. The article addresses the methodological challenges of teaching English for Specific Purposes (ESP) to university students majoring in history within the context of contemporary higher education transformation. In the era of globalization, internationalization of science, and increasing academic mobility, English has become the dominant language of scholarly communication, which significantly affects the training requirements of future historians. However, traditional foreign language teaching approaches in many higher education institutions still focus primarily on general language competence and do not sufficiently reflect the discipline-specific academic and professional needs of history students. This mismatch often results in reduced motivation, limited applicability of acquired skills, and insufficient preparation for participation in international academic discourse. The purpose of this study is to develop and theoretically substantiate a needs-driven methodological framework for teaching ESP tailored specifically to history students. The study is based on a comprehensive analysis of pedagogical literature, ESP theory, and higher education practices, as well as the author’s teaching experience and elements of empirical observation. The proposed framework is grounded in the concept of needs analysis, which identifies the academic, professional, and communicative requirements of learners and integrates them into curriculum design, teaching strategies, and assessment methods. The article argues that the effective teaching of ESP for historians
The teaching of General English in non-specific university contexts has become an essential component of students’ comprehensive education, as it responds to the demands of a globalized world in which English proficiency is regarded as a transversal competence. Currently, higher education institutions face the challenge of implementing innovative methodologies that move beyond traditional memorization-based approaches. Accordingly, this study aims to examine the methodological trends, pedagogical strategies, and key factors influencing the teaching of General English in non-specific university settings. The research was conducted through a systematic literature review based on the PRISMA framework, which enabled the organization, screening, and analysis of scientific information retrieved from international academic databases. Consequently, a final sample of 14 scientific studies published between 2020 and 2025 was selected for analysis. The findings revealed that motivation constitutes a key factor in successful language learning, particularly in academic programs where students do not perceive a direct connection between English and their professional field. In this regard, the implementation of strategies such as gamification, collaborative learning, and the flipped classroom contributes to increasing students’ interest and participation. Similarly, the use of communicative and student-centered approaches significantly enhances academic performance and the development of linguistic competence. In conclusion, the teaching of General English in non-specific contexts broadens academic and professional opportunities, consolidating its role as an essential component of contemporary higher education.
Deyna Judith Bajaña Muñiz, Víctor Efrén Alcívar Calderón, Sara Patricia Orlando González· Ibero-American Journal of Ed...· 0 citations
This study aimed to examine the concept and pedagogical significance of English for Specific Purposes (ESP) by analyzing its theoretical foundations, learner-centered orientation, and implications for contemporary English Language Teaching (ELT). The study presents an overview of the scope of ESP, highlighting its origin, major components, and expanding areas of application. It further discusses the emergence of ESP as a specialized approach to language teaching that evolved alongside the growing international role of English in scientific, technical, academic, and professional communication. The study employed a qualitative theoretical and review-based methodology, drawing upon established literature and major scholarly contributions in the field of ESP and ELT. The findings revealed that ESP is best understood as an approach rather than a product, emphasizing learner needs, contextualized language instruction, and active learner engagement through relevant pedagogical strategies. The paper also covers the basic approaches to ESP studies which comprise needs analysis (NA), register analysis (RA), discourse analysis (DA) and genre tradition (GT). This study contributes to the field of knowledge by synthesizing major theoretical perspectives on ESP and offering practical pedagogical insights for designing learner-centered and context-sensitive English language teaching practices.
G. Pandey· Journal of Practical Studies...· 0 citations
This article provides an extensive analysis of the academic role and pedagogical significance of educational and methodological works in the professional training of law students. In the context of globalized legal practice, the discipline “Foreign Language for Specific Purposes” (ESP/LSP) serves as a bridgebetween linguistic competence and professional legal expertise. The study examines how specialized textbooks, manuals, and digital resources facilitate the acquisition of complex legal discourse. By analyzing recent research (2021–2026), the author highlights the shift toward competency-based and taskbasedlearning models. The findings underscore that highquality methodological materials are not merely auxiliary tools but fundamental frameworks that shape the professional identity and communicative efficiency of future legal professionals. This material outlines a comprehensive methodological framework for teaching English for Legal Purposes (ELP) to law students through the integration of creative, practice-oriented tasks. The study emphasizes the transition from traditional grammarbased instruction to a communicative-functional approach that mirrors real-world legal practice. Key components include the implementation of “Moot Court (Light Version)” simulations, client-lawyer role-plays, and the drafting of legal documents using professional “Legalese” and “Plain English” principles. The material provides structured lesson plans, specific case scenarios (ranging from cyber-law and privacy to international climate migration), and formal judicial vocabulary essential for developing oral advocacy skills. Additionally, it offers pedagogical tools such as vocabulary match-up worksheets and assessment rubrics aligned with 2020–2026 academic trends, including digitalization and AI-assisted learning. This work serves as a practical guide for educators seeking to enhance students’ linguistic competence, critical thinking, and professional ethics within the global legal landscape.
N. Vasylyshyna· The scientific and methodolo...· 0 citations
In the era of globalization, one of the main priorities of higher pedagogical education is the preparation of teaching staff with competitive, creative and professional competencies. In particular, the strengthening of the position of English as a means of international communication has formed new requirements for the preparation of future English teachers. Therefore, the competency-based education model involves the development of practical skills, communicative flexibility, digital literacy and intercultural competencies. The article examines the theoretical and methodological foundations of the competency-based approach, analyzes its role in the professional and methodological training of future English language teachers. Comparative- pedagogical, analytical and descriptive methods were used during the research, and international scientific sources and modern pedagogical approaches were systematically studied. Competency-based education has a significant impact on the development of students' independent thinking, reflective analysis, communicative activity and pedagogical decision-making skills. At the same time, the article examines the role of innovative teaching methods, digital technologies and interactive activities in teacher training from a scientific perspective.
R.N. Shikhaliyeva· Baltic Journal of Legal and...· 0 citations
: English‑Medium Instruction (EMI) refers to the teaching of academic subjects in English in contexts where English is not the students’ first language. EMI has expanded rapidly in higher education worldwide over the past two decades as part of university internationalization, student mobility, and academic competitiveness. However, the extent to which EMI contributes to student success-beyond simply using English in instruction-remains debated. This review synthesizes empirical and theoretical research on student success in EMI settings, focusing on academic achievement, language development, classroom engagement, learning experience, and equity. The evidence indicates that EMI has the potential to support students’ disciplinary learning and English proficiency; however, success is most likely when there are adequate language supports, informed pedagogy, teacher capacity, and inclusive institutional policies. Without such supports, EMI may exacerbate language challenges and learning inequities.
Jianghua Wu· Adult and Higher Education· 0 citations
It is concluded that standard General English is fundamentally inadequate, mandating an urgent institutional pivot toward a tailored English for Specific Purposes (ESP) syllabus to align learning with industry standards.
Roni Sofyan Hadi, Ari Prasetyaningrum, Siti Maysuroh et al.· Jurnal Ilmiah Profesi Pendid...· 0 citations
