From guided input to professional output: The GLOBE model as a scaffolded bridge for computer science-oriented ESP courses
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Abstract
This exploratory case study aims to examine a six-week, GLOBE-based English for Specific Purposes (ESP) sequence adapted for Computer Science at a private university in the Province of Buenos Aires, Argentina. Twenty-two third-year students completed an IT (information technology) communication project centered on requirements clarification and a technical solution brief. Using a mixed-methods design, data were gathered through a post-task questionnaire (17 Likert items plus open-ended questions), rubric-rated task products, three focus groups (n=9/7/6), and ESP-teacher implementation notes supported by a Computer Science instructor. Descriptive trends indicate overall positive perceptions of relevance and usefulness, with value placed on feedback and modeling, alongside variability linked to proficiency differences. Performance evidence showed mid-to-upper rubric means across clarity, organization, terminology, and teamwork. Qualitative themes highlighted authenticity, strategy use, and transferability, while also documenting challenges in interactive speaking and requests for additional controlled practice and formulaic language support. Findings extend prior GLOBE work by detailing implementation conditions, ESP–content collaboration, and tiered pedagogical adaptations for technology-oriented ESP contexts.
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