Assessment in teaching English for specific purposes

Teaching, assessment and learning are connect each other. With the purpose of identifying problems, and to evaluate the results of this process, teachers turn to assessment. This instrument is able to provide information on stu-dents’outcomes. At university, this action is comprised of two essential components: syllabus and directions. Despite, they alone represent not finished model of teaching and learning in the classroom. Except realizing what to teach and how to teach it, a teacher should also be able to discover the character and level of student learning at any given detail in time. Representation of sillabus, directions and assessment presents the combining nature of the teaching and learning process. It is known as assessment, it like teaching, is being an essential part related to learning. Assessment is defined as the process of using instruments and techniques to collect information about student learning, about tasks. In other words, «assessment is the way teachers see their students’ learning» (Gareis, 2015) [1, p.26]. Assessment is an core part of the learning-teaching process. It is fixed in an interactive and communicative curriculum. Tests, which are the main tool of assessment, is able to provide authenticity, motivation and feedback to the learner. Generally, we should explain several basic principles. For example, with the help of periodic assessments, teachers can increase the students’ motivation and monitor their progress. When students study for assessment they also remember and memorize the information.

According to Harlen «there are two main purposes for assessing students (2007), i.e. to inform and make decisions about learning experiences and to report on what knowledge and skills the learner has acquired» [2, p. 17]. In Airasion’s opinion «as far as assessment for learning is concerned, it is extremely important to create a strong and long-lasting connection between the assessment and learning processes, because the former should be aimed at promoting, inducing, and reinforcing learning» [3, p. 67].Berry says «by complying with the parameters typical of the assessment for learning, students take more seriously their involvement in assessment activities and become thus the main actors of the learning process: teaching, learning, and assessment have to come together and work together if we are to raise students’ standards of achievements» [4, p. 19]. ESP is a fact in education became too big to fit into trends of three most important features:

• 1)    English should suit specific needs of a profession;

• 2)    formal language features discover to real communication to development of practical tasks in English for specific group of learners);

• 3)    learner’s needs and interests have an influence on their motivation and effectiveness of their learning.

Definitions of ESP in the science are relatively late in time, ESP began in the 1960s. Hutchinson and Waters define ESP «as an approach that means ESP does not take part in a specific kind of language, teaching material or methodology».

The most necessary idea of ESP is: reasons of learning a foreign language. The purpose of learning ESP become the core. Stre-vens ’ definition of ESP makes a distinction between «1) language teaching is designed to agree with specified needs of the learner and to content of the occupation and activities. ESP may be impeded reading; and not taught according to any predestined methodology». As for Robin-son’opinion “ESP is based on next criteria: ESP is normally «goal-directed»and ESP courses develop from a needs analysis which aim to specify what exactly it is that students have to do through the medium of English, and a number of characteristics which explain that ESP courses are generally constrained by a limited time period in which their objectives have to be achieved and are taught to adults in homogenous classes in terms of the work or specialist studies that the students are involved in». ESP and its development is connected with learners´interest in various specific disciplines such as “English for IT”, “English for Forest Industry” or ´English for Economist». «Nowadays, ESP is taught in almost all universities in the world. The reason for this is the globalization of trade and the economy and the continuing boom in international relations in various fields. The need for an ESP is particularly high in countries where English is taught as a foreign language. The fact is that mechanical translations from English into Russian and vice versa lead to the fact that the motivation of students remains low, which in turn leads to not very successful translation work in the future profession [5, p. 145].

The fact that learners know the reasons of learning ESP is a great advantage of educational process. ESP learners is going to achieve the same goal in the field of studying their branch, their motivation in a form of the same aim, enables teacher to meet learners´needs and believes easier. Student and the way of learning are considered to be the main factors in the whole process. ESP is an approach that means that language learning is the light part of educational process. Attention is paid to a «practice -centered approach», «in which all decisions as to practical tasks and methods are based on the students´s reason for learning». Tony Dudley-Evans and Maggie Jo St John divided characteristic features of ESP in two groups: «- ESP is defined to meet specific needs of the learner; - ESP makes use of the underlying methodology and activities of the discipline it serves; - ESP is centered on the grammar, lexis, and register, skills, discourse and genres appropriate to these activities. The variable characteristics are seen in five points; «- ESP may be related to or designed for specific disciplines; - ESP may use, in specific teaching situations, a different methodology from that of general English; - ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation; - ESP is generally designed for intermediate or advanced stu-dents». Hutchinson and Waters do not emphasize any concrete limits of students´level or age; they emphasize learners’ individual needs and specialist knowledge of using English for specific purposes. «Nowadays, the communicative context is often multimodal and can combine visuals, sound, texts, and other semiotic symbols. A holistic view of multilingualism sees multilingual competence as linked to the social context in which language practices take place» [6, p. 13].

Choosing ESP practical tasks materials establishes the action of the course and draws content of the lesson. Good material should help teacher in organizing the process and support teachers and learners in this process of learning. Practical tasks are also a kind of teacher reflection, «they should truly reflect what you think and feel about the learning process. Tomlinson’s opinion that «materials development refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research of language teaching materials» is admitting fact [7, p. 14]. It is very important to create a positive learning atmosphere in the classroom, it is a «primary step for achieving setting objectives and goals. It makes teaching and learning more pleasant for a teacher and a learner, and it supports students in their work» [8]. Producing an effective learning atmosphere is connected with motivation. «Moti-vation is also an important and a necessary part of students´ work that affects their future success or failure [8]. It is a sort of inside «device» that gives learners support to perform an activity at their best to achieve a goal in it. Motivation is a core feature in the process of learning ESP. ESP teachers cannot effectively teach a language without understanding the relationship between motivation and its effect on the act of getting skill in ESP course. The importance of motivation ielates to a student’s vital intentions and necessities. On the up and up students see their bias, their force and timidity, and productively make use of force and give assurance to timidity. Top language learning is associated with the stu-dent’dedication. Teachers should discover techniques to bridge to this dedication. Students claim quality lessons, recommendations, synergy and lucky chance for relevant productivity, not only to complete activity, but in addition to keep up inspiration for learning ESP. A competent teacher, also prerequisite hit lightly into the authority of innate motivation and perceive actions to join them with extrincic motivational aspects one manage benefits to a lecture room contex. This is principally powerful when ESP is not identified as valuable to the students' promp needs, excepting to achieve the required standards in finals. It is essential for teachers to recognize students' hardship to make correct motivational skills of planning, that students hold individual intentions for learning ESP. Learners ought to comprehend the reasons of attempting to study it, how long they have to uphold an educational situation, how hard they ought to try to achieve results over period of time in it, and who is very interested and works hard in the direction of their acting of looking for results. Motivation varies, and it is difficulties to hold students’ language motivation from bottom to top level on every occasion. «When designing a language course, teachers must take into consideration that each learner has different interests and expecta-tions» [9].

Hutchinson and Waters , stressed the importance of reading skills for ESP areas, connected the phase of discovering correct equipments with thinking carefully about appropriate text, they found out that «some forms typical for scientific texts were not covered in materials of General English. Those forms were: compound nouns, passives, conditionals».

Designing of practical tasks, modifying, or writing is an important area in ESP teaching, describing a practical result of effective ESP course designing and supplying students with teaching materials that will provide them with the professional skills that will require their distant events in life.

Skela focuses on purposeful learning:

• -    the learner is seen as an active processor of information;

• -    learning is the process by which the learner tries to make sense of the information by imposing a meaningful interpretation or pattern on it;

• -    one of the basic teaching techniques is problem-solving.

According to Prabha, another important issue regarding materials is that they should be used as sources: «The fact that materials need to be used as sources rather than as pre-constructed courses should not be regarded as a weakness of taskbased teaching; it can in fact be strength for any form of teaching» [9, p. 2].

Materials and methods

The study is organized as a logical blended studied evaluation, searching to completely collective, estimate and incorporate practical studies with different research designs (Booth , Sutton, & Papaioannou, 2016; Pluye ).

This review was conducted in Scopus. Two collections of investigation styes are applied the database with Boolean operators: (“assessment” OR “evaluation”, “EFL” OR “ESP”,”learning” Or “studying”, “university” OR “high school”. The database searches generated 3563 researches, 511 documents connected with the study are cited in these hits.

The range is set up by predefined inclusion and exclusion criteria in the Table 1.

Table 1. Criterias of the range

Inclusion criteria	Exciusion criteria
Year of publication – 1990 till 2022 (included	before 1990 and after 2022 (excluded)
Language use is English (included)	other languages (Excluded)
Scientific quality and type of study – Peer-reviewed, empirical studies (journal articles, chapters, and conference proceedings) using any type of research design (included)	non-peer-reviewed studies, meta-analyses, literature reviews, theses and dissertations, theoretical studies, only descriptions of practice and teaching tips (excluded)
Educational framing – explicit focus on learning and/or teaching language(s) in higher education,colleges, adult education (included)	non-formal education, non-educational settings (e.g., laboratory settings), homes (excluded)
Language focus – Any language as first, second, or foreign language e (included)	sign language, and speech or cognitive impairments (excluded)
Assessment approach – Using an Assessment framework to learning and teaching (included) only mentioning	Assessment in learning and teaching without using it theoretically (excluded).

The report includes studies published between 1990 and 2022 to obtain benefit from complete survey of the theme. The study carries studies reported in languages learnt by at least two of the researchers. The report consists of scholary articles, published as journal articles, chapters, and conference proceedings which concentrate on clearly on schooling or guidance languages. The report combines studies responsing language direction for university student, as teacher guidence accomplishes training system. Therefore, runners in the report could arrange from children to adults. The report covers subjects in ESP and EFL, second (L2) and foreign (FL) language background and subject paying attention on teaching and schooling communicated languages. Basically, the report concentrates on researches that probably recycled an Assessment structure for educational process, so excluding studies where Assessment in learning and teaching was only specified or not promptly used. The options measure is demonstrate in Fig. 1.

Amount of documents connected with ESP from 10 countries

• Figure 1.    The results of some countries writing articles connected with ESP

In the covering step, all names and materials are covered separately by two authors to escape covering tendencies, providing that the inclusion criteria are met. Available oppositions are found by a third author. Whole of 3563 researches are rejected fixed on name and materials screenings. Generally 921 complete researches are read for qualification by the first author and another au- thor. After testing the criteria, 15 research are evaluated as acceptable. To broaden the report, quotation track system is handled to the studies, countering both quotationre lists and whenever the studies are quoted in appropriate articles, also as scientists analyzing to meet appropriate investigation from familiar scientists in the sphere. The investigations’ aspect results are evaluated by couting the numbers (0–1) by the sum of appropriate criteria for the used study modeld x 100. This instrument labels identical forms of vocational aspect that have been nominated for language literacy. All surves are assessed individually by the author. Refusal studies are ignored fixed the exceptional assessment, being the aim is to assess available modifications of the studies in order that perform the combining.

Statistics is draws separately by the authors using a data quotation model,regulated before usings it on all studies. The succeeding data is separated: goals, study investigation, analytical structure, analysis pland, academic background, runners, data selection form, form of analysis and outcomes in reaction to the study’s investiga-tuions. The investigation is assigned to NVivo, where the investigation is programed in connection to the investigation questions by the author. The logical subthemes are corrected in contrast to the original articles several times and eventually correlated with each other to select arrangement and organize themes and subthemes in answer to the study investigation. The formats of the particular investigation are clarified in connection to the investigation query.

Results

In response to request, a thematic and descriptive overview of the included studies in terms of year of publication, languages, educational levels, runners’ language proficiency levels, and investigated language areas is presented. The analysis of the characteristics of the used ESP learning approaches resulted in a thematization that the studies belonged to two different strands. This diagram presents the results of some countries writing articles connected with ESP.

Amount of authors studing Assessment in ESP

□ 12345678

• Figure 2.    The results of some authors from different countries writing articles connected with ESP

Discussion

This report measures and analizes actual research on assessment in language education, concentrating on study, learning activities and factual results. The report determines that students are essential parts of society, and their mental health and emotional safety as well as a sense of purpose, achievement and success are the major objectives of successful education. They need to deal out with self-aid concepts to succeed intel- lectual frustrations and difficulties. Finaly, the current research intended to test a structural model of English for specific purpose. The article deals with the issues of ESP teaching and assessment. This report presents quality of the experience of the investigation-based knowledge of assessment in language education and a core result is that observational study base is presently get higher in consequence.