[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-409103-en":59,"doc-seo-409103-105":79},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":46,"preview_page_count":4},409103,2336478487870,"Jasmine","https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Perceptions of Technical Vocabulary Learning in Physics ESP - A Survey Study","This study investigates Physics students’ perceptions of technical vocabulary learning in an English for Specific Purposes (ESP) context. Using a quantitative descriptive survey, data were collected from 50 undergraduate Physics students through a 25-item questionnaire across five dimensions: relevance and importance, difficulty and comprehension, learning strategies, usage and application, and context and exposure. Results show strong recognition of technical vocabulary’s academic importance, yet persistent challenges in comprehension and productive use, especially in formal academic writing, indicating a gap between awareness and learning outcomes.","| Journal of Innovative and Creativity\u003Cbr>Journal Homepage: [https://joecy.org/index.php/joecy](https://joecy.org/index.php/joecy)\u003Cbr>[e-mail:](e-mail: journaljoecy@gmail.com)[ ](e-mail: journaljoecy@gmail.com)[journaljoecy@gmail.com](e-mail: journaljoecy@gmail.com) | Faculty of Education University of Pahlawan Tuanku Tambusai ISSN 2775-771X (Online)\u003Cbr>ISSN 2962-570X (Printed)\u003Cbr>6 (1) 2026, Page: 2604-2611 |\n| --- | --- |\n| Perceptions of Technical Vocabulary Learning in Physics ESP:\u003Cbr>A Survey Study\u003Cbr>Muhamad Dhani Alhadid1, Atirmizi Novarli Berutu2, Wahyunengsih3\u003Cbr>Department of Physics, Syarif Hidayatullah Jakarta Islamic State University, Faculty of Education and\u003Cbr>Teaching Training\u003Cbr>[email: ](email: dhani.alhadid23@mhs.uin.jkt.ac.id)[dhani.alhadid23@mhs.uin.jkt.ac.id](email: dhani.alhadid23@mhs.uin.jkt.ac.id), [atirmizi.novarli23@mhs.uinjkt.ac.id](atirmizi.novarli23@mhs.uinjkt.ac.id)\u003Cbr>Published: January , 2026 |  |\n| ABSTRACT\u003Cbr>This study investigates Physics students’ perceptions of technical vocabulary learning in an English for Specific Purposes (ESP) context. Using a quantitative descriptive survey, data were collected from 50 undergraduate Physics students through a 25-item questionnaire covering five dimensions: relevance and importance, difficulty and comprehension, learning strategies, usage and application, and context and exposure. The findings indicate that students strongly recognize the academic importance of technical vocabulary; however, they continue to experience substantial challenges in comprehension and productive use, particularly in formal academic writing. Students primarily rely on exposure-based and memorization strategies, which appear insufficient for deeper conceptual understanding and accurate application. The results reveal a clear gap between students’ awareness of technical vocabulary importance and their actual learning outcomes, underscoring the need for more contextualized, discipline-integrated, and learner-centered ESP instruction in Physics.\u003Cbr>Keywords: English for Specific Purposes (ESP), Physics Education, Students' Perceptions, Technical Vocabulary, Vocabulary Learning Strategies |  |\n| © The Author(s) . 2021 Open Access This article is licensed under a Creative Commons Atibution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. To view a copy of this licence, visit [http://creativecommons.org/licenses/by/4.0](http://creativecommons.org/licenses/by/4.0) |  |\n\nINTRODUCTION  \nTechnical vocabulary plays a central role in English for Specific Purposes (ESP), particularly in sciencebased disciplines such as Physics. Unlike general vocabulary, technical terms carry precise, disciplinebound meanings that are essential for understanding scientific concepts, interpreting data, and communicating academic ideas accurately. Words such as velocity, momentum, and resistance represent specific physical quantities that cannot be adequately replaced by everyday language. Without sufficient mastery of this specialized vocabulary, students may struggle to comprehend scientific texts, follow lectures, or express their understanding of Physics concepts in English.  \nIn the context of ESP, technical vocabulary refers to specialized lexical items that are closely associated with a particular field of study or profession. These terms are commonly used by experts, researchers, and students within the discipline to describe concepts, processes, and phenomena in a precise and unambiguous manner. In Physics, many technical terms are abstract, symbolic, and mathematically grounded, which makes th","cbCaidEJYJTjvXq3","https://ap.wps.com/l/cbCaidEJYJTjvXq3","pdf",412466,"English","en",105,"# Abstract\n# Introduction\n## Role of technical vocabulary in ESP Physics\n## Definition and characteristics of technical vocabulary\n## Challenges in teaching and learning\n## Research gap: students’ perceptions","[{\"question\":\"What context does the study focus on for technical vocabulary learning?\",\"answer\":\"The study focuses on Physics students learning technical vocabulary within an English for Specific Purposes (ESP) context.\"},{\"question\":\"How was the data collected in the survey study?\",\"answer\":\"Data were collected from 50 undergraduate Physics students using a 25-item questionnaire.\"},{\"question\":\"What are the main findings about students’ perceptions and learning outcomes?\",\"answer\":\"Students strongly recognize the academic importance of technical vocabulary, but still face substantial difficulties in comprehension and productive use, especially in formal academic writing, showing a gap between awareness and actual outcomes.\"}]","Perceptions of Technical Vocabulary Learning in Physics ESP - A Survey Study | PDF",1790581355,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":138,"head_meta":140,"extra_data":142,"updated_unix":143},"perceptions-of-technical-vocabulary-learning-in-physics-esp-a-survey-study","",{"@graph":85,"@context":137},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":20,"@type":92,"position":97},"https://docshare.wps.com/document/exam/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/perceptions-of-technical-vocabulary-learning-in-physics-esp-a-survey-study/409103/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/perceptions-of-technical-vocabulary-learning-in-physics-esp-a-survey-study/409103.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-10-31","2026-09-28",true,{"@type":117,"interactionType":118,"userInteractionCount":44},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133],{"name":124,"@type":125,"acceptedAnswer":126},"What context does the study focus on for technical vocabulary learning?","Question",{"text":127,"@type":128},"The study focuses on Physics students learning technical vocabulary within an English for Specific Purposes (ESP) context.","Answer",{"name":130,"@type":125,"acceptedAnswer":131},"How was the data collected in the survey study?",{"text":132,"@type":128},"Data were collected from 50 undergraduate Physics students using a 25-item questionnaire.",{"name":134,"@type":125,"acceptedAnswer":135},"What are the main findings about students’ perceptions and learning outcomes?",{"text":136,"@type":128},"Students strongly recognize the academic importance of technical vocabulary, but still face substantial difficulties in comprehension and productive use, especially in formal academic writing, showing a gap between awareness and actual outcomes.","https://schema.org",{"og:url":99,"og:type":139,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":141,"canonical":99},"index,follow",{"doc_id":61,"site_id":74},1791058586]