فلورا عفاف سلطانی

Learning English for Specific Purposes (ESP) aims to equip its learners to communicate in the multicultural work domain. The new emphases in learning ESP at the university level include the evolution of ESP itself over the last 50 years, and the challenges that ESP students face in speaking English. Conversely, the prevalence of World Englishes (WEs) in university contexts has made it relevant to TEIL. Because ESP aims to equip learners with practical communication skills, English Language Teaching (ELT) programmers must consider alternative approaches to address ESP students' speaking problems. This study explores the effectiveness of WEs conceptualization on ESP students' speaking achievements. It involved 11 teachers and 155 ESP learners from universities. They completed the WEs conceptualization questionnaires and a Preliminary Speaking Sample test. The study selected male and female samples with high mid and low conceptualization. Two-way ANOVA analysis confirms a statistically significant interaction of WEs conceptualization and gender on ESP students speaking, which reinforces the applicability of WEs in ESP classes. Knowledge about WEs develops teachers'/students' conceptualization of sociolinguistic truths and enhances speaking. The knowledge of WES has made it an applicable multicultural solution. Its sociolinguistic and pedagogical outcomes benefit ESP students, curriculum developers, and in-service teachers.

Exploring the disciplinary interface between English for specific purposes (ESP) and World Englishes (WEs), regarding the potential contributions of both disciplines to research on areas of shared interest, including TEFL and ESP Teachers’ attitudes are the center of current study. This investigation examines Iranian EFL and ESP teachers’ views on integrating WEs into ESP classes and assesses the English-speaking needs of ESP students. The study comprised 32 TEFL, 17 EFL, and 15 ESP teachers (16 male and 16 female, aged 30–67), using a sequential explanatory mixed-methods approach with quantitative questionnaires. Analysis of the data showed that subjects in both groups largely held remarkably positive views on WEs and felt ESP teaching should align with student objectives. More than two-thirds of participants disliked the current ESP syllabuses; however, only ESP teachers were unhappy with the teaching methods, cultural content, and textbook. The participants also showed complete dissatisfaction with their ESP students’ speaking abilities. It can be inferred that ESP course does not fully prepare the students to embark on their studies because it does not sufficiently consider learners’ speaking needs