Jul 2026· Journal of Practical Studies in Education· Vol 7, pp. 1-10· 0 citations· 34 references
Abstract
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.
This review investigates how recent studies conceptualise the theoretical foundations, pedagogical practices, learning outcomes, and the integration of technology and artificial intelligence within genre-based writing instruction, and proposes an integrated framework that links the genre-based approach with emerging AI-supported writing practices.
Zirui Chen, Nazeera Ahmed Bazari, G. Narayanan· Arab World English Journal· 0 citations
Needs analysis, student-centered instruction, and the integration of domain-specific materials are the bedrock of effective English for Specific Purposes (ESP) classes. Once students are closer to becoming professionals, the lecturer has to focus in more detail on disciplinary discourse to prepare them for real-world situations. Attention must be paid to how experts use language to construct meaning while considering the environment, the actors and the purpose of the message. Simple lexis and grammar activities are not enough. Drawing on observations of undergraduate students in Information Technology (IT) and Mathematics, this paper explores the importance of understanding language structures and their connection with context alongside the value of discourse-oriented practices focused on explanation, reasoning, and clarity. The paper defines ESP as a dynamic, discourse-based, and human-centered framework that can be relevant to learners as long as it responds to the realities of their academic and professional lives.
Ana-Maria Demetrian· ANALELE UNIVERSITĂȚII DIN CR...· 0 citations
. 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
The increasing global prominence of English has placed unprecedented demands on educational systems to equip learners with effective communicative competence, yet a persistent gap remains between theoretical recommendations and classroom realities in English Language Teaching (ELT). This systematic review synthesizes empirical evidence from 257 peer-reviewed studies published between 2010 and 2025 to identify effective strategies for teaching English in modern classrooms and to articulate evidence-based principles for pedagogical practice. Following PRISMA guidelines, a comprehensive search across ERIC, Scopus, Web of Science, Google Scholar, and ProQuest Dissertations & Theses was conducted, with data extracted and thematically synthesized to address four research questions concerning effective strategies, moderating contextual factors, synergistic integration of approaches, and evidence-based principles. The findings reveal that Communicative Language Teaching and Task-Based Language Teaching demonstrate robust positive effects on learners' fluency, pragmatic competence, and willingness to communicate, while technology-enhanced instruction offers significant affordances for personalized learning and engagement, though effectiveness is consistently moderated by learner proficiency, teacher cognition, institutional resources, and cultural contexts. Culturally responsive and translanguaging practices contribute meaningfully to learner engagement and identity affirmation, yet implementation remains constrained by institutional resistance and persistent native-speakerist ideologies. Based on these findings, the study proposes the Principled Eclecticism Framework, built on four interconnected principles: learner-centered adaptation, pedagogical coherence, contextual responsiveness, and ongoing professional development. This framework provides an orienting guide for teachers, teacher educators, and policymakers to navigate the complexity of contemporary ELT contexts. The review concludes that effective English teaching requires a dynamic interplay of strategies adapted to specific learner profiles, contextual affordances, and institutional constraints, moving beyond one-size-fits-all prescriptions toward principled, evidence-informed decision-making. Implications for practice, policy, and future research are discussed, with particular attention to the need for sustained professional development, supportive institutional environments, and policies that recognize linguistic and cultural diversity.
Anika Jabin· Journal of innovative resear...· 0 citations
This study provides a theoretical and conceptual evaluation of text as an integrative didactic resource essential for developing the professional readiness of future teachers. Addressing the need for structured didactic tools in competence-based teacher education, the research aims to theoretically substantiate and evaluate the didactic role of text in developing philological competence. The methodology adopts a theoretical evaluative approach, combining structural-functional text analysis with a systematic analysis of competence components. By utilizing literature analysis, content analysis, and interpretive analysis, the study evaluates the educational functions of text without empirical data collection from participants. The analytical findings indicate that text functions as a system-forming didactic factor, supporting the integrated development of linguistic, speech, textual, communicative, cultural, and reflective components. The evaluation suggests that diverse text practices, including popular science and case studies, provide conditions for facilitating critical thinking and productive writing skills through analysis, interpretation, and reconstruction. This study contributes a theoretically grounded “text→philological competence→professional readiness” model that evaluates how text-centric activity facilitates holistic professional readiness. The findings offer a transferable framework for informing curriculum design and supporting the development of text-centered instructional strategies in modern teacher education.
M.E. Toiganbekova, G. Kazhigaliyeva, A. A. Bizhanova· International Journal of Eva...· 0 citations
This study examines the main challenges and effective instructional strategies in teaching English for Specific Purposes (ESP) to students from different professional fields, including architecture, law, fashion design, primary education, and automotive mechanics. The research is based on teaching experience gained from working with heterogeneous student groups. One of the main identified challenges is the complexity of lesson planning, as each discipline requires specific vocabulary, terminology, and teaching approaches. In addition, students from different academic backgrounds demonstrate varying learning behaviors and educational needs, which further complicates the teaching process. To address these difficulties, the use of interactive teaching methods is recommended, particularly game-based activities and practice-oriented materials. Such approaches help increase student engagement and make the learning process more accessible and effective, especially in adult education settings. The findings indicate that adapting teaching strategies to the specific characteristics of each professional group, as well as incorporating interactive elements, significantly enhances the effectiveness of ESP instruction.
J. Zhyldyzbekkyzy· Bulletin of Science and Prac...· 0 citations