Teacher-Perceived Views on Social Responsibility Teaching and Learning in the ESP Classroom

In spite of the prominence research on social responsibility teaching as a skill for today, managing in foreign language settings is still not very well explored territory, and ESP classroom an exception. The purpose this paper to report study that examined ways integrated into classrooms perceived by teachers, with particular focus their considerations socially responsible pedagogy can potentially contribute students’ linguistic socio-cultural advancement. used qualitative interviews 43 English teachers from Oman’s higher education institutions who shared understanding how it incorporated addressed credit foundation courses. Data analysis was conducted using method rhizo-textual (Honan, 2007). Findings reveal place high terms its ethical value importance students' future employability. They also indicate despite importance, administrative support, curriculum content development, implementation, average moderately managed due lack perspective some pre-service courses in-service professional issues time, design implementation in-class extra-curricular activities. findings literature about direct further developments, leading effective learning.