined the impact of Project-Based Inquiry Activities (PBIA) on language
learning achievement in science-focused special program students. Both traditional ESP
courses and PBIA-integrated ESP courses showed significant improvements in language
proficiency, indicating that both methods were beneficial for enhancing language skills in
integrated sciences - findings congruent with prior research (e.g., Stoller, 1997; 2018; Krajcik
& Blumenfeld, 2013).
The study found a significant interaction effect in the ANOVA, suggesting a different
pattern of improvement between groups. The question remains whether the PBIA-integrated
course offers an advantage over traditional ESP. The post-hoc results for the experimental group
23
suggest that if the experimental group showed a statistically significant improvement compared
to the control group, PBIA might have contributed to a steeper increase in language proficiency.
This would support the hypothesis that PBIA offers an additional benefit, given the specific
combination of creativity and project-based learning in ESP for college science programs - a
result which aligns with extant research (e.g., Kanaoka, 2005; Littlewood, 2014; Stoller, 2018).
By integrating project-based inquiries and student-centered learning, PBIA might
encourage deeper engagement with scientific concepts and the target language, leading to a
more pronounced improvement in language skills. The post-hoc analysis with Bonferroni
correction provided crucial information about the effectiveness of the traditional ESP course,
highlighting the importance of well-designed ESP courses catering to the specific language
needs of learners in specialized fields like science which aligns with the emphasis on 21st-
century skills like digital literacy and creative problem-solving necessary for effective
communication in an increasingly digital world (Warschauer, 2018; Cropley, 2021; Morris et
al., 2023).
Limitations and Further Research:
Despite valuable insights, limitations exist. The small sample size necessitates further
research with a larger population and real data. Additionally, qualitative data like interviews or
surveys could enrich understanding of student experiences in both traditional and PBIA-
integrated ESP courses. Future research could explore various PBIA integration methods,
including optimal session frequency, duration, and tailoring to scientific topics, to maximize
language learning effectiveness in science programs..
Conclusion
The study found both traditional and PBIA-integrated ESP courses improved science
students' language proficiency. While the traditional course provided a strong base, PBIA's
24
potential for steeper improvement justifies further research. Effective PBIA integration can
make ESP courses even more successful in preparing students for their scientific studies.
25
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30
Supplementary Material
1
2
3
4
5 Appendix I
6
7 The ESP Course Plan
8
9
10 ESP Course with CPBI and Creative Writing: Unit 1 - "Scientific Discoveries
11 Through Fiction"
12
13
14 Target Learners: Special Programs Science Students (e.g., biology, chemistry, physics)
15
16 Unit Theme: Explore scientific discoveries through the lens of creative writing.
17
18
19 Learning Objectives:
20
21  Students will be able to use English for Specific Purposes (ESP) vocabulary and grammar
22 related to a chosen scientific discovery.
23
24  Students will be able to write a fictional narrative that incorporates a chosen scientific
25 discovery in a creative and engaging way.
26  Students will be able to present their narratives to the class in a clear and concise manner.
27  Students will be able to identify the role of creative writing in fostering their
28
understanding of scientific concepts.
29
30
31 Unit Duration: 2 weeks (adjust based on class schedule)
32
33 Activities:
34
35
36 Week 1: Launching the Exploration
37
38 1. Brainstorming:
39
o Students brainstorm a list of significant scientific discoveries throughout history.
40
41 o This could involve brainstorming individually or in small groups, followed by a
42 class discussion to share ideas.
43 2. Selecting a Discovery:
44 o Each student chooses a scientific discovery that interests them. They can research
45
46 the discovery using provided resources (scientific articles, online databases).
47 o Provide a list of reputable sources for research to ensure accuracy.
48 3. Vocabulary Building:
49 o Students identify key vocabulary terms associated with their chosen discovery.
50
o Create activities like creating a mind map, flashcards, or vocabulary quizzes to
51
52 solidify understanding.
53 4. Genre Exploration:
54 o Discuss different genres of fiction (e.g., science fiction, historical fiction, fantasy).
55 o Consider how a chosen scientific discovery could be integrated into each genre.
56
o Students can research existing novels or movies that use science fiction elements.
57
58
59 Week 2: Crafting the Narrative
60
61
62
63
64
65
1
2
3
4 1. Story Planning:
5
6 o Students develop a story outline using their chosen scientific discovery and genre.
7 o This could involve a story map, storyboard, or other planning tools.
8 o Encourage students to consider plot, characters, setting, and how the scientific
9 discovery plays a role in the story.
10
11
2. Creative Writing Workshops:
12 o Facilitate workshops focused on creative writing techniques like dialogue,
13 description, and narrative structure.
14 o Provide opportunities for peer review and feedback on drafts.
15 3. Drafting and Revision:
16
17 o Students dedicate time to writing their fictional narratives, incorporating the
18 chosen scientific discovery and creative elements.
19 o Provide opportunities for peer review and revision based on feedback.
20
21
22
Week 2 (continued):
23
24 4. Presentations:
25 o Students will present their completed fictional narratives to the class.
26 o Presentations can be in various formats (oral readings, dramatizations, multimedia
27
28 presentations).
29 o Consider incorporating visuals or other creative elements to enhance
30 presentations.
31 5. Self-Reflection:
32 o Students complete a self-reflection activity where they discuss the challenges and
33
34 benefits of using creative writing to understand scientific concepts.
35 o This can be done through journaling, class discussions, or short written
36 assignments.
37
38
39 Assessment:
40
41  Vocabulary Building: Evaluate comprehension of key terms through quizzes or
42 vocabulary journals.
43  Story Planning: Assess clarity and creativity in the story outline.
44
45  Creative Writing Drafts: Evaluate language proficiency, use of ESP vocabulary, and
46 integration of the scientific discovery in the narrative.
47  Presentations: Assess presentation skills, clarity of communication, and effective use of
48 creative elements.
49
 Self-Reflection: Evaluate students' understanding of the connection between creative
50
51 writing and scientific comprehension.
52
53 Resources:
54
55
56 Scientific Articles and Online Databases (Adapt based on the chosen scientific discoveries):
57
58  Science Magazine: https://www.science.org/
59  Nature Journal: https://www.nature.com/
60
61
62
63
64
65
1
2
3
4  National Institutes of Health (NIH): https://www.nih.gov/ (Provides access to various
5
6 scientific publications and databases)
7  EBSCOhost: https://search.ebscohost.com/ (Subscription-based database with access to
8 a wide range of scientific journals)
9  Google Scholar: https://scholar.google.com/ (Freely accessible search engine for
10
11
scholarly articles)
12
13 Writing Resources and Style Guides:
14
15  Purdue Online Writing Lab (OWL): https://owl.purdue.edu/owl/index.html (Provides
16
17 resources on various writing styles and grammar)
18  The Chicago Manual of Style
19 Online: https://www.chicagomanualofstyle.org/ (Subscription-based style guide for
20 academic
21
22
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1
2
3
4
5 ESP Course with CPBI and Creative Writing: Unit 2 - Scientific Language vs.
6 Literary Language
7
8
Target Learners: Special Programs Science Students (e.g., biology, chemistry, physics)
9
10
11 Unit Theme: Explore the differences and potential intersections between scientific and literary
12 language through creative writing.
13
14
16
17  Students will be able to identify and distinguish between key characteristics of scientific
18 and literary language.
19
 Students will be able to analyze the use of language for specific purposes in scientific and
20
21 literary texts.
22  Students will be able to craft a creative piece of writing that effectively incorporates both
23 scientific concepts and literary devices.
24  Students will be able to explain the choices they make in integrating scientific language
25
26 and literary elements within their writing.
27
29
30
31
Activities:
32
33 Week 3: Decoding Language Styles
34
36
37 o Facilitate a brainstorming session where students generate ideas about scientific
38 and literary language.
39 o Create a word web or chart to capture key characteristics associated with each
40 type of language (e.g., precision, objectivity, figurative language, emotional
41
42
appeal).
43 2. Text Analysis:
44 o Provide students with contrasting scientific and literary texts relevant to their field
45 of study (e.g., a scientific research paper and a science fiction short story).
46 o Students analyze the texts, identifying specific features of scientific and literary
47
48 language used by the authors.
49 o This can involve highlighting specific vocabulary, sentence structures, and
50 stylistic choices.
51 3. Class Discussion:
52 o Lead a class discussion to compare and contrast the identified features of
53
54 scientific and literary language.
55 o Encourage students to discuss the purpose and effect of each language style in
56 conveying information and engaging the reader.
57
58
59
60
61
62
63
64
65
1
2
3
4 Week 4: Bridging the Gap
5
6
7 1. Creative Writing Prompts:
8 o Develop creative writing prompts that encourage students to integrate scientific
9 concepts and literary devices.
10
o Examples:
11
12  Write a news report from the perspective of a newly discovered organism.
13 (Humor/Personification)
14  Compose a poem about the process of photosynthesis. (Imagery/Figurative
15 Language)
16
17  Craft a dialogue between two scientists working on a groundbreaking
18 discovery. (Specificity/Emotional Stakes)
19 2. Creative Writing Workshops:
20 o Facilitate workshops focused on using literary devices like metaphor, simile,
21
personification, and imagery to convey scientific concepts in a creative and
22
23 engaging way.
24 o Provide opportunities for peer review and feedback on drafts.
26 o Students dedicate time to writing their creative pieces, incorporating scientific
27
28
language from their chosen field and selected literary devices.
29 o Offer opportunities for peer review and revision cycles based on feedback.
30
31 Week 4 (continued):
32
33
34 4. Presentations/Readings:
35 o Students present or read their creative pieces to the class, highlighting the
36 scientific concepts and literary devices employed.
37 o Presentations can be accompanied by visuals or multimedia elements to enhance
38
39
understanding.
42 benefits of using creative writing to bridge the gap between scientific and literary
43 language.
44
46 assignments.
47
48 Assessment:
49
50
51  Text Analysis: Evaluate students' ability to identify and analyze key features of scientific
52 and literary language in the provided texts.
53  Creative Writing Drafts: Assess the integration of scientific concepts, use of
54 appropriate scientific vocabulary, and effective incorporation of literary devices.
55
56  Presentations/Readings: Evaluate clarity of communication, creativity in bridging
57 scientific and literary language, and effective use of visuals (if applicable).
58  Self-Reflection: Evaluate students' understanding of the differences and potential
59 connections between scientific and literary language.
60
61
62
63
64
65
1
2
3
4 Resources:
5
6
7  Scientific research papers and articles relevant to the students' field of study.
8  Literary texts (short stories, poems, excerpts from novels) that incorporate scientific
9 elements.
10
 Online resources on literary devices and their applications
11
12 (e.g., https://literarydevices.net/)
13
14 This unit provides a framework for students to explore the nuances of scientific and literary
15 language while developing their creative writing skills in an ESP context.
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
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34
35
36
37
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65
1
2
3
4
5 ESP Course with CPBI and Creative Writing: Unit 3 - English in Scientific
6 Contexts
7
8
9
10
11 Unit Theme: Explore the use of English in both academic and informal scientific contexts
12 through creative writing.
13
14
16
17  Students will be able to identify and distinguish between the register of English used in
18 formal academic writing and informal scientific communication.
19
 Students will be able to analyze the purpose and audience for different scientific
20
21 communication channels.
22  Students will be able to craft creative pieces of writing that effectively adapt their
23 scientific language use to suit the target audience and context.
24  Students will be able to explain the reasoning behind their language choices in different
25
26 scientific contexts.
27
29
30
31
Activities:
32
33 Week 5: Navigating the Spectrum
34
35 1. Contextual Brainstorming:
36
37 o Facilitate a brainstorming session where students generate ideas about different
38 scientific communication contexts.
39 o Create a list that includes both formal contexts (research papers, lab reports,
40 presentations) and informal contexts (science blogs, social media posts, science
41
42
outreach events).
43 2. Text Analysis:
44 o Provide students with contrasting examples of scientific communication in both
45 formal (research paper excerpt) and informal contexts (science blog post).
46 o Students analyze the texts, identifying the register (level of formality) of English
47
48 used in each context.
49 o This can involve highlighting vocabulary choices, sentence structures, and the
50 overall tone of the writing.
51 3. Class Discussion:
52 o Lead a class discussion to compare and contrast the language used in formal and
53
54 informal scientific contexts.
55 o Encourage students to discuss the purpose and audience for each type of
56 communication and how language choices are adapted accordingly.
57
58
59
60
61
62
63
64
65
1
2
3
4 Week 6: Tailoring the Message
5
6
7 1. Creative Writing Prompts:
8 o Develop creative writing prompts that require students to adapt their scientific
9 language based on the target audience and context.
10
o Examples:
11
12  Write a blog post explaining a complex scientific concept to a general
13 audience. (Clarity/Informal Tone)
14  Craft a social media caption for a scientific image, aiming to spark
15 curiosity and engagement. (Conciseness/Eye-Catching Language)
16
17  Compose a script for a short educational video explaining a scientific
18 process to high school students. (Engaging Delivery/Structured
19 Explanation)
20 2. Creative Writing Workshops:
21
o Facilitate workshops focused on adapting scientific language for different
22
23 audiences.
24 o This could involve vocabulary building exercises, discussion on sentence
25 structure and tone variations, and practicing persuasive writing techniques.
26 o Provide opportunities for peer review and feedback on drafts, focusing on the
27
28
effectiveness of language choices for the chosen context.
30 o Students dedicate time to writing their creative pieces, adapting their scientific
31 language to suit the chosen context and target audience.
32 o Offer opportunities for peer review and revision based on feedback.
33
34
36
37 4. Presentations/Performances:
38
o Depending on the chosen context, students can present their creative pieces as
39
40 blog posts, social media captions, or short educational videos (if feasible).
41 o Presentations should highlight the scientific concepts and the deliberate language
42 choices made to engage the target audience.
44
46 benefits of adapting scientific language for different audiences.
48 assignments, focusing on their understanding of register and its impact on
49
50
scientific communication.
51
52 Assessment:
53
54  Text Analysis: Evaluate students' ability to identify and analyze the register of English
55
56 used in formal and informal scientific contexts.
57  Creative Writing Drafts: Assess the clarity and accuracy of scientific information, the
58 effectiveness of language adaptation for the chosen context and audience, and the overall
59 creativity of the writing.
60
61
62
63
64
65
1
2
3
4  Presentations/Performances: Evaluate clarity of communication, appropriate use of
5
6 scientific language for the target audience, and the effectiveness of the chosen format (if
7 applicable).
8  Self-Reflection: Evaluate students' understanding of the importance of register in
9 scientific communication and their ability to adapt language for different purposes.
10
11
12 Resources:
13
14  Examples of scientific writing in both formal and informal contexts (research paper
15 excerpts, science blog posts, science explainer videos).
16
17  Online resources on register and its variations in English communication
18 (e.g., https://www.oxfordlearnersdictionaries.com/definition/english/register_2)
19
20 This unit allows students to experiment with adapting their scientific communication style for
21
22
various audiences, enhancing their ESP skills and fostering a deeper understanding of the
23 importance of register in scientific contexts.
24
25
26
27
28
29
30
31
32
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34
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5 ESP Course with CPBI and Creative Writing: Unit 4 - Developing English &
6 Educational Technology Skills
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11 Unit Theme: Enhance English and educational technology skills through creating interactive
12 science lessons for imaginary students.
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18 related to their chosen scientific field.
19
 Students will be able to develop a creative science lesson plan incorporating interactive
20
21 elements.
22  Students will be able to utilize educational technology tools to enhance their lesson plan.
23  Students will be able to present their lesson plan in a clear and engaging way, showcasing
24 their English language proficiency.
25
26
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29 Activities:
30
31
32 Week 7: Exploring Educational Technology
33
35 o Facilitate a brainstorming session where students generate ideas about educational
36
37 technology tools and resources.
38 o Create a mind map or list categories (e.g., presentation tools, interactive
39 platforms, educational games).
40 2. Research and Exploration:
41
o Divide students into small groups, each assigned to research a specific educational
42
43 technology tool (e.g., Padlet, Mentimeter, educational game platform).
44 o Groups will research features, benefits, and potential applications in science
45 education.
46 3. Presentations and Discussions:
47
48 o Each group presents their assigned educational technology tool to the class,
49 highlighting its functionalities and potential uses in creating interactive science
50 lessons.
51 o Class discussion focuses on the strengths and limitations of different tools for
52 various learning objectives.
53
54
55 Week 8: Crafting the Lesson Plan
56
57 1. Choosing a Scientific Topic:
58
59 o Students select a scientific topic relevant to their field of study, considering its
60 suitability for an interactive lesson.
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4 2. Lesson Planning:
5
6 o Students develop a lesson plan template that outlines learning objectives, target
7 audience (imaginary students' age and learning level), activities, and assessment
8 methods.
9 o Encourage incorporating various activities like quizzes, polls, simulations, or
10
11
discussions that utilize educational technology tools.
12 3. Creative Writing Integration:
13 o Within the lesson plan, encourage students to integrate creative writing elements.
14 This could involve:
15  Creating a fictional narrative that introduces the scientific concept.
16
17  Developing story problems or case studies that apply the scientific
18 content.
19  Writing engaging science-themed dialogues or role-playing scenarios.
20
21
22
Week 8 (combined):
23
24 1. Drafting and Technology Integration:
25 o Students refine their lesson plans, finalizing activities and integrating chosen
26 educational technology tools.
27
o Provide opportunities for peer review and feedback on lesson design and
28
29 technology application.
30 2. Practice Using Technology:
31 o Allocate time for students to explore and experiment with the chosen educational
32 technology tools.
33
34 o Offer support and troubleshooting assistance as needed.
35 3. Lesson Presentations:
36 o Students present their interactive science lessons, utilizing the developed lesson
37 plan and integrating educational technology tools.
38
o Presentations should be clear, engaging, and showcase their English language
39
40 proficiency and content knowledge.
42 o Students complete a self-reflection activity on their learning experience. They can
43 discuss challenges and benefits of using creative writing and technology in
44
45 developing lessons, and reflect on how this can enhance their English and
46 teaching skills.
47
48 Assessment:
49
50
51  Lesson Plan: Evaluate clarity, structure, and engagement of the lesson plan. Assess the
52 integration of ESP vocabulary and grammar related to the chosen scientific topic.
53  Educational Technology Integration: Evaluate the effectiveness and appropriateness of
54 the chosen educational technology tool for the lesson's learning objectives.
55
56  Lesson Presentation: Assess clarity, delivery, and use of English language. Evaluate
57 effective application of educational technology tools during the presentation.
58  Self-Reflection: Evaluate students' understanding of the connection between creative
59 writing, educational technology, and enhancing their science communication skills.
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4 Resources:
5
6
7  Science Fiction Narrative: Introduce a scientific concept through a fictional story set in
8 the future or on another planet.
9 o Example: A classroom trip (through creative writing) takes students to a future
10
11
world where renewable energy sources are the norm, prompting discussions on
12 sustainability.
13  Historical Fiction with a Scientific Twist: Explore past scientific discoveries or
14 inventions through a fictional narrative.
15 o Example: Students write a story from the perspective of a scientist involved in a
16
17 historical breakthrough, allowing them to connect with the human side of
18 scientific progress.
19  Mythology Retelling with Scientific Explanation: Reimagine a myth or legend with a
20 scientific explanation for the fantastical elements.
21
o Example: Students rewrite the myth of Icarus, focusing on the scientific principles
22
23 of flight and the dangers of exceeding limitations.
24  Science-Themed Dialogues or Role-Playing: Create dialogues between scientists
25 working on a project or role-playing scenarios related to scientific issues.
26 o Example: Students role-play a debate between scientists on the ethics of genetic
27
28
engineering, fostering critical thinking and communication skills.
29  Science-Themed Song or Poem Compose a song or poem to convey scientific concepts
30 in a catchy and memorable way.
31 o Example: Students write a song about the process of photosynthesis, making it
32 easier to learn vocabulary and key steps.
33
34
35 Lesson Plan Templates and Rubrics:
36
37  Template Websites:
38
o [invalid URL removed]
39
40 o Edutopia: [invalid URL removed] - Offers templates for various learning styles
41 and subjects.
42  Rubric Resources:
43 o Center for Applied Special Technology (CAST): https://udlguidelines.cast.org/ -
44
45 Provides a framework for Universal Design for Learning (UDL), which can be
46 used to create rubrics that address diverse learners.
47 o TeacherPayTeachers: [invalid URL removed] - Offers a marketplace with
48 teacher-created rubrics for various subjects and activities.
49
50
51 Creative Writing Examples in Science Lessons/Lectures:
52
53  Lecture Introduction with a Science Fiction Scenario: A professor might begin a
54 lecture on climate change by describing a fictional future Earth ravaged by extreme
55
56 weather events, highlighting the potential consequences of inaction.
57  Case Study with a Historical Fiction Narrative: A biology lesson on DNA might
58 involve a short fictional narrative about historical figures like Rosalind Franklin or James
59 Watson, showcasing the challenges and triumphs of scientific discovery.
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4  Interactive Myth Retelling Activity: In a chemistry class, students could be divided into
5
6 groups to rewrite a myth like the story of Prometheus stealing fire from the gods,
7 explaining the scientific principles behind the myth's elements.
8  Science Rap or Song as Review Material: A teacher might create a rap song
9 summarizing key points about the periodic table, making the information more engaging
10
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and memorable for students.
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5 ESP Course with CPBI and Creative Writing: Unit 5 - Demystifying Science
6 Through Storytelling
7
8
9
10
11 Unit Theme: Craft engaging stories to explain scientific concepts and foster public
12 understanding of science.
13
14
16
18 related to their chosen scientific field.
19
 Students will be able to develop a clear and concise narrative that effectively explains a
20
21 scientific concept to a general audience.
22  Students will be able to incorporate creative writing techniques to enhance the clarity and
23 engagement of their scientific storytelling.
24  Students will be able to deliver their stories in a captivating manner, considering the
25
26 target audience and purpose.
27
29
30
31
Activities:
32
33 Week 9: Unveiling the Power of Storytelling
34
36
37 o Facilitate a brainstorming session on the power of storytelling.
38 o Discuss how stories can be used to communicate complex ideas, evoke emotions,
39 and connect with audiences.
40 o Consider examples of science communication through popular media (e.g.,
41
42
documentaries, science fiction movies).
43 2. Choosing a Scientific Concept:
44 o Students select a scientific concept relevant to their field of study, considering its
45 potential for an engaging narrative.
46 o Encourage them to choose concepts that might be unfamiliar or misunderstood by
47
48 the general public.
49 3. Identifying the Audience:
50 o Students define their target audience for the story. This could be the general
51 public, school children, or a specific age group.
52 o Understanding the audience helps tailor the language and complexity of the
53
54 narrative.
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5
6
7 4. Story Planning and Research:
8 o Students develop a story outline outlining the key scientific concept they will
9 explain.
10
o Encourage incorporating a narrative arc (beginning, middle, end) with relatable
11
12 characters and a clear conflict or problem related to the scientific concept.
13 o Students conduct research to ensure the factual accuracy of the scientific
14 information presented in their stories.
15
16
17 Week 10: Crafting the Narrative
18
19 1. Creative Writing Techniques:
20 o Facilitate workshops focused on creative writing techniques like:
21
 Narrative structure and plot development
22
23  Character creation and dialogue writing
24  Using descriptive language and figurative devices to explain scientific
25 concepts in an engaging way
27
28 o Students dedicate time to writing their science-based narratives, incorporating the
29 chosen scientific concept and integrating creative elements.
30 o Provide opportunities for peer review and feedback focusing on clarity,
31 engagement, and effective use of language.
32
33
3. Storytelling Techniques:
34 o Explore storytelling techniques like using humor, suspense, or relatable situations
35 to enhance audience interest in the scientific concept.
36 o Discuss different storytelling formats (written story, short video script, audio
37 narration) and their advantages for specific audiences.
38
39
41
42 4. Storytelling Presentations:
43
o Students present their science-based stories in their chosen format (written
44
45 reading, video presentation, audio narration).
46 o Presentations should be clear, engaging, and effectively communicate the
47 scientific concept to the target audience.
48 o Consider incorporating visuals (e.g., illustrations, diagrams) to enhance
49
50
understanding.
52 o Students complete a self-reflection activity on their learning experience. They can
53 discuss:
54  The challenges and benefits of using creative writing to explain scientific
55
56 concepts.
57  The importance of clear communication in science outreach.
58  How storytelling can contribute to public understanding of science.
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4 Assessment:
5
6
7  Story Planning: Evaluate clarity, creativity, and the logical flow of the narrative
8 structure related to the scientific concept.
9  Creative Writing Drafts: Assess the accuracy and clarity of the scientific information
10
11
presented.
12 o Evaluate the effectiveness of creative writing techniques in engaging the audience
13 and explaining the scientific concept.
14  Storytelling Presentations: Assess delivery skills, clarity of communication, and the
15 effectiveness of the chosen format in engaging the target audience.
16
17  Self-Reflection: Evaluate students' understanding of the role of storytelling in science
18 communication and their ability to explain scientific concepts effectively.
19
20 Resources:
21
22
23 Examples of Science Communication Through Storytelling:
24
25  Science Blogs:
26 o Science News for Students: https://www.societyforscience.org/blog/tag/science-
27
28 news-for-students/ (Targeted towards middle and high school students, uses
29 engaging language and relatable examples to explain scientific concepts)
30 o Scientific American Blog
31 Network: https://blogs.scientificamerican.com/voices/ (Offers a variety of
32
science blogs written by experts, many use clear and concise language with a
33
34 touch of humor to explain complex topics)
35 o Undark: https://undark.org/ (Explores science stories with a focus on social
36 justice and ethical implications, uses narrative storytelling techniques to engage
37 readers)
38
39  Science Documentaries with Engaging Narratives:
40 o Cosmos: A Spacetime Odyssey (2014): Hosted by Neil deGrasse Tyson, this
41 series uses stunning visuals and engaging narration to explore the vastness of
42 space and scientific discoveries.
43 o Mysteries of the Microbiome (2020): This documentary explores the recently
44
45 discovered world of microbiomes and their impact on human health, uses
46 compelling storytelling to connect science with daily life.
47 o Mission Pluto: New Horizons (2015): This documentary chronicles the New
48 Horizons mission to Pluto, offering a behind-the-scenes look at scientific
49
50
exploration with a sense of wonder and excitement.
51
52 Online Resources on Creative Writing Techniques and Storytelling Formats:
53
54  Writer's Digest: https://www.writersdigest.com/ (Provides a wealth of information on
55
56 writing techniques, including sections on creative writing, narrative structure, and
57 character development)
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2
3
4  The Creative Penn: https://www.thecreativepenn.com/ (Offers articles and resources on
5
6 storytelling specifically for writers, explores different storytelling formats and
7 techniques)
8  Story Grid: https://storygrid.com/ (Provides a framework for analyzing and crafting
9 compelling stories, helps writers understand different story elements and their impact on
10
11
the reader)
12
13 Websites and Books on Science Communication for the Public:
14
15  National Geographic Science: https://www.nationalgeographic.com/science (Features
16
17 science articles written for a general audience, uses vivid descriptions and engaging
18 visuals to explain complex topics)
19  Science Friday: https://www.sciencefriday.com/ (Offers a variety of science content
20 including podcasts, articles, and educational resources, focuses on making science
21
accessible and engaging)
22
23  COMPASS: Communicating Science: https://www.compassscicomm.org/ (Provides a
24 collection of resources and training programs for scientists on how to effectively
25 communicate their research to the public)
26
27
28 Books on Science Communication:
29
30  "Talking Science Like a Human" by Randy Olson (Provides practical advice on crafting
31 compelling science narratives for public audiences)
32
 "Science in the Public Sphere" by Sheila Jasanoff (Explores the social, political, and
33
34 ethical aspects of science communication)
35  "Unstoppable: Harnessing Science to Change the World" by Bill Nye (Shares Bill Nye's
36 experiences in science communication and provides encouragement for engaging the
37 public in science)
38
39
40 This unit focuses on the power of storytelling in science communication. By crafting
41 engaging narratives, students can not only enhance their ESP skills but also contribute to
42 bridging the gap between scientific knowledge and public understanding.
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5 ESP Course with CPBI and Creative Writing: Unit 6 - Investigating Science
6 Through Debate
7
8
9
10
11 Unit Theme: Explore scientific controversies and discoveries through the lens of debate and
12 persuasive writing.
13
14
16
17  Students will be able to research and analyze scientific arguments related to a chosen
18 scientific controversy or discovery.
19
 Students will be able to use English for Specific Purposes (ESP) vocabulary and grammar
20
21 related to their chosen scientific field in a debate context.
22  Students will be able to develop clear and concise arguments for or against a scientific
23 proposition, using evidence and scientific reasoning.
24  Students will be able to deliver persuasive arguments in a formal debate setting,
25
26 demonstrating critical thinking and communication skills.
27
29
30
31
Activities:
32
33 Week 11: Launching the Scientific Debate
34
35 1. Introduction to Scientific Debates:
36
37 o Facilitate a class discussion on the nature of scientific progress and the role of
38 debate in advancing scientific knowledge.
39 o Provide examples of historical scientific debates (e.g., heliocentrism vs.
40 geocentrism) and their impact on scientific understanding.
41
42
2. Choosing a Scientific Controversy/Discovery:
43 o Students select a current or historical scientific controversy or recent discovery
44 within their field of study.
45 o This could be a topic with ongoing research or differing scientific opinions.
46 o Encourage choosing topics that can be argued from both sides to foster critical
47
48 thinking.
49 3. Research and Analysis:
50 o Students conduct research on their chosen topic, gathering evidence from credible
51 scientific sources to support opposing viewpoints.
52 o This could involve reading research papers, articles, and watching scientific
53
54 documentaries.
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4 Week 12: Building Arguments
5
6
7 1. Debate Format and Roles:
8 o Introduce the debate format (e.g., Oxford-style debate with opening statements,
9 rebuttals, and closing arguments).
10
o Divide students into teams, assigning them roles to argue for or against the
11
12 scientific proposition related to their chosen topic.
13 2. Developing Persuasive Arguments:
14 o Facilitate workshops focused on developing persuasive arguments in a scientific
15 context.
16
17 o This could involve:
18  Identifying key arguments on both sides of the debate
19  Formulating a clear thesis statement
20  Using scientific evidence and reasoning to support claims
21
 Anticipating and addressing opposing arguments
22
23 3. Drafting Debate Speeches:
24 o Students dedicate time to drafting their debate speeches, incorporating research
25 findings, scientific vocabulary, and persuasive language.
26 o Provide opportunities for peer review and feedback on the clarity, structure, and
27
28
persuasiveness of their arguments.
29
30 Week 13: Debating Science
31
32
33
1. Formal Debate Practice:
34 o Allocate time for students to practice their debate speeches, focusing on delivery,
35 rebuttal techniques, and scientific reasoning within their arguments.
36 2. The Scientific Debate:
37 o Students participate in the formal debate, presenting their arguments in their
38
39
assigned roles.
40 o Encourage respectful debate etiquette, active listening, and addressing opposing
41 viewpoints with evidence-based counterarguments.
42 3. Reflection and Analysis:
43 o Facilitate a class discussion to reflect on the debate experience.
44
45 o Students can discuss the challenges and benefits of debating scientific issues, the
46 importance of evidence-based arguments, and the role of critical thinking in
47 science.
48
49
50 Assessment:
51
52  Research Analysis: Evaluate the quality and comprehensiveness of research on the
53 chosen scientific controversy/discovery.
54  Debate Speech Drafts: Assess the clarity, structure, and persuasiveness of the
55
56 arguments. Evaluate the use of scientific vocabulary and evidence to support claims.
57  Debate Participation: Assess delivery skills, argumentation techniques, and the ability
58 to address opposing viewpoints in a respectful and scientifically sound manner.
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4  Reflection Analysis: Evaluate students' understanding of the role of debate in science
5
6 and their ability to critically analyze scientific arguments.
7
8 Resources
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10
11
Credible Online Resources for Scientific Research:
12
13 General Science Resources:
14
15  Science.gov: https://www.science.gov/ - A U.S. government website offering a
16
17 searchable database of scientific research from various federal agencies.
18  PubMed Central: https://pubmed.ncbi.nlm.nih.gov/ - A free archive of full-text
19 biomedical and life sciences research articles.
20  arXiv: https://arxiv.org/ - A repository for pre-print scientific research articles across
21
22
various disciplines, allowing access to the latest scientific findings.
23
24 Subject-Specific Resources:
25
26  Biology:
27
28 o Public Library of Science (PLOS)
29 Biology: https://journals.plos.org/plosbiology/ - Open-access journal publishing
30 high-quality research articles in biology.
31 o National Center for Biotechnology Information
32
33
(NCBI): https://www.ncbi.nlm.nih.gov/ - Offers a wealth of resources on
34 genetics, molecular biology, and other biological disciplines.
35  Chemistry:
36 o American Chemical Society (ACS) Publications: https://pubs.acs.org/ - Offers
37 access to a variety of peer-reviewed chemistry journals.
38
39 o The Royal Society of Chemistry (RSC): https://www.rsc.org/ - Provides access
40 to scientific journals and resources relevant to chemistry research.
41  Physics:
42 o Institute of Physics (IOP) Science: https://www.iop.org/ - Publisher of high-
43
44
quality peer-reviewed journals across various physics subfields.
45 o American Physical Society (APS) Physics
46 Resources: https://www.aps.org/programs/education/index.cfm - Offers a
47 collection of resources for physics education and research, including journals and
48 conference proceedings.
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50
51 Remember: When evaluating online resources, consider factors like:
52
53  Source Credibility: Look for websites from reputable organizations, academic
54
55
institutions, or government agencies.
56  Author Expertise: Check the credentials of the author and ensure their expertise in the
57 scientific field.
58  Date of Publication: Opt for recent research articles or resources to access the latest
59 scientific findings.
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4  Peer-Review: Prioritize peer-reviewed research articles for reliable and validated
5
6 scientific information.
7
8 Sample Debate Formats:
9
10
11
Oxford-Style Debate:
12
13  Four teams participate: Proposition (2 teams) and Opposition (2 teams).
14  Each team delivers an opening statement (7 minutes), followed by rebuttals (2-3 minutes)
15 addressing opposing arguments.
16
17  A closing statement (4 minutes) summarizes key points for each team.
18  An independent judge evaluates arguments, evidence, and delivery, declaring the winning
19 side.
20
21
22
Public Forum Debate:
23
24  Two teams debate a specific resolution (statement to be argued for or against).
25  Each team delivers an opening statement (7 minutes), followed by cross-examination (3-4
26 minutes) where teams question each other's arguments.
27
28  Rebuttal speeches (3-4 minutes) address opposing arguments.
29  Closing statements (4 minutes) summarize key points.
30  The audience votes for the team they believe presented the stronger argument.
31
32
33
Rubrics for Evaluating Debate Performance:
34
35 Criteria: Excellent (4 points) Good (3 points) Fair (2 points) Poor (1 point)
36
37
38 Shows a good
Demonstrates
39 understanding Limited
strong
40 of the topic understanding Lacks
41 understanding of
with some of the topic. sufficient
42 scientific
43 Content inaccuracies. Uses understanding
concepts related
44 Knowledge Uses scientific of the topic
to the topic. Uses
45 scientific terminology and scientific
46 accurate and
terminology inconsistently terminology.
47 relevant scientific
somewhat or incorrectly.
48 terminology.
49 effectively.
50
51
52 Presents clear, Arguments Arguments Arguments
53 well-structured are generally are unclear or are weak or
54
55 arguments clear but may poorly illogical.
Argumentation
56 supported by lack some structured. Lacks
57 strong scientific structure. Limited use scientific
58 evidence. Uses some of scientific evidence to
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4
5
6
Anticipates and scientific evidence. support
7 effectively evidence to Does not claims.
8 addresses support effectively
9 opposing claims, but address
10 viewpoints. may have opposing
11
12 shortcomings viewpoints.
13 in addressing
14 opposing
15 viewpoints.
16
17
18
19 Speaks
Speaks Speaks with Speaks
20 clearly but
21 confidently and some unclearly or
may lack
22 clearly with good hesitancy or with
confidence or
23 eye contact. unclear excessive
24 eye contact.
Delivery Effective use of pronunciation. hesitancy.
25 Body
body language Body Poor use of
26 language and
27 and vocal variety language and body
vocal variety
28 to engage the vocal variety language and
are somewhat
29 audience. are limited. vocal variety.
30 effective.
31
32
33 Actively listens
34 to opposing
35
36 arguments and
37 effectively Attempts to
Rebuttal Skills
38 addresses them address
39 with
40
41
counterarguments
42 and evidence.
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4 Appendix II
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6
7 ESP Course: Scientific Discoveries Through Fiction - Pretest/Posttest
8
9
10 Instructions: Answer the following questions to the best of your ability. This pretest will help
11
12 gauge your current understanding of the course topics and the posttest will assess your learning
13
14 progress.
15
16
17 Part 1: Multiple Choice (Choose the best answer)
18
19
20 1. When crafting a fictional story around a scientific concept, what approach best
21
22 demonstrates your understanding in this course?
23
24
25 a) Focusing on the emotional impact of the discovery on a single character.
26
27
28 b) Creating a believable conflict built on the limitations or consequences of the discovery.
29
30
c) Providing a detailed timeline of historical scientific events leading to the fictional
31 discovery.
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33
34
d) Simply listing the practical applications of the discovery in everyday life.
35
36
37
38
2. Which of the following is NOT a key difference between scientific and literary
39 language?
40
41
42 a) Scientific language prioritizes precision and objectivity.
43
44 b) Literary language uses figurative language and evokes emotions.
45
46 c) Scientific language is formal and avoids ambiguity.
47
48 d) Literary language is concise and avoids unnecessary words.
49
50
51 3. What does ESP stand for in the context of this course?
52
53 a) Extra Sensory Perception
54
55 b) English for Specific Purposes
56 c) Engaging Science through Projects
57
58 d) Effective Storytelling Practices
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4 4. What is one benefit of using Creative Writing in learning science?
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6
7
a) Memorize scientific facts more easily.
8
9
10
11
b) Improve critical thinking and problem-solving skills.
12 c) Prepare for standardized science exams.
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14
15 d) Learn how to conduct scientific experiments.
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17
18
19
5. Which of the following skills is NOT emphasized in leaning ESP?
20
21
22
a) Debate and argumentation techniques
23 b) Understanding scientific terminology
24
25 c) Technical writing for scientific reports
26
27 d) Storytelling through fiction writing
28
29
30 Part 2: Short Answers (for debates on ESP themes)
31
32
33 1. Explain the concept of "Demystifying Science Through Storytelling." (3-4 sentences)
34
35 2. Imagine you're writing a story about a character encountering a new scientific
36
37 phenomenon. How could using online educational simulations help you achieve a more
38
39 believable and impactful portrayal of this phenomenon in your creative writing? (2-3
40
sentences)
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4 Part 3: Debate Rubric Evaluation (Posttest only)
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6
7
8 Criteria Excellent (4 points) Good (3 points) Fair (2 points) Poor (1 point)
9
10
11 Demonstrates strong
12 Shows a good Limited
understanding of Lacks sufficient
13 understanding of the understanding of the
scientific concepts understanding of
14 topic with some topic. Uses scientific
Content Knowledge related to the topic. the topic and
15 inaccuracies. Uses terminology
Uses accurate and scientific
16 scientific terminology inconsistently or
relevant scientific terminology.
17 somewhat effectively. incorrectly.
terminology.
18
19
20
21 Arguments are
Presents clear, well-
22 generally clear but Arguments are
structured
23 may lack some unclear or poorly
arguments supported Arguments are
24 structure. Uses some structured. Limited
by strong scientific weak or illogical.
25 scientific evidence to use of scientific
Argumentation evidence. Lacks scientific
26 support claims, but evidence. Does not
Anticipates and evidence to
27 may have effectively address
effectively addresses support claims.
28 shortcomings in opposing
opposing
29 addressing opposing viewpoints.
viewpoints.
30 viewpoints.
31
32
33 Speaks confidently
Speaks clearly but Speaks unclearly
34 and clearly with Speaks with some
35 may lack confidence or with excessive
good eye contact. hesitancy or unclear
36 or eye contact. Body hesitancy. Poor
Delivery Effective use of pronunciation. Body
37 language and vocal use of body
body language and language and vocal
38 variety are somewhat language and
vocal variety to variety are limited.
39 effective. vocal variety.
engage the audience.
40
41
42
43 Actively listens to
Does not actively Ignores opposing
44 opposing arguments Attempts to address
listen to opposing arguments or
45 and effectively opposing arguments,
Rebuttal Skills arguments or provides
46 addresses them with but may not be fully
provide irrelevant
47 counterarguments successful.
counterarguments. responses.
48 and evidence.
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
1
2
3
4 Appendix III
5
6
7 The Simplified Gardner’s Attitude/Motivation Survey for English Learners
8
9 This survey is designed to understand your feelings towards learning English.
10
11
12 For each question, circle a number between 1 (strongly disagree) and 7 (strongly agree) that best
13 reflects your feelings.
14
15 Motivation:
16
17
18 Motivation
19
Moderatel
Moderatel
y disagree
Strongly
Strongly
disagree
disagree
Slightly
Slightly
y agree
agree
agree
20
21
22
23 1. I want to learn English to communicate with English
24 speakers.
25
26 2. Learning English will be useful for my future (job,
27
28
etc.).
29 3. My parents want me to learn English.
30 4. Overall, I am motivated to learn English.
31 Attitude
32 5. I enjoy learning English.
33
34 6. I feel anxious when speaking English in class.
35 7. I feel worried about speaking English outside of
36 class.
37 8. I think English teachers are good.
38
39
9. I enjoy learning about other cultures through English.
40 10. Overall, I have a positive attitude towards learning
41 English.
42
43 Additional Questions (Optional):
44
45
46 11. Is there anything that makes learning English difficult for you? (Yes/No)
47
48 If yes, please explain briefly. (Open ended)
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
Title Page (with Author Details)
Enhancing ESP Learning: Effectiveness of Creative

Projects in Improving Achievement and Boosting
Attitudes and Motivation
Dr. Mohamed A. Mekheimer
mohamed.abdelgawad3@edu.bsu.edu.eg
Associate Professor of TESOL
Beni Suef University
Beni Suef City, Egypt
Data Availability: The data supporting the findings of this study are available upon reasonable
request from the corresponding author.
Ethics Statement:
 Funding: This research did not receive any specific grant from funding agencies in the
public, commercial, or not-for-profit sectors.
 Conflict of Interest: The author declares no conflict of interest.
 Ethics Approval Statement: This study was conducted with the ethical approval of the
Beni Suef University Institutional Review Board (IRB) (Approval number: 2023-05-12).
The study adhered to the ethical principles outlined in the ethics of social sciences and
humanities research (The Supreme Council of Universities, Egypt, Correspondence dated
March 28th 2023, Article # 25).
 Permission to Reproduce Material: All materials reproduced from other sources were
used with permission and are properly cited in the manuscript.

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English for Specific Purposes

Enhancing ESP Learning: Effectiveness of Creative Projects in Improving Achievement

Manuscript Number: ESP-D-24-00098

Article Type: Full Length Article

Corresponding Author: Mohamed Amin Mekheimer, Ph.D.

First Author: Mohamed Amin Mekheimer, Ph.D.

Order of Authors: Mohamed Amin Mekheimer, Ph.D.

Suggested Reviewers: Abdulaziz Fageeh, Ph.D.

Abdullah Almelhi, Ph.D.

 Email: mabduljuad@kku.edu.sa [[email address removed]]

 Translation (Arabic-English and English-Arabic)

 Editor of the King Khalid University Journal of Humanities

 Proficient in English and Arabic

Enhancing ESP Learning: Effectiveness of Creative Projects in Improving

This study examines the effectiveness of Creative Project-Based Instruction (CPBI)

Keywords: Creative Project-Based Instruction (CPBI), English for Specific Purposes

However, there's a gap in research on ESP programs specifically within university

This study investigates the impact of Creative Project-Based Instruction (CPBI) on

1. Does a project-based instructional approach (PBIA) in an ESP course for science-focused

special programs (e.g., biology, chemistry, physics) lead to greater improvement in

learning comparing the research groups?

Rationale of the Study

Despite growing interest in project-based language learning (PBL) (Benson, 2018),

project-based learning in ESP for college science programs is relatively unexplored.

This study explores the effectiveness of Creative Project-Based Instruction (CPBI) in

facilitate student networking and motivation for further ESP learning.

Significance of the Study

This study examines how a project-based, creative English technical communication

increased motivation (Dörnyei, 2001).

on the learner's reason for learning.

English for Specific Purposes (ESP): Tailoring Learning to Needs

crucial for ESP, particularly in science and technology (Sang, 2018).

Content and Delivery in ESP Courses

ESP course content prioritizes real-world applications, emphasizing communication

importance of establishing a suitable learning environment and fostering communicative skills

to create an engaging and effective learning experience (Macaro, 2018).

Fostering Critical Thinking and Creativity in University Education

University education equips students with valuable workplace skills. Experiential

active learning (Littleton & Belikov, 2018).

The Role of Language Teachers in Motivating Learners

whether functional or dysfunctional, is crucial for addressing potential roadblocks. Through

Creativity, Problem-Solving, and ESP

fostering innovative approaches and diverse perspectives.

Project-Based Learning (PBL): A Valuable Tool

Project-based learning (PBL) is a valuable educational approach that motivates students

engineering, and business (Sahlin, 2013).

effectiveness of PBL in ESP classrooms, leading to increased learner confidence, motivation,

and academic achievement (Littleton & Belikov, 2018; Sahin, 2013).

PBL and Language Learning

In language education, PBL creates an active and interactive learning environment

The Effectiveness of PBL in ESP

(Wangsriworamart & Lee, 2018).

and critical thinking in ESP and language education overall.

Research Method and Design

This study employed a quasi-experimental pre-test post-test control group design

causal effect of the PBIA intervention on the target variables.

A convenience sample of 60 seniors from the Faculty of Education at Beni Suef

The modified Gardner's Attitude/Motivation Survey

A modified Gardner's Attitude/Motivation Survey was used to assess student motivation

with established measures and addressed potential misinterpretations through student