Synchronous Model in Teaching ESP during Emergency Remote Teaching: A Portrait from Indonesia

Abstract

Finding out what a group of ESP lecturers thought, felt, and preferred about teaching ESP during Emergency Remote Teaching (ERT) was the goal of the current study. This study used a survey approach with a qualitative design, and it involved 20 ESP lecturers who were chosen through the use of purposive sampling. A twenty-item statement-based online survey was distributed through WhatsApp Group (WAG). Eighteen assertions were found to be valid based on the results of statistical analysis tests conducted using SPSS 26. Reliability tests using Cronbach Alpha demonstrate that r11 > rtable = 0.860 > 0.7, showing that the instrument used in this study had a very good reliability value. ESP lecturers face a great difficulty when using synchronous and asynchronous ESP teaching during ERT—they have to step outside of their comfort zone. Another method for teaching languages is called ESP. It bases every decision and action on the requirements of the students, implying that meeting those needs comes before instruction and learning. Furthermore, it is demonstrated that the implementation of both synchronous and asynchronous ESP instruction during ERT was necessary in order to achieve the students' learning objectives. All parties involved must provide their utmost support and participation in order to create a better learning environment during a crisis and assist students in meeting their learning objectives.