Designing TPACK-English Textbook for Economic Faculty Students

Abstract

This study thoroughly investigates the educational needs of Economics students in English for Specific Purposes (ESP) and Technological Pedagogical Content Knowledge (TPACK), based on a survey of 292 students and 12 alumni from the Economics faculty. The study reveals nuanced linguistic preferences across six fundamental components: task, activity, language use, technology, pedagogy, and topic or content relevancy. The findings show that listening skills, particularly for information acquisition, were highly valued (mean score: 3.01), whereas speaking abilities such as explaining and knowledge elicitation were universally deemed critical (mean scores > 3.00), whereas activities such as making suggestions were deemed less important (mean score: 1.99). The study also identified important areas in economics education, highlighting significant topics such as Economics, Microeconomics, and Islamic Economics (mean scores > 3.00) and the impact of English proficiency levels in maximizing learning experiences. The findings demonstrate a variety of activity priorities, with a focus on collaborative instructional tactics and specific linguistic demands in economic communication. Furthermore, this study explored students’ educational needs and the design of English instructional material for economics faculty students. This design integrates technology, language skills, and economic theory to improve student learning and skill acquisition.