Insights into the Application of Action-oriented Approach to Language Teaching and Learning at University Level: a case of Vilnius University

Abstract

This study aims to clarify how the outcomes of the Action-oriented Approach
implemented in ESP teaching at the university level is evaluated and assessed by the
students of Vilnius University (Lithuania). To achieve the research aim, the data sample
of 150 students’ responses, representing three different faculties of Vilnius University (i.e.
Life Sciences Centre, Faculty of Philosophy, Institute of International Relations and
Political Science), to the structured interview were collected in the period of one academic
year 2019/2020. The qualitative analysis of anonymous students’ responses resulted in
164 statements of positive feedback, 37 statements of negative feedback, and 27
statements of further recommendations. More specifically, the analysis of the qualitative
research data has clearly demonstrated that despite the difficulties in implementing an
action-oriented approach into ESP teaching at Vilnius University, the changes in the
language course have been mostly positively evaluated by the students. Also, the
combined approach to analysing scientific discourse with the implementation of various
practical tasks related to public speaking and team project has been assessed by the
students as an opportunity to develop their critical thinking skills and become more
engaged and motivated for further studies