ESP TEACHERS’ PERCEPTIONS OF THE CURRICULUM DEVELOPMENT STEPS AT SOME UNIVERSITIESIN HO CHI MINH CITY

Abstract

ESP curriculum development is of great significance in terms of developing a curriculum that meets the specific needs of a learner group and its steps are essential in ensuring this aim. Teachers’ role in this process is vital in that not many materials are available for leaners with specific needs. The study thus aims to investigate ESP teachers’ perceptions of the curriculum development steps. Seventy eight teachers at four tertiary institutions in Ho Chi Minh City were asked to give their viewpoints on the macro and micro steps to develop an ESP curriculum for non-English majors at their universities through a questionnaire and interviews. The data were then analyzed to find out the ESP teachers’ perceptions of the curriculum development steps; the findings were discussed and some suggestions given to inform the ESP curriculum development process.