Table 1. Sophomore pharmacy students’ feedbacks about teaching and learning activities in ESP courses, on a five-point scale ranged from 1= “completely disagree” to 5= “completely agree”. (N=221)

Percentage of students responded (%) Mean SD
1 2 3 4 - 5
Student had preparations for the next lesson 7.2 19.9 38.5 34.4 3.05 0.99
Teacher asked questions and poses situations to stimulate student’s critical and creative thinking 7.7 21.7 33.5 37.1 3.09 1.07
The given situations were often related to students’ future specializations 8.1 26.7 23.1 42.1 3.09 1.14
Student expressed actively their individual opinions 12.2 26.2 35.8 25.8 2.79 1.04
Teacher gave the topics, let students prepare and present in front of the whole class 2.7 13.1 25.8 58.4 3.56 1.00
Student participated in role-play activity and learned how to solve the problems 24.4 32.6 25.8 17.2 2.37 1.06
The students were divided into pairs or small groups and discuss the given topics 11.8 18.6 33.0 36.6 3.01 1.10
Teacher used the teaching materials; such as sound clips, videos or pictures to support students’ learning 5.0 14.5 32.6 47.9 3.40 1.08
Teacher explained the problems obviously and explained it again when the learners did not understand 4.5 18.1 21.7 55.7 3.45 1.10
Teaching method attracted students’ attention 14.9 20.4 31.2 33.5 2.90 1.15
Student acquired knowledge quickly 10.0 24.0 38.5 27.5 2.88 1.01
Teacher often assigned homework to strengthen students’ English skills 11.7 21.3 33.5 33.5 2.95 1.11
Student spent a lot of time for self-education after class-time 12.2 20.8 35.3 31.7 2.94 1.12