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Abstract
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This study examined the challenges, perceptions and expectations of students and instructors involving ESP courses which are seen to be significant in determining the effectiveness of ESP programs in Iran. It was conducted with 180 students (psychology and counsel) as participants who were requested to answer two kinds of questionnaires. Along with these questionnaires, six ESP instructors attended in semi structures interviews on the challenges of the course and their attitudes and expectations of the course. Additionally, the ESP courses at this university were observed to see how the process of ESP classes is. After obtaining the data through the observation, questionnaires and interviews, they were analyzed to get outcomes. The findings indicate some challenges and expectations which should be regarded in designing the ESP course to improve its quality in Iranian Universities. They include the low language proficiency of students, inexperienced instructors, lack of communicative activities, and lack of productive language skills, along with the receptive language skills, overcrowded classes and irrelevant and outdated materials in ESP programs. As current instruction is limited to training unique vocabulary and reading via translating texts to the Persian language, the ESP course does not reflect any active participation and motivation of the ESP students and so it turns to be an ineffective course. Based on the findings of this study, it is suggested that these factors (low language proficiency of students, inexperienced instructors, lack of communicative activities, lack of productive language skills, along with the receptive language skills, overcrowded classes and irrelevant and outdated
materials) are regarded in designing ESP courses to attain the objectives of the courses. It is recommended to use ESP for specialized English language training for students, especially students of counseling and educational sciences.
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