BEST PRACTICE ON ENGLISH FOR SPECIFIC PURPOSE (ESP): DESIGN, DELIVERY, AND ASSESSMENT
DOI:
https://doi.org/10.47178/2nhepm90Keywords:
Best Practice, English For Specific Purpose , Design, Delivery, AssessmentAbstract
This study explores the best practices in designing, delivering, and assessing English for Specific Purposes (ESP) courses. Through a comprehensive review of pedagogical strategies and practical implementations, the research highlights is components that contribute to effective ESP instruction. The findings emphasize the importance of conducting detailed needs analyses to customize course content for diverse professional and academic contexts. Incorporating authentic materials, task-based learning, and collaborative activities are identified as critical elements for fostering real-world language application and learner engagement. Flexibility and adaptability in course structure, supported by ongoing feedback and assessments, emerge as essential factors in addressing evolving learner needs and improving outcomes. The study also underscores the necessity of staying updated with industry trends and integrating technology to enhance personalization and accessibility. Collaborative efforts, including peer interactions and partnerships with industry professionals, further enrich the learning experience and align it with workplace expectations. This study employed qualitative research by employing lecturers of English Study program, Christian University Indonesia Toraja as respondents. By synthesizing these insights, the research provides a framework for educators and institutions to develop ESP courses that effectively meet the demands of modern professional environments. This study contributes to the broader discourse on specialized language instruction and offers actionable recommendations for enhancing the relevance, efficiency, and impact of ESP programs.
References
Anthony, L. Introducing English for Specific Purposes. Routledge.; 2018.
Basturkmen, H. Developing Courses for English for Specific Purposes. Palgrave Macmillan.: Palgrave Macmillan.; 2010.
Belcher, D. English for Specific Purposes: An overview. 2006;5(2):89-106.
Belcher, D., Dudley-Evans, T., & St. John, English for Specific Purposes in Theory and Practice. University of Michigan Press. 2009. https://doi.org/10.2307/40264514
Bosher, S., & Smalkoski, K. (2012). From needs analysis to task-based instruction: Ensuring ESP relevance. Journal of English for Specific Purposes, 11(1), 39-51. From needs analysis to task-based instruction: Ensuring ESP relevance. Journal of English for Specific Purposes, 1. 2012;11(1):39-51.
David Nunan. Task-Based Language Teaching. Cambridge University Press; 2004.
Flowerdew, L., & Peacock, M. Research perspectives on English for academic purposes. Cambridge University Press. Cambridge: FCambridge University Press.; 2001.
H T,& Waters, A. English for Specific Purposes: A learning-centredapproach. Cambridge University Press.; 1987.
Johns, A. M., & Dudley-Evans, T. English for Specific Purposes: International perspectives. TESOL Quarterly. 1991;25(1):39-54.
Pratama, M. P., Sampelolo, R., & Karuru, P. (2024). Moodle-Based Virtual Class to Improve Students' Metacognition and Independence in Online Learning. Journal of Education Technology, 8(2), 333-342.
Pratama, M. P., & Ervianti, E. (2024, November). Development of Android-Based Interactive Media in Educational Teknologi UKI Toraja. In 7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023) (pp. 831-840). Atlantis Press.
Robinson, P. ESP Today: A practitioner’s guide. –Present: Diversification and Technological Integration. Prentice Hall; 1991.
Swales, J. (1990). English for Specific Purposes: An advanced resource book. Cambridge University Press. English for Specific Purposes: An advanced resource book. Cambridge University Press.; 1990. https://doi.org/10.2307/3587465
