Abstract
This paper investigates collaborative teaching in an English-for-specific-purposes (ESP) class in Taiwan and reports the findings of the ESP course via a comparative study. Forty science students were assigned to an experimental class taught by both a language teacher and a physics professor and another forty to a control class taught by the language teacher alone. A paired t-test was used to assess the progress in various subjects from the pre-test to the post-test of English proficiency in the academic year.  Furthermore, a two-sampled t-test was employed to compare the means and the percentage, obtained from a questionnaire survey of English needs of university students, between the two groups. It is shown that the experimental group had a more positive attitude and much more motivation toward English learning by the end of the academic year.

Key Words: English for Specific Purposes (ESP), English for Science and Engineering, Collaborative Teaching, Attitude in Language Learning

Introduction
Eighty-five percent of all information in science and engineering in worldwide informational storage and retrieval networks is in English (Grabe & Kaplan, 1986; Zengin, Erdogan & Akalin, 2007). English has been the link in the research and development systems and it is increasingly important for the globalization of all the nations. However, the majority of Taiwan’s universities have not set a stipulated requirement of English proficiency for graduation. Non-English majors are required to take only 6 credit hours of English courses (for example, ‘Freshman English’ or ‘English Listening and Speaking in the Lab’) during the university years to fulfill the requirements for graduation by the Ministry of Education in Taiwan. There are only a small number of exceptions in universities which demand a few more credits for students to strengthen their specific English skills, adding courses such as ‘English Conversation’ or ‘English Writing’. It is little wonder that quite a large number of university students feel their English slipping backward from the time they enter university, compared with the time when they studied English more hours during high school.
   It has been argued that students can transfer general English skills and strategies to the tasks required in their specific disciplines at a later stage (Dudley-Evans & St John, 1998; Basturkmen, 2006). Browsing through teaching objectives of English education in Taiwan, we have found that all the English curricula are aiming at annealing the basic skills for all levels of education - primary, junior, senior high school, college and university. However, as early as 1977, Professor Ching-mai Yang at the National Normal University, Taipei, suggested the importance of enhancing college and university students’ English ability in the areas of their expertise (Dai, 2005). Facing a higher demand and a greater expectation for all professionals’ English ability in the modern society, some universities in Taiwan are encouraging more professional courses be taught in English in addition to using textbooks written in English. In November 2005, a newly affiliated organization ‘ETA-ESP’ was added to English Teachers’ Association (ETA) in the Republic of China. It signals that English for Specific Purpose (ESP) has been gaining increasing attention in Taiwan.
   It is clear that the education of English for General Purposes (EGP) aims at facilitating English learners to achieve English proficiency for general communication purposes; whereas, ESP is well known as using a learner-centered and content/context-based approach. This primarily involves professional and practical English, studied to meet learners’ specific needs in utilizing English in their specific fields such as science and technology. For this reason, competent ESP teachers must possess related knowledge, skills or experiences, in addition to the English language itself, in order to provide learners with a successful and beneficial course. While a language teacher with an expertise in a particular subject area is seldom found in a regular university, alternatively, it is possible to conduct an ESP class via collaborative teaching. Considering the great number of university students in Taiwan who have a good background knowledge in their subject matter but have been poorly performing in English, an ESP program might be one of the best solutions to upgrade their English ability (Shao, 1992). In advocating ESP for non-English majors, we the researchers/instructors are particularly interested in understanding the effectiveness of the ESP pedagogy implemented into the Freshman English program for students who perform excellently in science but, in contrast, have long suffered from underachievement in English. This work documents our investigation of the effects of collaborative instruction in an undergraduate ESP class in Taiwan with regard to language proficiency of learners and their attitude toward language learning. To be answered in this study are the two research questions: is there any difference in English improvement between the experimental group, namely, an ESP class, and the control group, an EGP class; and is there any difference in attitude toward English learning between the experimental group and the control group by the end of the academic year? Our results unambiguously show that the experimental group had a more positive attitude and much more motivation toward English learning by the end of the academic year.

Literature review
The ESP movement originated from the massive expansion of scientific, technical and economic activities on an international scale in the 1950s and 1960s (Dudley-Evans & St. John, 1998). The effect of such development resulted in global needs and demands on communication in English. Since the use of the language varies from context to context, English instructors have been pressured to adapt to meeting the needs of the learners in their specific environment. They have advocated ESP teaching as an approach to language teaching in which all decisions as to content and method are based on the learner’s reasons for learning. In retrospect, the history of ESP can be divided into four phases. The first phase can be traced back to the 1960s and the early 1970s when ESP researchers and teachers concentrated on the lexical and grammatical characteristics of academic/professional registers at the sentence level. The second phase ranged from late 1970s and early 1980s when the focus became more rhetorical and researchers and practitioners began to examine the organization and function of discourse at a number of levels of abstraction. The third phase was integrated with the discoveries of Phase 1 and Phase 2 where researchers centered on systematic analyses of the target situations in which learners’ communicative purposes were more attended. Recently, in the last phase, researchers have shifted their emphasis to learners’ strategies for their effective thinking and learning. Over the past decades of ESP expansion, Strevens (1977) proposed the most famous model of the categories of ESP - it consists of English for Occupational Purposes (EOP) and English for Academic Purposes (EAP). The former was further subcategorized as Vocational ESL, such as English for auto mechanics, and Professional English, such as English for Business and Economics, and the latter as English for Science and Technology (EST) and English for Academic Purposes other than EST. Of all the subcategories EST has been the best developed and most frequently taught. The reasons are that many ESP students throughout the world are scientists and engineers, and because a vast number of scientific books and papers are printed in English and that science, especially at the discourse level, is more regular across languages (Johns, 1991). An overview of the ESP movement illustrates the important role of ESP in the education of English as a foreign/second language.
   For the last 15 years or so, there have been numerous studies done on ESP courses in Taiwan. Kuo (1993; 1998) investigated English needs and the development of teaching materials used for EST courses. Yang et al. (1994) looked into the use of field-specific authentic English texts in a Taiwan junior college. Lee (1998) and Chia et al. (1999) conducted a needs analysis on nursing/medical students. Huang et al. (1998) and Chen (1998, 2000) designed and examined the effectiveness of content-based ESP courses for business students. Lin (2006) conducted a needs analysis for lecture listening in an EAP program. Tsai (2005) and Liang (2007) addressed English courses specific for students in Travel/Leisure Management. These studies have in common that they are goal-oriented to provide the effective instruction of the English language for students’ academic/professional career.
   In Taiwan’s universities there exists a problem that, in recent years, there have been a rapidly growing number of students who have good background knowledge in their professional fields but perform extremely poorly in English. This phenomenon often occurs with science and engineering students particularly in private or technological universities. When teaching these students with great promise as scientists or engineers but with a very low motivation in English learning, English instructors can not help asking themselves what they can do with such a particular group. Unfortunately, English teachers are usually in no position to change the situation and to raise the number of English class hours. What they can do within their power is to design a course syllabus tailor-made for the students. To enhance the learners’ motivation towards English learning, an ESP approach, which combines language practice with a learner’s subject knowledge, is assumed one of possible alternatives as suggested by Jordan (2002). Therefore, if English instructors wanted to make the best use of the limited 6-credit-hour English classes, an ESP project might be one of the best solutions.
   There has been limited exploration in the literature about connecting ESP methodologies to theories of learning and language acquisition (Basturkmen, 2002). Basturkmen (2006) presented a framework which can serve as an organizing scheme helping ESP teachers to ground their practices and approaches in theory. It was composed of three components: language, learning and teaching. The section or component of language illustrated the importance of grammatical structures, core vocabulary and patterns of text organization in ESP. The section of learning addressed the ideas about acculturation, linguistic input and interaction prerequisite for language learning in ESP teaching. The section of teaching described that all methodologies can be applicable to general English teaching as well as to ESP teaching, but team teaching is the distinct approach, which can only be best used in ESP.
   What conditions may help lead to greater success for ESP learners? Courses designed according to learners’ needs are more motivating and thus educationally more effective (Hutchinson & Waters, 1987). Namely, a successful ESP course or project should start with the learners’ needs.  Just as Bloor and Bloor stated (1986), as long as learners’ needs are satisfied, the goals of ESP courses are more likely to be achieved. Compared with general language teaching which tends to focus on core structures and linguistic elements to form the base of language competence, an ESP program addresses the learners’ short-term need for current operations; that is, the need to function effectively in the English language. The reason is because teachers want the skills learned to be transferrable to students’ other science matters.  Hutchinson and Waters (1988) emphasized that ESP teaching should target developing learners’ underlying competence, that is, factual as well as linguistic knowledge. This competence is fundamental to the whole teaching-learning process that enables learners to extract new knowledge. For example, ESP for mechanical engineering students should target both language skills for engineering studies and knowledge-based concepts from engineering fields, such as that of applied mechanics, mechanical design and manufacturing, thermal fluid, and control systems.
   What English skills should a scientist or an engineer have who lives in an EFL context like Taiwan? What special characteristics or qualities does the ESP teacher need to cultivate in the learners so that they can succeed in English learning? On the other hand, what qualifications and what kind of knowledge do the ESP teachers need to possess so as to facilitate their students’ foreign language learning? Most English teachers in Taiwan who have been trained and prepared in the areas related to linguistic competence, literary and cultural knowledge and who do not know enough about other professional fields naturally do not focus on the specific knowledge learners have in English courses they are teaching.
   Johns and Dudley-Evans (1980) were two of the EAP teachers and researchers who found team teaching extremely useful in their study. Shao (1992) also claimed that the best way for an ESP program to succeed was the collaboration between science/engineering teachers and English teachers in the instruction. Fortunately, Chung Yuan Christian University (CYCU), the university in which we are undertaking this experiment, has a privileged environment in which collaborative teaching teams across the fields are possible. In this study we incorporate the freshman English course with English for Specific Purposes, offering freshman students an English course relevant to their professional fields. This preliminary work intends to explore the effectiveness of team teaching by contrasting and comparing an experimental group with a control group, of which both groups are intelligent enough to pick up science and math but stumble and feel hopeless in English learning.

Methodology
Two sample groups of students involved in the study were eighty first-year undergraduates from the College of Science and the College of Engineering at CYCU in the academic year of 2006. Forty science students were assigned to the experimental group (ESP class) and the same number of engineering students to the control group (general English for freshman or EGP class). They were selected according to their Scholastic Achievement Test (SAT) scores in the subjects of English, math and science and the scores of their subject area tests being administered by the College Entrance Examination Center in Taiwan. All of the sampled students were characterized by having a good knowledge of science (their reported scores in math or science are ranked above the 70th percentile of all the test takers nationwide) and yet performing poorly in English (their scores in English are ranked below the 30th percentile of all the test takers). They all registered in a required yearly course of ‘Freshman English.’ The primary goal of this course was to develop their reading and communication skills in English by introducing them to proper reading strategies and techniques and by preparing them for the needs of undergraduate university academic study or even a more advanced program, for instance, a master’s degree. They were administered the Michigan English Placement Test (MEPT) at the beginning of the first semester and the same proficiency test at the end of the second semester. Since motivation in EFL learning cannot be ignored and needs to be considered as a very important element which encourages learners to acquire English especially while developing an ESP program (Basturkmen, 2006), all of the students were also given a Questionnaire Survey of English Needs of University Students at the end of the second semester (see Appendix). Pre-MEPT, Post-MEPT and the Questionnaire Survey were not given in the class hours, and they were administered by teaching assistants in the Language Center, CYCU. For data analyses of the study, only the scores of the students who took all of the three assessments were taken to be valid.  If a student missed any of the three, he/she was not included in our evaluation. As a result, we only collected a complete set of data from 28 students in the experimental group and 31 in the control group at the end of the experiment.

A. Teaching approach

An effective ESP teacher must possess a relevant background in the subject field, especially on some subjects totally different from English such as science and technology, so as to offer learners a successful and beneficial course. Despite the scarcity of experts with such a cross-disciplinary training, an ESP class can be conducted alternatively by collaborative teaching. In this study, we elected to collaborate in ESP teaching between an experienced English teacher trained in language teaching and a physics professor specializing in physics. Both instructors chose the teaching materials together and collaboratively taught the experimental group (ESP class). The language teacher taught two hours and the physics professor taught one hour a week. The same English teacher alone instructed the control group (EGP class) three hours a week for the whole academic year.
   For the students in our experiment who never had any successful experience in English learning, the selection of teaching materials was extremely important. The topics had to be very interesting to the students and accessible to them in terms of ideas and background knowledge. For the ESP class, we had three teaching materials: (1) English for Science (Zimmerman, 1989), which provides structured scientific essays, focusing on both language skills for scientific studies and input on concepts from science; (2) Reading Comprehension: Developing Fiction and Nonfiction Skills (Coan, 2005), which mainly gives text organization of science-related articles for young learners; and (3) Vocabulary in Use (Redman, 2003),in which there are 100 units of vocabulary reference and practice, presenting vocabulary in a variety of ways, for example, topics, word formation, words and grammar, collocation and phrases, functions, concepts, etc. For the EGP class, we adopted two textbooks: (1) Building on Basics (Baker-Gonzalez & Blau, 1999), which targets at the language skills for different genres of texts, including the categories of the short stories, short novels, narratives, academic articles, articles from magazines or newspaper, and poems and (2) Vocabulary in Use (Redman, 2003), the same textbook also required for the experimental class. We believe that knowing the vocabulary in the professional field is not a sufficient condition for successful reading of specialized material; it is the non-technical vocabulary which causes more of a problem for EFL learners (Cohen et al., 1979). Therefore, it is important for both the ESP class and the EGP class to continue to build up their basic academic vocabulary.
   What roles do ESP teaching and general English teaching have in the teaching practice? The role of the ESP teaching is to activate the learners’ science background knowledge in English, by introducing the methods in the scientific essays of classifying, comparing, identifying cause and effect, hypothesizing, defining, exemplifying, giving evidence, experimenting, calculating, reporting, describing and predicting. Particular attention has been drawn to science content, paragraph organization, sentence structure and lexical analysis. The role of general English teaching is to build up the foundation of general English skills which include several types of training in language sub-skills, such as skimming, scanning, and making predictions through use of different genres of readings. In both classes, students were encouraged to ask questions or give comments about the lessons in class or out of class.
   The present study aims at investigating the effectiveness of an ESP program with cooperative teaching by an English teacher and a science teacher by measuring how much progress these students have made over a one-year course. It also aims to compare the English achievement between an experimental group and a control group after receiving one year of different teaching approaches. The hypothesis is that the ESP class based on learners’ strengths in science is assumed to be more motivating and thus educationally more effective than the general English class based on learners’ weaknesses.

B. The research tools
MEPT was used to measure the English proficiency level of the subjects. The MEPT is a standardized placement test, one of the English Language Institute, the University of Michigan Test Publications. It has high internal consistency reliability coefficients that ranged from 0.89 to 0.92 (English Language Institute, the University of Michigan, 1994). In this test there are twenty questions in the listening section, thirty questions in the grammar section, thirty questions in the vocabulary section and twenty questions in the reading section.
   The intent of the Questionnaire Survey of English Needs was intended to find out the sampled subjects’ beliefs in, or attitude toward, English learning. The questionnaire was modified based on an earlier survey instrument used in a study conducted by Chia et al. (1999). This questionnaire consisted of seven sections of 30 items, the topics of which were (1) the importance of English in university education and professional careers, (2) the importance of various listening skill needs, (3) the importance of various reading skill needs, (4) the importance of various speaking skill needs, (5) the importance of various writing skill needs, (6) four English skill needs, and (7) the suggestion of ESP needs and percentage of ESP covered in a freshman language course. The internal reliability of the questionnaire was obtained as 0.907 using Cronbach’s Alpha. It was considered reliable because the reliability score was greater than 0.85, the standard cutoff (Hughes, 2003). The answers follow two formats. One is to respond in a scale of 0, 1, 2, 3 or 4, indicating ‘I don’t know’, ‘unimportant’, ‘somewhat important’, or ‘very important’. Another is to respond with a choice of ‘Yes,’ ‘No’ or ‘Others’ (see Appendix).

Analysis and results
This section presents the results and the analysis of the above collected data for the two research questions in this study. In the first, is there any difference in English improvement between the experimental group and the control group? In the second, is there any difference in attitude towards English learning between the experimental group and the control group by the end of the academic year?
   A paired t-test was used to assess how much progress sample subjects had made from the pre-test to the post-test by analyzing scores sampled students had gained in both. The scores for all subjects are displayed in Table 1. The results showed a significant improvement for all the sampled students in English listening, grammar, and reading and the total score with a mean difference of 0.650, 1.083, 4.600 and 3.167 (with their corresponding p-values being 0.090, 0.080, 0.000 and 0.004, respectively), but a significant backward slide in vocabulary learning with -3.167.
   Table 2 compares the experimental group with the control group by the mean difference of score improvement in the English Proficiency Test. A two-sampled t-test indicated no significant difference in the progress between these two groups.
   In order to quantify the collected data from the questionnaire survey, a Windows-comprehensive statistical software, the Statistics Package for Social Science, was employed to compare means between the experimental group and the control group.  Each answer was assigned point values with the number 1 being awarded 1 point; 2, 2 two points; 3, 3 three points, etc. Frequency was used to count the percentage favoring the statements the students had checked. Then, a two-sampled t-test was adopted to examine the comparison between the two groups. The results found that the experimental group had a higher mean than did the control group from questions 1 to 26 (except question 10) and a higher percentage from questions 27 to 30, as shown in Table 3. The difference between these two groups on questions 2, 16, 18, 19 and 20 is statistically significant at 0.01 to 0.05 levels. This reflects that the experiment with teaching collaboration has a positive influence on learners’ motivation; that is, students are much more motivated toward English learning by the end of the academic year. Obviously, the ESP program was successful in fostering students in the experimental group to realize the importance of English learning.

Discussion
As mentioned above, the present study was intentionally designed to evaluate the effectiveness of ESP teaching by the results of both the MEPT and the English Needs Survey.  The post-MEPT scores do not indicate a statistically significant difference in English improvement between these two groups. In other words, ESP team teaching is not effectively better. Even advancement in the scores does not show any convincing effectiveness of the ESP treatment; however, the ESP class ended up with a higher motivation toward English learning. That is one of the most important objectives of the English course, especially to the chosen subjects who do not have any hope in English learning. Only students’ motivation can encourage them to keep on learning more English.
   Another finding from this study is that both groups have made some progress in listening, grammar, reading and the total score, but they do not significantly gain vocabulary. Rather, they lose vocabulary they have learned from before over the academic year. This is actually consistent with our comprehensive survey conducted to assess the English Proficiency Performance over their freshman year with a much larger scale of 2494 students enrolled in a total of 61 classes (Chien, 2007).  Since one of the objectives for both groups was to build up their vocabulary, this result was quite unexpected. It was likely due to the failure of the language teacher’s teaching strategy: Sympathizing with students during the painful process of memorizing vocabulary, the English teacher allowed them to take weekly quizzes by referring to the textbooks starting from the second semester, so possibly the students saw no reason to make the effort to memorize words for the preparation of the tests. This proves that the weekly quiz or the open book test strategy does not result in the students learning the words. The result suggested that English instructors should design other kinds of vocabulary learning activities to help students to work towards the goal autonomously and enjoyably.
   Furthermore, the study could have been more interesting if we could have found or designed a standardized assessment instrument which would have included examining science concepts in English as well as the linguistic competency skills.

Conclusion
Because all Taiwanese children have had access to English language education from the third grade of primary school in Taiwan since 2001, we hope that most stipulated objectives of general English teaching can be achieved when they graduate from their high school in the near future. We also hope that the expected objectives in achieving English ability in their professional fields with the support of English courses at the university level can be fulfilled soon. However, as to the experiment we are conducting, English learning is demanding for this group of students. It is the language teacher’s whole-year observation sitting in the physics teacher’s classroom that the students in the ESP program admire the science teacher because he has professional prestige and a good command of English: he is their role model. It is still easy for them to feel frustrated when both instructors are conducting the English parts of their lessons, but they become spirited when the physics professor skillfully activates their prior knowledge about the topics and brings them to the new knowledge related to science. Therefore, to decrease the frustration experienced by both students and instructors, incorporating ESP courses into the university curriculum at the current period of time may be a feasible means of enhancing English education for science and engineering majors. As English instructors in Taiwan, we are obliged to consider selecting or developing the appropriate content and teaching approaches to meet the needs of the learners who grow up in Taiwan social and cultural contexts (Basturkmen, 2006). In doing ESP programs, teachers will more closely and directly satisfy their students’ immediate needs and help them to boost their self-confidence and will implant the motivation towards English learning (Sifakis, 2003). Finally, we believe that there will be a steady increase in the development of ESP programs in EFL contexts. We hope that this study makes a contribution to evolving more various ESP programs which can help university students, who have different English needs, achieve a higher level of personal satisfaction and social contribution in a rapidly changing global society like Taiwan.

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See PDF for tabless and Appendix