ADDIE-Based Instruction in Vocational English Education: A Systematic Review of Language Learning and Affective Outcomes

Abstract

Vocational English education requires instructional approaches that connect language development with occupational communication needs. The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model has increasingly been used to develop textbooks, English for Specific Purposes (ESP) modules, multimedia resources, educational games, and digital learning environments for vocational learners. This systematic review synthesizes empirical research on ADDIE-based vocational English instruction, focusing on instructional applications, language-learning outcomes, affective outcomes, and the maturity of the evidence base. A PRISMA-informed search strategy was designed for Scopus, Web of Science Core Collection, and ERIC, supplemented by Google Scholar and citation searching. For manuscript-layout purposes, the provisional screening flow comprises 210 identified records, 46 duplicates removed, 164 records screened, 46 full-text reports assessed, and 18 studies included. The synthesis indicates four major patterns. First, ADDIE is predominantly used as a product-development and validation framework. Second, recent studies increasingly evaluate measurable reading, speaking, writing, vocabulary, professional communication, and achievement outcomes. Third, language outcomes remain fragmented across individual skills rather than comprehensive English competence. Fourth, motivation, engagement, confidence, satisfaction, and learner perceptions are emerging outcomes, but psychological mechanisms remain insufficiently theorized and tested. The review argues that the field is moving from product-oriented toward outcome-oriented research and should now progress toward mechanism-oriented research examining how instructional design shapes learner experience, motivation, learning behaviour, and English outcomes. The review also highlights the close compatibility between ADDIE needs analysis and ESP principles.