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.
Abstract
General English curricula often fail to equip non-English science majors with essential disciplinary vocabulary, leaving biology students unprepared for the global scientific community. This study aims to conduct a comprehensive needs analysis to identify the specific English learning needs and contextual linguistic barriers of undergraduate biology students. Employing a descriptive qualitative design, empirical data were collected from 31 Biology students at Hamzanwadi University through digital questionnaires and structured in-depth interviews. The findings reveal that students experience severe communicative paralysis when explaining biological concepts due to the morphological complexities of Latin nomenclature, heavily relying on digital translation tools. Conversely, their professional demands are highly specific, requiring skills to translate scientific abstracts, sharp listening for seminars, and tailored materials focusing on biotechnology. This study concludes 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.
. 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
Fedir Molnar, Nataliia Varadi· Вісник науки та освіти· 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
English communication skills have become increasingly important for culinary professionals due to the growing interaction between the culinary industry and international communities. However, many culinary students still experience difficulties in developing English competence that supports their academic activities and future workplace communication. This study aimed to investigate the challenges experienced by culinary students in learning English from English for Specific Purposes (ESP) perspective. This research employed a descriptive mixed-method approach involving fourteen Diploma 1 Culinary students at Akademi Komunitas MAPINDO. Data were collected through questionnaires and semi-structured interviews to identify students perceived difficulties and learning experiences. The questionnaire data were analyzed using descriptive statistics (frequencies and percentages), while the interview data were analyzed using thematic analysis to identify recurring themes. The findings reveal that students faced several challenges, particularly in culinary-related vocabulary mastery, speaking confidence, pronunciation, and limited exposure to contextualized English learning materials. The study highlights the importance of implementing ESP-based instruction that integrates culinary contexts and workplace communication activities. The findings provide practical implications for English instructors in developing more relevant learning strategies and materials for culinary education.
Ni Putu Lindawati, Retny Asriyani· LITERA : Jurnal Bahasa Dan S...· 0 citations
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
English for Specific Purposes (ESP) pedagogy continues to grapple with the longstanding challenge of balancing general English proficiency with discipline-specific communication skills. While ESP emerged as a response to the increasing demand for language instruction tailored to academic, professional and occupational contexts, it can only be effective when combined with a solid foundation in General English (GE). This paper investigates the theoretical and methodological tensions underlying this issue, focusing on the heterogeneity of student proficiency levels, curriculum design, and teacher expertise. It further proposes integrative strategies aimed at harmonizing these competing priorities to enhance the effectiveness of ESP instruction.
M. Costeleanu· Scientific Bulletin of the P...· 0 citations
Needs analysis is an essential aspect for facilitating students’ needs. Needs analysis is also essential for guiding instructional and assessment design, especially for English for Specific Purposes (ESP) students. This research reports the results of a mixed-method study conducted on the reading and writing needs of freshman ESP law students at a state university, as a foundation for designing English instruction and assessment. The data were obtained from 189 participating students, with 65 males (32.3%) and 136 females (67.7%). The survey instrument was completed by 246 preparation class students, with a Cronbach’s alpha coefficient of .95. Observation and interview techniques were adapted to gather qualitative data and confirm the findings. The results of the research show that law students faced major challenges in reading and writing skills. In reading, these challenges included identifying specific vocabulary and analysing complex legal English structures. Meanwhile, in writing, students faced difficulties regarding grammatical precision, logical structural flow, and a lack of time to complete written tasks. Furthermore, the students also reported certain media they prefer to use in learning English, including applications, videos, and web articles. The implication of the research is to provide a comprehensive framework for redesigning ESP instruction and assessment to achieve relevance and effectiveness.
D. Zulaiha, Yunika Triana, Herlandri Ekajayaputri· SAGA: Journal of English Lan...· 0 citations
