American Journal Of Social Sciences And Humanity Research
136
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue07 2025
PAGE NO.
136-139
10.37547/ajsshr/Volume05Issue07-26
24
Designing an ESP Course for Telecommunication
Engineers in the Medical Diagnostics Industry: A
Problem-Based Learning Approach
Sayyora Yuldasheva
Webster University in Tashkent, MA TESOL, Uzbekistan
Received:
31 May 2025;
Accepted:
29 June 2025;
Published:
31 July 2025
Abstract:
This article describes the design and development of an English for Specific Purposes (ESP) course for
eight Indian telecommunications engineers working for a global medical diagnostics company. These
professionals, who have pre-intermediate English competence, require better language abilities for effective
technical communication in foreign settings. The course, which follows a problem-based learning (PBL) approach,
incorporates authentic problems, targeted vocabulary education, and interactive assessments to help participants
improve their communication skills in their professional domain. Based on relevant ESP literature, this paper
examines requirements analysis processes, course design reasoning, evaluation strategies, and the incorporation
of real-world materials, demonstrating how theory and practice meet in a highly contextualized ESP setting.
Introduction:
The increased demand for workplace
communication in technical disciplines has resulted in
the creation of ESP courses that cater to specialized
learner demands. This article describes the design of a
12-week
ESP
course
for
eight
Indian
telecommunications engineers working for a medical
diagnostics company. These personnel are in charge of
delivering
technical
support,
training,
and
presentations on the company's medical equipment to
global clientele. Despite their technical expertise, their
limited English proficiency
—
particularly in technical
vocabulary and spoken communication
—
creates
difficulties in international settings.
This ESP course aims to bridge the gap between their
existing language skills and their professional
communication requirements. A problem-based
learning (PBL) framework is used to imitate real-world
engineering difficulties, increase learner motivation,
and promote critical thinking, teamwork, and linguistic
competency in technical English.
ESP Context and Learner Profile
The intended learners are telecommunication
engineers who assist with the design, installation, and
maintenance of medical diagnostic equipment
exported internationally. English is used for overseas
installations, troubleshooting, technical training, and
international conferences. While the engineers are
capable of managing daily conversations, they struggle
with professional communication and technical
vocabulary. Their speaking and listening abilities are
insufficient for the demands of technical discussions,
project meetings, and customer engagements.
The training takes place three times a week over 12
weeks,
and
focuses on
enhancing
listening
comprehension, technical vocabulary, and spoken
communication in technical and workplace contexts
related
to
telecommunications
and
medical
diagnostics.
Needs Analysis
A comprehensive needs analysis formed the
foundation of the course design. As emphasized by
Woodrow (2018), needs analysis is the critical first step
in developing effective ESP instruction. Drawing on
Long’s (2005) recommendation to gather data from
multiple sources, a triangulation method was
employed:
•
Questionnaires
were distributed to the engineers to
gather information about their current skills, perceived
weaknesses, and job-related language needs.
•
Text analysis
of technical documents (e.g., manuals,
repair guides) helped identify recurring linguistic
patterns and relevant vocabulary.
American Journal Of Social Sciences And Humanity Research
137
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
•
Interviews
were conducted via video calls with both
engineers and, where possible, their supervisors, to
gain deeper insight into professional expectations and
communication challenges.
This
process
ensured
a
multidimensional
understanding of learners' needs and minimized bias or
error in course development (Cowling, 2007).
Course Design and Theoretical Framework
The course takes a Problem-Based Learning (PBL)
approach that combines constructivist and experiential
learning principles. PBL puts learners at the center of
real-world problem solving, encouraging them to use
the target language while working on actual technical
issues. This paradigm is consistent with the engineers'
daily tasks, such as diagnosing problems, providing
solutions, and explaining methods.
As Maxwell (2009) and Woodrow (2018) note, PBL
fosters not only language development but also
teamwork and higher-order thinking. In this course,
learners collaborate on progressively complex case
scenarios drawn from their work, such as
troubleshooting
malfunctioning
equipment
or
preparing for a client training session.
Although genre-based and case-study approaches
were considered, PBL was selected due to its alignment
with learners’ job roles, which often involve finding
singular, effective solutions to technical problems.
Course Aims
The course aims to:
• Enable learners to comprehend and use technical
terms in telecommunications and medical diagnostics.
• Improve verbal communication skills for technical
conversations,
team
meetings,
and
client
engagements.
• Teach trainees how to examine technical challenges
and effectively explain viable solutions.
• Encourage teamwork and confidence in delivering
presentations and training sessions.
• Develop proficiency in discussing techn
ical and semi-
technical themes in professional contexts.
Assessment Strategy
Assessment follows O’Sullivan’s (2012) principles
for
testing in ESP contexts
—
namely authenticity,
specificity, validity, and practicality. Both formative and
summative assessments are integrated to monitor
learner progress and achievement.
Formative Assessments (ongoing):
•
Use Quizlet for vocabulary quizzes and receive fast
feedback.
•
Perform listening tasks for technical presentations or
support calls.
•
Simulating technical support calls, customer
briefings, and corporate meetings.
Summative Assessments (end-of-course):
• Learners give a
final oral presentation on a technical
problem.
• Comprehensive listening exam for sophisticated
technical speech.
• An analytic rubric measures fluency, organization,
pronunciation, and vocabulary when assessing
speaking skills.
These evaluations replicate real-life workplace tasks,
ensuring relevance and interest.
Course Materials
The course incorporates a variety of authentic and
adapted materials, chosen for relevance, engagement,
and skill integration:
1. Textbooks: Woodrow's English for Engineers (2018)
and Viana's ESP materials (2019).
2. Technical Manuals: Real equipment documentation
to familiarize learners with workplace language and
formats.
3. PBL Tasks: Create customized scenarios based on
workplace concerns.
4. Use digital tools like Quizlet flashcards, audio
recordings, and webinars to develop vocabulary and
listening skills.
5. Role-playing: Simulate technical support calls and
training scenarios to improve speaking skills.
6. Industry Reports: Use relevant documents to model
technical writing and terminology.
7. Feedback Tools: Rubrics and checklists help guide
reflection and quantify performance.
Telecommunication Engineers Syllabus Outline
This table is aligned with the table of Lockwood (2012).
Week 1 : Technical Vocabulary and Communication Skills
Objective:
- Introduce essential vocabulary related to medical equipment and telecommunications.
- Practice effective communication skills in various scenarios.
Day
Topics
Activities
American Journal Of Social Sciences And Humanity Research
138
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
Day 1
Introducing technical
Vocabulary
•
Presentation on
common technical
terms used in medical
diagnostic equipment.
•
Vocabulary exercises
using Quizlet or similar
tools.
•
Group discussion on
using technical terms in
context
.
Day 2
Developing communication
Abilities
•
Lecture on effective
communication
strategies in technical
contexts.
•
Analysis of sample
technical
documentation and
presentation.
•
Pair work: Engineers
prepare and deliver
short presentation on
technical topics related
to their filed.
Day 3
Practical application and
assessment preparation
•
Simulation exercise:
Mock technical
meeting or conference
call.
•
Feedback session on
communication
effectiveness and
technical accuracy.
•
Recap of technical
vocabulary learned
during the week.
•
Formative assessment:
Short quiz or task to
assess comprehension
and retention of
technical terms.
Homework
Review and Preparation
•
Review technical
vocabulary using
Quizlet.
•
Prepare for upcoming
presentations or role-
plays.
End of Week Reflection
Engineers reflect on their
progress in technical
communication skills
•
Individual goal-setting
for the next week's
focus.
American Journal Of Social Sciences And Humanity Research
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
Reflection
Designing this ESP course for telecommunication
engineers has given me a unique opportunity to hone
and expand my skills as an ESP educator in an
international setting. This project has been an
invaluable learning experience, allowing me to
combine academic frameworks with practical
applications designed exclusively for telecoms experts.
Throughout the creation of this course, I gained a
better grasp of the crucial role that needs analysis plays
in developing good ESP education. Woodrow (2018),
Viana (2019), Lockwood (2012), and other related
literature have all helped shape my approach to course
design. The triangulation method
—
which includes
questionnaires, text analysis, and face-to-face
interviews
—
has been particularly useful in ensuring
that the course content is both relevant and
responsive.
As recommended by Woodrow (2018), using problem-
based learning (PBL) has been a good decision. PBL's
focus on practical problem-solving fits in nicely with the
needs of telecommunications engineers, who have to
handle intricate technological issues. Pre-intermediate
students may find PBL challenging, but I have
scaffolded projects to ease them into more difficult
problem-solving exercises. This method makes sure
that students develop their skills in a methodical and
efficient manner by providing them with opportunities
for collaborative learning, increasingly difficult
assignments, and planned assistance.
Assessment planning, led by O'Sullivan's (2012)
extensive insights, has become an essential component
of course design. The assessment technique consists of
continuous formative evaluations, a midterm
evaluation, and a final summative assessment. This
systematic approach ensures that students receive
continual feedback, allowing them to grow and grasp
technical English.
Course materials have played an important role in the
design process, contributing to an interesting and
effective learning environment. The course meets the
specialized demands of telecommunication engineers
by
incorporating
authentic
materials,
digital
technologies, and real-world technical documentation
samples. The deliberate selection of resources ensures
that the course is active, relevant, and connected with
the learners' professional situations.
The comments and insights gathered while developing
this ESP course for telecommunication engineers
highlight the need of combining academic knowledge
with practical application. The course is aimed to help
students
improve
their
technical
vocabulary,
communication skills, and professional development.
The course's emphasis on hands-on exercises,
interactive activities, and personalized materials is
intended to provide engineers with the skills they need
to flourish in their professions and contribute
effectively to their field.
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