What is the impact of technology on teaching English for Specific Purposes (ESP) and emergent varieties of English in universities?

In the context of technological advancements permeating various domains, including language learning and teaching, educators find themselves compelled to adapt and remain abreast of the progressions in educational technology, regardless of their preparedness. The impact of Information and Communication Technology (ICT) on the methods of education has become increasingly evident over the past two decades. Hence, the provision of guidance is imperative to effectively assist teachers in managing the ICT classroom. The “Integrating Information and Communication Technologies in English for Specific Purposes” book aims to offer educators a comprehensive understanding of the integration of information and communication technology (ICT) with language learning and teaching. Furthermore, this publication offers an exploration of the utilization of various information and communication technology (ICT) platforms, applications, and websites to facilitate the advancement of English for Specific Purposes (ESP), English for Occupational Purposes (EOP), and English for Academic Purposes (EAP) in a straightforward manner.

Partly because of the Bologna Declaration, the so-called English-Medium Instruction (EMI) courses in universities have undergone a strong surge in the last 15 years. This initial phase of growth in EMI has had an impact on LSP (Language for Specific Purposes) courses, which have in some cases suffered a consequent decline. This article seeks to highlight the potential of LSP to prepare students in EMI communication, support academic disciplinary skills, develop transversal skills, and foster intercultural communication. The study analyses an LSP-focused curricular design that aims to help students develop English-language communicative effectiveness for a domain-specific context: social and human services. The various integrative practices inherent in LSP instruction call attention to its potential as a harmonizing and empowering force for content- and language-integrated learning when used alongside EMI.
 Keywords: English-Medium Instruction (EMI); Language for Specific Purposes (LSP); English for Specific Purposes (ESP); Content-and-language integrated learning (CLIL); Integrating content and language in higher education (ICLHE).

English for Specific Purpose appeared due to the awareness that general English course was not suitable for the learners’ need, especially in higher education. In the teaching of ESP, the materials are focused on the learners’ needs or their specific fields of study and it is assumed that they have basic language skills of general English. The purpose of this study was to analyze the problems that arise in teaching English for Specific Purpose (ESP) in higher education. The writer investigated the problems and the causes by reading many literature reviews related to the topic. The findings showed that there are five main problems in ESP. They are related to (1) teaching pedagogy, (2) the teachers ,(3) the design of the course, (4) students’ ability and (5) students’ needs. Some suggestions are also given to solve the problems in teaching English for Specific Purpose in higher education.

In this paper, we conduct research on the teaching model development of the ESP and the intercultural communication theory fusion trend under the internationalization of higher education background. Of English for specific purposes, because the restriction of the register degree is high and the ESP teaching focuses on analysis of language context and the register. Context refers to the discourse of the whole social cultural background while it gives the author's writing purpose. With the development of international business, the study start civil, since then, the meaning of intercultural communication generalization for the different culture background of the effective communication between individuals and groups. This paper integrates the intercultural communication theory fusion to propose the suggestions for English education that is meaningful.

The increasing demand of English for Specific Purposes (ESP) has resulted in the need for a lingua franca of science, technology, education, and business. The field of ESP has promptly flourished recently to play an important part in English language teaching and research. Accordingly, the desires to master technical terms to meet job requirements force people to know ESP rather than basic English for daily communication. Researches on teaching and learning ESP have been conducted widely not only in Vietnam but other countries by high prestigious scholars and knowledgeable researchers with the main purpose to figure out the most effective approaches, which enables educators, teachers and learners as well to adapt the best teaching methods to accomplish their wishes. Based on material research methodology, an overview of studies on teaching and learning ESP both inside and outside Vietnam, as well as background knowledge on ESP teaching and learning, the researcher indicates the challenges, opportunities and benefits brought to teachers and learners in ESP training.

The present paper aims to analyse the Agile learning implementation and describe the eduScrum practices in teaching English for Specific Purposes (ESP) at Information Technology and Cybernetics Faculties of Taras Shevchenko National University of Kyiv (Ukraine). Based on a mixed-method research design, our research studied Agile learning both qualitatively, and quantitatively through the use of observation, interviews, pre- and post-tests, and the questionnaire. The experimental focus group research proved the efficiency of applying Agile methods in a project-learning environment to teach Information Technology (IT) students. It showed that Agile learning through eduScrum practices encourages communication, knowledge sharing, critical thinking, creativity, enhances student engagement and the development of a mindset aimed at constant improvement. Planning, processing, presentation making, as well as analysis, and assessment practices were outlined in the ESP eduScrum teaching. They facilitated students to acquire and retain the practical experience and become confident lifelong learners in a modern VUCA-world. The criteria-based assessment resulted in drawing students’ attention to the problematic aspects of learning and evaluating their knowledge and skills more reasonably. The proposed eduScrum practices could be applied alternatively into the traditional classroom academic environment due to their productivity.

Due to the growing importance of globalization, the English language has acquired an even more influential role, and at the tertiary educational level it has provoked the necessity of teaching not just general English, but also English for Specific Purposes (ESP), which meets the demands of students' field of study. Moreover, the preparation of undergraduate students for both entering the labour market or continuing their academic path has prioritized the significance of ESP. This paper aims to investigate how ESP teachers working in Estonian state-funded HEI with General English teaching background perceive their work in the field of ESP. Specifically, this abductive qualitative research seeks to obtain a deeper insight into the challenges posed by teaching ESP and to detect problematic issues to better support university teachers to improve their work. The results highlight three major challenges: coping with changes through the lenses of professionalism; insufficient collaboration, and instability in conducting ESP courses.

ABSTRACT Since its inception in the early 1960s, English for specific purposes (ESP) has been characterised as a materials-driven and a teacher-led movement. Distinctively separated from general English teaching, ESP teachers often function as designers and implementers in curriculum development. Attaining a certain degree of disciplinary expertise is the greatest challenge that they encounter while transitioning from general to specific language teaching. Recognising a dearth of research on ESP teacher development, this study has emerged from in-depth, unstructured interviews conducted with both novice and expert educators. This qualitative inquiry examines the collaborative strategies employed and hurdles encountered by ESP educators within the tertiary education arena, with a specific emphasis on their vital contributions to the English language instruction of undergraduate students in India. The findings offer insights into the evolving specificity of English language education in India, particularly for educators and institutions committed to improving language teaching practices in higher education.

The main goal of the paper is to discuss the topic of enhancing communication skills in foreign language learning, especially in English for Specific Purposes (ESP). In ESP, professional-patient communication is essential, inevitable, and a basic requirement for productivity. Through conducting a case study involving different groups of English for Healthcare Purposes (EHP) students, information will be collected regarding student needs, the challenges they face, and their commitment to professional-patient communication. The results of the case study will identify new strategies that students can implement to develop their skills. The participation of a simulated patient (SP), a new and integral part of the course, is an important aspect of the study. Teaching professional communication techniques through specific language activities also plays an important role in the study. The ideas and materials presented could be useful for foreign language teaching for specific purposes and also within the broader context of general foreign language teaching.

The article is devoted to the review of innovations in teaching English for specific purposes (ESP). The analysis is focused on implementing new digital technologies. Specialized online platforms make it possible to widen opportunities to implement new modes of language teaching techniques. Online resources can help the ESP teacher find some effective ideas to train students with new professional vocabulary while speaking, reading and listening. Internet platforms give a good chance for the time-set repeating of the vocabulary through personally oriented audio and video scenarios. Mass open online courses (MOOC) can both assist to teach-learn ESP by researching professional fields and to get professional skills by using foreign language platforms. Some popular online platforms allow the ESP teacher to create their own courses not only for education purposes but also for sale. A proper language environment can be set by integrating teaching-learning the language with elements of social networking at the ESP online platforms. The students professional communication here goes in some very realistic sociocultural conditions. A good example is the Englishdom.com platform. The peculiarities of the platform are revealed through observing its structure, key components and the potential to use the didactic tools.