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Russian academics (Maslova, 2000; Grigorenko,
2001) and others.
The works of British methodologists contributed
greatly to the methodology of teaching English as a
Foreign Language (EFL) at Russian universities in
general and English for Specific Purposes (ESP) in
particular (Hutchinson & Waters, 1987; Strevens,
1988). Nowadays, Russian teachers, the same as
teachers of foreign languages from all around the
world, endeavour to adjust their ideas to a new reality
in order to achieve the main goal – forming
professional foreign language and communicative
competence in bachelors’ degree students.
This paper presents a research on the current state
of teaching and learning information security related
topics within the ESP course at Russian colleges and
universities and is aimed at mapping a path of
enhancing learning as information security is
becoming a top priority area in the modern digitized
world.
2 METHODOLOGY
When we speak about teaching ESP, three necessary
components should be considered (Nurpahmi, 2016):
Who, why, when and where are thought (learning
situation)? What to teach to ESP students (language
description)? How to teach (teaching methods)?
These are the three components engaged in our
research.
Proving that integrated approach in ESP course
design is the most suitable among others, Nurpahmi
highlights that it involves integrated source of
requirements – a stakeholder, a learner, a teacher, and
an expert. Stakeholders are students’ parents.
(Chapleo et al., 2010). educational institutions,
content providers, educational technology providers,
accreditation bodies, and employers (Wagner et al.,
2006).
Employers don’t deal with the ESP teaching and
learning at educational institutions directly, they
influence the process through their affiliates –
Worldskills Russia movement practitioners for
colleges and graduate chairs at universities. The
Worldskills demonstrational examination nowadays
is an integral part of secondary vocational education,
the movement dictates, pushes forward, and
facilitates through its structural subdivisions such as
Regional Competence Centres and Advanced Career
Centres, content providers, and educational
technology providers to work hard on education
renewal by means of new curricula creation and the
Moscow Area Digital College platform ensuring
delivering educational materials to students and
processing and managing their success.
The Russian University of Transport is a sector-
specific university. Its founding shareholder is the
Ministry of Transport of the Russian Federation.
Some of the engineering training programs refer to
transport sector, such as 09.03.02 - Information
systems and technology on transport, others have a
wide range of transport-related disciplines. The
graduate chairs “Information Management and
Protection” and “Transport Process Management
Digital Technology”, review, approve and supervise
ESP syllabus, provide recommendations on the topics
to be included.
The task of our research is to examine ESP
textbooks for college and university students
majoring in Computer Sciences in terms of a thematic
analysis, and in respect to the topic related to
Information Security teaching and studying.
At this stage, we analysed both paper and
electronic ESP for computer users textbooks used at
colleges and universities to know how much the
aspects of information security within the ESP course
at these educational levels are inter-lapped, and if
there are any thematic gaps needed to be bridged.
The ideas and concepts on information security
involved in studying ESP at Russian colleges and
universities were grouped according to the
International Federation for Information Processing
(https://ifip.org/): (1) cyber defense (cryptography,
computer security, network security, and information
assurance); (2) cyber operations (cyber attack and
penetration testing, reverse engineering and
cryptoanalysis); (3) digital forensics (hardware and
software forensics on hosts and service, mobile
devices, embedded systems, incident response, cyber
crime, and cyber law enforcement); (4) cyber
physical systems (SCADA, IoT, and industrial
control systems), (5) secure software developments
(secure systems design, secure coding), (6) cyber
policy, governance and law; (7) cyber risk
management (disaster recovery and business
continuity); (8) cyber economics; (9) human
behaviour relating to cyber systems and operations
(social engineering).
The paper and electronic ESP textbooks under
examination were marked as follows.
For colleges:
1 - Evans V., Dooley J., Wright S. “Information
Technology.” Express Publishing, 2011.
2 – Electronic Learning Pack in ESP for college
students majoring in speciality 09.02.07 –
Information systems and programming, Moscow
Area Digital College;
INFSEC 2021 - International Scientific and Practical Conference on Computer and Information Security
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