Exploring English for Specific Purposes (ESP) in Physical Education Students

Resumen

This study examines the impact and outcomes of integrating English for Specific Purposes (ESP) into an English for General Purposes (EGP) course for Physical Education (PE) learners in a Colombian higher education English as a Foreign Language (EFL) context. The research addresses the problem that students in this discipline often perceive English as a simple graduation requirement, recognizing its professional benefits only towards the end of their studies when they encounter specialized academic materials and career opportunities. This qualitative action research study included 30 undergraduate participants. Data collected from surveys, interviews, and the teacher-researcher's field notes were analyzed, revealing four main categories of findings: Increasing My Confidence and Improving English Language Skills Through ESP Content, Expanding My Vocabulary by Accepting The Vocabulary Challenge, Learning for the Future, and Innovating The Traditional Classroom Through Active Learning. As the core of this research involved strategically integrating ESP methodology within a traditional EGP course, this incorporation brought significant benefits to the language teaching and learning path. The findings indicate that integrating content from the students’ discipline, Physical Education (PE), enhanced their confidence, motivation, and oral communication skills. The findings also reveal that students engaged more actively and their anxiety decreased when topics were directly connected to their professional interests, moving beyond a focus on grammar or structures. In terms of vocabulary, learners successfully acquired essential technical terms in an engaging atmosphere, exemplified by activities like the "Vocabulary Challenge." Furthermore, student-centered methods such as roleplays and project-based learning transformed classroom dynamics, promoting active learning and preparing students for real-world professional contexts. Finally, these results support the importance of contextualized ESP instruction in addressing real EFL challenges by balancing language teaching with learners' specific academic and career learning needs and goals.