English for Academic Purposes, EAP, English for Specific Purposes, ESP, Smart, Motivation type

Currently, communication in a foreign language is considered one of eight key competences. Within higher education, English for Academic Purposes (EAP) and English for Special Purposes (ESP) mostly play this role. Despite the fact that smart devices are widely spread among young population and often work as a strong motivator to learning, problems may occur when the process of instruction is enhanced by smart didactic means. Logically, the question appears whether the smart instruction suits learners of all motivation types, i.e. whether they all are able to successfully acquire the learning content. Therefore, the main objective of this research is to find out whether smart instruction of EAP and ESP can be applied on learners of all motivation types. Two hypotheses were set and the quasi-experiment and ex-post-facto method were applied. Learners’ motivation types were detected via the standardized Motivation Type Inventory (MTI) by Plaminek which distinguishes learners of four types: Directors, Coordinators, Explorers, Accurators. Didactic tests were exploited to monitor learners’ entrance and final knowledge. The test scores were statistically processed and results considered from the view of motivation types – significant differences were not detected between motivation types. The results prove that smart instruction is entitled to be exploited in EAP and ESP as it suits learners of all motivation types.