An oline english for specific purposes course for mathematics professors

Abstract

This portfolio documents the design, implementation, and evaluation of an online English for Specific Purposes (ESP) course developed for mathematics faculty at the Western Campus of the University of Costa Rica during the second semester of 2023. The research specifically examines the impact of differentiated instructional strategies on task completion in a mixed-proficiency virtual ESP classroom. Through qualitative methodology, the study collected data from multiple sources including student surveys, supervisor interviews, instructor observations, and pre/post speaking assessments. The course design integrated Task-Based Language Teaching with differentiated instruction techniques to accommodate varying proficiency levels. Key strategies included flexible grouping arrangements, scaffolded materials, and balanced synchronous/asynchronous delivery. Results indicate that differentiated approaches positively impacted students' task completion and overall performance, with both basic and intermediate-level learners showing marked improvement in mathematical vocabulary usage and oral production skills. Students expressed preference for homogeneous grouping while also acknowledging benefits of mixed-ability collaboration. The findings suggest that systematically implementing differentiated instruction through tailored materials and strategic grouping can indeed support ESP learners across proficiency levels in virtual environments. This research contributes practical insights for ESP practitioners working with mixed-ability groups in online settings.