Integrating TPACK into ESP Curriculum Design for the Malaysian TVET Beautician Course: A Qualitative Inquiry with TVET Trainers
DOI:
https://doi.org/10.15282/Keywords:
Beautician, Curriculum design, English for Specific Purposes, TPACK, TVETAbstract
English for Specific Purposes (ESP) is increasingly central to employability in Malaysia’s beauty and wellness sector, where service encounters with multilingual clients demand fluent, domain-specific communication. This qualitative study investigates how the Technological Pedagogical Content Knowledge (TPACK) framework can guide ESP curriculum design for the Beautician course in Malaysian TVET. Semi-structured interviews with eight experienced beautician trainers were thematically analysed to explore (i) perceived ESP needs, (ii) technology pedagogy content integration, (iii) situated teaching strategies, and (iv) recommendations for curriculum enhancement. Findings indicate strong convergence on industry aligned communicative events such as consultation, explanation of procedures, product recommendation, after-care, complaint handling, purposeful use of video and online resources to model procedural English, and role-play or live demonstration as authentic contexts for language in practice. These technologies were predominantly used for modelling procedural language, practicing through recorded demonstrations and reflective feedback of trainees’ communicative activities. The researchers propose a practical ESP TPACK Situated Learning integration model and offer design principles for syllabus developers, trainer, educators, and policymakers.
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