مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
University students require subject-specific vocabulary for both their academic and practical undertakings. English for Specific Purposes (ESP) is crucial in this situation. English sports terminology in physical education class is crucial, as students are required to understand all movement- and training-related terms, rules, tools/equipment used, and classroom instruction. This study investigates the challenges encountered by first- and second-year students at Al-Noor University in Mosul, Iraq, as they acquire English sports terminology as part of an ESP course. The main goal here is to understand the challenges of students, the reasons for these problems, and their impact on academic learning and practical class performance. A quantitative methodology was used for this purpose, and a questionnaire with closed questions was applied to about 120 undergraduate students in the Department of Physical Education. The questionnaire was built around three main topics: how hard it is for students to learn English sports terms, what makes these problems happen, and how these problems affect learning and success. Data was analyzed using simple descriptive methods i.e., mean scores. The findings reveal that several students are still struggling with understanding, remembering and using English sports vocabulary. This is even more evident during practical sessions when students are required to adhere to instructions in English. The results also show that these challenges are mainly associated with students' low levels of English proficiency, infrequent practice, heavy use of rote memorisation, and difficulty understanding technical terms. So, in light of these results, employing simpler language may potentially make it easier for students to learn. Incorporating some audio-visual aids and interactive teaching approaches can also help to some extent.