Résumé:
The significance of English for Specific Purposes (ESP) lies in its ability to equip learners with the language skills and knowledge required to effectively communicate within their chosen field. In today's globalized world, where English is widely used as a lingua franca, professionals need to possess not only a general command of the English language but also a specialized vocabulary and discourse patterns relevant to their respective areas of expertise. This study seeks to assess the effectiveness of ESP courses and the presence of technical language, particularly in the context of English for Science and Technology (EST). The aim is to evaluate whether ESP courses successfully incorporate EST features, and meet the language needs of Computer Science students or not. It is hypothesized that the instruction received by Computer Science students from their teacher tends to focus on General English (GE) rather than EST. To address the aforementioned purpose, this study employed a mixed-methods approach combining qualitative and quantitative analyses. Quantitative data was collected through a questionnaire, to assess students' attitudes towards the effectiveness of their courses. Additionally, the second set of qualitative data was collected through an interview, which aimed to address the teacher's experience and implementation of EST in the classroom. The findings of the study revealed several significant aspects related to the ESP courses in the field of Computer Science. Teacher's understanding of ESP principles and the integration of technical language in the classroom were limited. Moreover, students expressed dissatisfaction with the syllabus, and believed that the courses did not effectively enhance their language skills within the context of Computer Science. So, the findings confirmed the hypothesis that Computer Science students are exposed to GE instruction rather than EST instruction by their teacher. Furthermore, one notable concern raised by the students was the issue of inappropriate timing. At the end, it is recommended to prioritize teacher training as a key factor in improving ESP courses, and allocate more class time to allow for comprehensive coverage of the language skills and technical knowledge required.
