전공별 인식 차이에 따른 ESP 교육의 탐색: 융합적 학습을 위한 시사점

Abstract

This study examines how university students across different disciplines perceive creativity, problem-solving, and integrative thinking, and proposes digital ESP (English for Specific Purposes) teaching strategies aligned with those cognitive traits. The survey results indicate that students tend to view the three domains as mutually reinforcing, with disciplinary groups displaying distinctive profiles. Humanities and social science students emphasize integrative and contextual thinking, while engineering students highlight structured and solution-oriented approaches. Natural sciences reveal a relatively balanced profile. Building on these tendencies, the study develops ESP lesson modules tailored to each discipline by integrating e-project-based learning (e-PBL), design thinking, and lean startup approaches. The modules engage students in authentic tasks through collaborative projects, multimodal production, and English-mediated communication, fostering creativity, integrative thinking, communicative competence, and learner autonomy in digital environments. By aligning ESP instruction with disciplinary cognitive orientations, this study provides insights for designing flexible and interdisciplinary English courses that support both academic relevance and global competencies.