الفهرس 
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Abstract
This chapter highlights the main findings and conclusions elicited from the present research .In addition, a summary of the study, and a number of recommendations and suggestions for curriculum designers , developers , ESP trainers, and future research are proposed .
5.1 Summary
Reviewing literature and previous studies showed that the participating teachers faced difficulty in managing their challenging roles as ESP teachers as to be course material provider due to lack of both having effective assistance and getting involved in professional development activities and practices . Accordingly, the present study was intended to investigate the effectiveness of a suggested program ( ESP-CDSP) inspired and facilitated by a list of ESP course design skills suggested by Graves( 2000),and adopted and modified by the researcher on developing ESP teachers’ course design skills. So, the study main question was:
- How effective is the suggested program in enhancing the Egyptian trainers’ skills of designing ESP courses.
In answering the main question the following sub-questions were also answered :
1- What are the requirements and skills needed for the Egyptian trainers of ESP course design according to ESP experts ?
2-What are the features of the suggested program ?
3-How satisfied are the trainees with the suggested program ?
The main hypothesis of the study was
• There was a statistically significant difference between the mean scores of the trainers of English in the pre and post-test administrations concerning the overall of the ESP course design skills test in favor of the post-test mean scores administration.
In attempting to verify the major hypothesis mentioned above , the following sub-hypotheses were also tested :
• There was a statistically significant difference between the mean scores of the trainers of English in the pre and post-test administrations in Articulating Teacher’s beliefs skill in favor of their post-test mean scores.
• There was a statistically significant difference between the mean scores of the trainers of English in the pre and post-test administrations in Conducting students’ needs analysis and defining context skill in favor of their post-test mean scores.
• There was a statistically significant difference between the mean scores of the trainers of English in the pre and post-test administrations in Organization of the content and activities skill in favor of their post-test mean scores.
• There was a statistically significant difference between the mean scores of the trainers of English in the pre and post-test administrations in conceptualizing the content skill in favor of their post-test mean scores.
• There was a statistically significant difference between the mean scores of the trainers of English in the pre and post-test administrations in selecting and Developing ESP Materials and Activities skill in favor of their post-test mean scores.
• There was a statistically significant difference between the mean scores of the trainers of English in the pre and post-test administrations in determining the goals and objectives of the course skill in favor of their post-test mean scores.
• There was a statistically significant difference between the mean scores of the trainers of English in the pre and post-test administrations in Designing an assessment plan of the ESP course skill in favor of their post-test mean scores.
The Methodology of the study
Concerning the participants of the study , The pilot sample of the participants of this study were a group of ten EFL teachers. Just after administering the pre-administration test and the pilot questionnaire (PQ) , those EFL teachers were interested in joining the program suggested as volunteers .The ten teachers had been working for different Egyptian corporates as EFL teachers .They were given this free opportunity for enrolling in this TOT program , which was held at IELTS House Egypt , located in Cairo Governorate, on March, 2019. All the participants of the program had been working for a corporate with a discernible need to elevate the quality of ESP courses .Furthermore, they had been teaching general English courses at the corporate training center and they were about to be first time introduced to the ESP track .However, they were given no support to master their challenging role as ESP course material provider starting from allocating and selecting materials to setting the evaluation plan
The researcher used both qualitative and quantative data gathering tools. The qualitative instruments represented in a questionnaire and a number of observation sheets were used to illustrate some descriptive and interpretive information that could not be provided by means of other data instruments .Whereas, the quantative tools were utilized to collect more precise and statistical data free of subjectivity that was always correlated with qualitative tools.
The following instruments were manipulated in order to carry out the treatment of the present study.
3.4.1 Pilot Questionnaire (PQ).
3.4.2 ESP Course Design Pre-Posttest (ESP-CDPPT).
3.4.3 Observation sheets .
In order to answer the study questions, and to verify the study hypotheses , the related literature and related studies were reviewed , and both qualitative and quantative analyses were enacted .The results of the study revealed that the study subjects achieved significantly higher in dealing with and reflecting on ESP course design skills after attending the suggested program ( ESP-CDSP).In turn, this proves the effectiveness of the program in facilitating the mission of ESP course design for all the study participants .
The needs analysis , performed as a piloting assessment by the researcher using the questionnaire as initial data gathering tool , enabled him to serve the subjects the best ; just after collecting the data and analyzing them quantatively , the researcher was able to set the focus more on the skills that represent the urgent needs , lacks and wants of the subjects .
The list of skills as suggested by Graves(2000) was adopted , but it was modified a little bit to cope with the needs of the participants . To be more precise , adopting and modifying a list of skills after conducting the piloting questionnaire constituted a cornerstone for both the researcher and the participants of the program.
5.2 Findings
Several findings emerged from the present study. They are summed up as follows:
1- Using the training manual(ESP-CDSP) has been remarkably effective in developing and enhancing the participants ’course design skills and proved the effectiveness of the program. This has been clear after administering the ESP-Course Design pre-posttest immediately after accomplishing the TOT program(ESP-CDSP).
2- The participating teachers have become more aware of and familiar with the challenging roles of ESP teachers as course designers and material developers ,just after accomplishing the training manual .
3- The course design skills presented in Graves ’s model (2000) and implied in the training program have helped the participants to identify the key needs , wants ,skills and requirements of the Egyptian trainers of ESP course design.
4- Theoretical Background, core skills and techniques featured in the training program have facilitated the participating teachers’ typical tasks in terms of selecting and developing ESP course materials, ESP course design application, and setting the scheme of ESP program assessment.
5- The use of the training manual facilitating new learning experience along with providing the study participants with a practical framework of ESP course design skills has motivated the participating teachers to express their real satisfaction with the program . This has been obvious as expressed by the participants ,”Using learner-centered approach in conducting the program engender more satisfaction for all of us ”. They have demonstrated positive attitudes and practices towards the training program. The participating teachers have mentioned that they have talked about this positive experience to their colleagues.