Akademik Veri Yönetim Sistemi
Gazi Eğitim Fakültesi Dergisi, cilt.44, sa.2, ss.1023-1047, 2024 (Hakemli Dergi)
With the world's increasing globalization, English has become the most widely used language for
communication, and English for Specific Purposes (ESP) has begun to receive more attention in
the twenty-first century due to the effects of globalization and an increase in the need for skilled
workers. English for Specific Purposes is a specialized branch of English language learning that
focuses on teaching English in particular fields. The assessment process must be customized to the
unique characteristics of English for Specific Purposes (ESP), and teacher beliefs can significantly
impact on how students are taught and assessed in this subject. Previous research has concentrated
on ESP course design and needs assessment in the field. However, teachers' beliefs regarding ESP
assessment have not received enough attention. As a result, the study's goal is to investigate the
instructors' beliefs regarding ESP assessment in higher education. Three English instructors in a
state university’s College of Foreign Languages serve as a sample for this qualitative case study.
Semi-structured interviews and seven weeks of reflective journaling were used to gather the data.
According to the results, participants believe that ESP assessment has specificity, and it is valuable
and accountable. It is also believed that ESP assessment lacks students’ motivation and requires
adaptation. The school policy, student motivation, and teacher performance in ESP assessment
have influenced these beliefs. To conclude, teacher participation and education are necessary for
ESP assessment.