The present study investigates secondary school student athletes’ specific needs for English learning and analyzes correlation and a cause and effect relationship among the needs-related variables. Two hundred forty six student athletes enrolled in physical education. Junior and senior high schools participated in the study. Data were collected through a survey that inquired about the students’ perceived English ability and learning areas of interest, their needs for ESP education, and aspects to be considered for ESP course design. The results show that the students put more emphasis on verbal communication (i.e., on speaking and listening) than on written communication (i.e., on reading and writing) and that they wanted more practical ESP education reflecting their needs and interests. Additionally, there was significant correlation (p<.01) among the subjects’ learning areas of interest, needs for ESP education, and aspects to be considered for ESP course design; a cause and effect relationship among the above three variables was discovered by goodness of fit test for structure equation model. Based on these findings, it is concluded that secondary school student athletes’ perceived English ability and areas of interest for English learning influence both their needs for ESP education and aspects to be considered for ESP course design.

As English communication is vital for academic communities and workplaces in globalized society, learners seek for opportunities to learn English with specific needs for their studies and work. In order to make these learners equip with the necessary English communicative competence in the desired contexts, English teaching professionals and researchers now need to pay close attention to learners' specific needs considering the context of discourse and the features of discourse community. The main purpose of the current study is to present an overview of ESP research in English Teaching for 50 years and to provide directions for the future research. In particular, this paper (a) discusses the features of ESP; (b） overviews ESP research articles published in English for Specific Purposes from 1986 to 2014; (c) presents current status of ESP research in English Teaching; and (d) suggests topics for ESP research in Korea for the future.

The study analyzes English for Specific Purposes(ESP) needs of law school students and lawyers for developing English for Legal Purposes(ELP) courses in Korea. In order to investigate pedagogic needs of the learners and target needs of the domain experts, 74 law school students and 50 lawyers who were in charge of legal cases were interviewed and surveyed. The content of the questionnaire consisted of pedagogic and target needs about lawyer's tasks and open questions and comments about English education for law school students. The results of the analysis showed that learners' main need for studying English is conducting legal research and in communicating with others. The results of the language function analysis indicated that understanding legal terminology, reviewing provisions of law, writing a legal memo, legal translation, evaluating information to determine compliance with standards are considered important. The results also showed the differences in the importance ranking of function and type of language skills between the learner group and the domain expert group.

ESP, English for specific purposes, is an approach to language teaching that has been found to be effective for students who are strongly motivated in their social lives or towards their future goals. With this in mind, the purpose of this study was to investigate whether or not the use of QR code in cellular phones can be effective in teaching a course for ESP such as Medical Tourism English. For the study, twenty six students participated in a questionnaire survey and an interview. Moreover, four independent tests in total, two tests before using QR codes in class and two tests after using QR codes were taken interchangeably based on a time serial analysis. As a result, positive effects were observed in both test results, questionnaire survey, and interview; and the mean scores of those tests after the QR code activities were higher than in those without the activities. In addition, the questionnaire survey and interview data supported the findings; especially, the QR code activity, which helped to decipher the meaning of the technical medical terms and of the process, which students have not experienced so they were not familiar with. In summary, these findings indicate that QR code activities have positive pedagogical implications for ESP education.