Qualitative analysis reveals the necessity for improved speaking skills in mathematics education, highlighting gaps in current ESP programs.
Key Points
Students identified a critical need for speaking skills for academic presentations and discussions, emphasizing fluency and accuracy.
Interviews with 10 third-semester mathematics education students revealed significant challenges, including lack of confidence and difficulty with mathematical terminology.
This qualitative descriptive study employed interviews and document analysis to gather insights from students at an Indonesian university.
The findings underline the importance of integrating contextualized academic content into ESP programs to boost student engagement.