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CHAPTER 9. fUTURE TRENDS IN ESP PEDAGOGY - Syarif New
CHAPTER 9. fUTURE TRENDS IN ESP PEDAGOGY - Syarif New
others, the first is to use strategy Student center Mode in the ESP
learning process. This strategy places ESP learners as learning subjects
who actively develop interest, participation, creative thinking,
problem-solving-based, valuable and weighty inquiry and discovery,
so that their potential abilities can be created naturally and
realistically(Tran and Nguyen, 2021; Valverde, 2021). With regard to
the application of the Student Center, this strategy can form a
competency of ESP learners reliably in constructing their knowledge
and skills in a convincing form in the context of interaction
communication(Amir, Shahi and Gharagozloo, 2021). The second is to
design and implement ESP learning strategies that provide
opportunities for learners to develop collaborative cooperation and
teamwork. This implementation can be in the form of project base
learning in a learning project, or mini research or survey, or organizing
committee, conference and colloquium etc(Akpur, 2020). Of course, in
the context of multi-target learning outcomes can be obtained in terms
of fostering communication and language skills. These situations and
contexts can teach students how to appreciate each person's strengths
and talents and how to take on roles and adapt appropriately to them,
in the form of collaboration as a valuable learning competency(Amir,
Shahi and Gharagozloo, 2021).
The third is that ESP learning must be context-based(De Malsche and
Cornips, 2021). Therefore, language training materials in ESP vehicles
need to be designed and associated with real and realistic conditions
with the activity life, or the specificity of a particular field of science or
professional expertise(Febriyanti, 2018; Salmani-Nodoushan, 2020). So
that the content can provide empirical experience for ESP learners. Or
is it a kind of demonstration of the activity of a particular activity so
that it may be a meeting or delivery speech or debate of a subject
matter by utilizing the target language or foreign language as a
medium of communication interaction. In developing this strategy,
learning methods can be developed by building connections with the
real world, for example survey methods in the implementation of
project base learning, then further developed into group discussion
activities or dissemination of survey results and so on; This activity
Chapter 1 Introduction 7
9. 3. 2 Analytical Development
In a review of ESP history, five main transformation analysis
components have been identified in ESP development, namely (a)
register analysis, (b) strategic or rhetorical discourse analysis, (c)
analysis of target language use, in this case English as a foreign
language, (d) language analysis and strategies for interacting
communication globally (Hajimia et al., 2022). Based on this main
transformation, the implementation of ESP learning is highly
recommended using an effective and efficient approach, one of which
is the student centers approach (Salmani-Nodoushan, 2020; Achmad,
Syarifuddin and Miolo, 2023).
Oriented to the main transformation analysis above, it seems that the
tendency to develop trend ESP is focused on the analysis of strategic
and rhetorical discourse (Hajimia et al., 2022). Thus, its accentuation is
indifferent to the genre base of strategic, and rhetorical discourse; This
has a major impact on the development of ESP learning as a trend of
ESP development in the future. Thus, this context has a constructive
role in the study activities of English Language Education with ESP.
For this reason, it can be further formulated that the idea of strategic or
rhetorical discourse is an approach in the development of English
Language Education research with ESP nuances. This idea or view has
an important role in supporting the future of ESP learning. Because it
triggers learners to acquire language competence, it means an increase
in the competence of professional skills and the ability to interact with
global communication as an indication of the achievement of the
ultimate goal of ESP learning (Salmani-Nodoushan, 2020). This ESP
future trend picture is a direction that is still being fought for in
accordance with trend watching analysis both through follow-up
studies and theoretical reviews as the basis for continuous analysis.
Furthermore, the analytical assessment approach in the context of ESP
learning, can be in the form of computer technology assistance, known
as the linguistic corpus. Of course, the application of computer
Chapter 1 Introduction 9
9. 3. 3 Methodological Developments
Based on the study of the development of theory and the development
of analytical studies above, it seems that in the study of methodological
development, there are three main approaches underlying the trend of
ESP methodology development in the future, namely (a) Content –
Base Instruction (CBI), (b) Content and language Integration (CLI), (c)
Genre-Based Instruction (GBI) (Lestariningsih, 2018).
As for methodological developments, ESP has witnessed three major
approaches to pedagogy in the past two decades: (1) content-based
instruction (CBI), (2) content and language integrated learning (CLIL),
and (3) Genre-Based Instruction (GBI) (Andronache, Bocoş and
Neculau, 2015; Achmad and Miolo, 2021) universities, especially in
Indonesia, both in the English education study program or outside the
program, English language learning has been applied with the aim
that each group of study programs has English learning characteristics
in accordance with the specialization of expertise in the field of science
fostered by the study program. This context encourages students to
have the ability to communicate globally and the context of their
knowledge and specialization; In addition, it certainly provides
potential for competitiveness in the future (Tinggi et al., 2018).
Specifically, the English Language Education Study Program has been
packaged based on certain skills, such as Reading English for
Academic and Specific Purposes, Writing English for academic and
specific purposes, and so on. This is intended to provide experience to
students as prospective English facilitators with ESP nuances. So that
future learners have insight, experience and skills in designing ESP
learning plans. Of course, the context of English learning is categorized
as English learning nuanced ESP (Dewi, 2015). In essence, English
learning in curriculum packaging in these scientific specialties has a
meaningful contribution in shaping the profile of quality graduate
Chapter 1 Introduction 11
In the application of CBI, there are many hybrid models that have
been developed by experts in learning language, including ESP
nuanced learning. However, three of them are the main CBI model
as prototype models, models developed as a foundation for
learning foreign languages are leading to ESP learning (Tinggi et
al., 2018). Let's take a look at the following diagram to explore
information about CBI application models that will evolve today
and move into the future in the context of future ESP learning
front.
CBI
Other
Immersion Theme- Sheltered Adjunct Hybrids
CLIL
Education Based
14 Teaching English to 21st Century Learners
Theme-Based Instruction
The theme approach model, in ESP-nuanced foreign language
(English) learning, is considered very interesting, because it can be
adjusted to the interests and needs of ESP learners; In addition, it can
provide a real and realistic impression through integrated learning
activities between language learning with your own content and
professional skill specifications, as well as being real in the scope of
work, in a particular field of science (Pălăşan, 2015). Thus, the
advantage of this theme-based ESP learning is that it can inspire ESP
learners to implement and inspire according to the orientation of their
professional work and certain fields of science (Martín-Laguna and
Alcón-Soler, 2018). When they enter the world of work in the future, it
can be believed that they are able to handle a job in a real and
innovative way as well as professionally and competitively in the
future. Because the design of the training and language exercises and
practices is based on the discourse of communication interaction,
framed by a text (Hajimia et al., 2022). Thus, such a learning context
can be believed to be able to equip ESP learner competency for
language skills and the ability to communicate in the target language
in real terms both related to scientific content or professional expertise
of a particular field (Ho, 2020; Salmani-Nodoushan, 2020).
Chapter 1 Introduction 15
Sheltered Instruction
The second model is the shielded Instruction model. This model is a
learning model where in the teaching-learning process a second
language or foreign language is used as a medium of interaction by
facilitators of certain scientific content specifications or certain
professional skills (Oikarainen et al., 2022). In the teaching-learning
process of this model, it is believed that ESP learners can train and
practice language proficiency through the presentation of academic
material specific to certain fields can produce brilliant results and
reliable success both related to language competency and the
competence of scientific content and professional expertise in certain
fields (Haataja, Dindar and Malmberg, 2022).
For this reason, this strategy makes ESP learners skilled in interacting
with academic communication with ESP nuances by utilizing target
language as a communication medium. As a result, ESP facilitators
with the role of instructors become more expert in presenting learning
materials as well as skilled in teaching foreign languages or English in
the context of ESP. With regard to this learning context, ESP
facilitators, as instructors use several activities in order to facilitate ESP
learning, including using visual aid of learning, creating pre-reading
16 Teaching English to 21st Century Learners
With regard to the description above, it can be stated that the Sheltered
Instruction Observation Protocol (SIOP) model, is very popular and
most widely applied in ESP learning. Because this model is built with
highlight important things in the implementation of the ESP learning
process; Including: Comprehensive, effective and efficient ESP
learning preparation, multi interaction triggers learners to
communicate in the target language/English nuanced ESP; Building
the background to develop strategies and foundations for creative
thinking and challenging learning problem solving, practice and
empirical application of theory in the context of ESP learning;
Developing understandable input as a reinforcement of competency
acquisition related to the target language and ESP learning material
context. Transformation of science and professional expertise in certain
fields, applying superior learning strategies, providing effective and
efficient reviews, and conducting assessments and assessments
progress on learning achievements and providing feedback on the
results of ESP defense (Dewi, 2015; Ahmad, 2018; Akpur, 2020).
Adjunct Instruction:
Adjunct Instruction is an ESP learning model in the form of the
provision of additional learning time is given to learners, to improve
the quality standards of ESP learning outcomes (Salataci, Demirdirek
and Özgirin, 2010). The management of this additional time can be
done in a structured manner, which is arranged in the form of
controlled meetings such as scheduled course hours, organized in such
a way outside the curriculum package (Salmani-Nodoushan, 2020),
but the material is an integral part of the main meeting material in the
learning class; it can be also in a semi-structured form, in the form of
assignments to learners to be followed up by independent learning,
Chapter 1 Introduction 17
their own genre texts, as the ultimate goal in gaining maximum competence
(Derewianka, 1946; Gibbon, 2002).
Related to the description above, for example, here we can present the
presentation of a model of competence development in a language
skill of ESP learners based on Genre Base Instruction (CBI). For
example, in the field of writing skills in learning English as a foreign
language in the context of ESP learning. Talking about a review of the
future of ESP learning, GBI-based writing learning can be elaborated in
6 stages that are interconnected with one another.
The six stages can be mentioned here, namely (1) focusing on the
reason why writing, as a motivation to be inspired in writing, (2)
organizing and organizing ideas by adjusting the conditions of the
examiner, (3) structuring or transitioning from writer-based thinking to
reader-based text, (4) reviewing the text as a reader perspective. For
this reason, the author must examine and understand the
characteristics of the text readers produced to be adapted to the
conditions of the reading audience, (5) evaluate, or aid needed by ESP
learners during the writing training process, (6) produce writing in text
form as a presentation of ideas or descripted ideas (Ahmad, 2018;
Kindenberg, 2021). These six stages can be modified according to the
real conditions faced by ESP learners; So that they are more flexible in
developing themselves independently and empowering their thinking
creativity, which in turn has an impact on the productivity of writing
more creatively in the target language nuanced ESP.
Based on the description that has been presented above, we can draw
some important highlights that we underline as a basis for the
development of ESP learning in the future, as follows.
English for Special Purposes (ESP) is a language teaching strategy and
approach that focuses on the current and/or future academic or occupational
needs of ESP learners, focusing on the language, skills, discourses, and
genres needed to meet their needs, and equipping them with reliable
language skills as a particular competency. In communication interaction,
and having scientific insight and professional expertise of a particular field.
The trend of ESP learning development in the future can be analyzed
through trend watching on three main things (Sa-ngiamwibool, 2014;
Salmani-Nodoushan, 2020), namely: (a) From theoretical perspective, namely
Chapter 1 Introduction 21
and professional skills they have chosen and pursued, for the future of these
learners as prospective professionals.
For this reason, the role of Information Technology Computer (CIT) in
learning, included in the ESP course, is a multi-media that helps the
implementation of higher quality education with full sources of information
from multi-sources of knowledge information(Xu et al., 2023). Thus, in the
future ESP learning, it is natural to be integrated with computer information
technology (CIT) in a real and realistic manner, as a forum for the
development of educational technology (Achmad and Miolo, 2021). What is
described in this description is the main characteristic of the implementation of
ESP in the 21st century, which needs to continuously examine the role of
computer information technology (CIT) in education, including in ESP
learning, known as digitalization-based ESP learning, which is ready to
support sustainability and renewal, as well as accelerate the quality of ESP
learning in the future (Sa-ngiamwibool, 2014).
Talking about the role of Computer Information Technology (CIT), further
discussion can be presented of an application that can be directly obtained in
supporting ESP nuanced language skills, and developing specific scientific
compotency and professional expertise in a particular field. The application in
question is an 'Artificial Intelligence' (AI) application (Xu et al., 2022). Of
course, this application is a challenge for ESP learning communities, such as
facilitators, practitioners, researchers and ESP signers, including ESP learners
themselves. This description effort in the presentation of ESP Pedagogy book
material is an effort to lead us to enter the digitalization-based ESP content,
with the hope that we as ESP communities are skilled and able to familiarize,
familiarize and rebellion with the application of computer information
technology (CIT), especially the field of AI applications (Ubina et al., 2023).
In accordance with the description of the data, we need to explore information
about AI itself, so that the relevant question that can be asked is 'What is AI?'
Various sources obtained suggest that AI is an Artificial Intelligence, as stated
in the abbreviation of AI, namely Artificial Intelligence, AI is an application or
technology program designed in such a way as to make computer systems
have the ability to imitate human intellectual abilities (Ahmad Hania, 2017). AI
applications can enable computers to learn from experience, identify patterns,
make decisions, and complete complex tasks quickly and efficiently, while
satisfying the results.
It is known that AI has several advantages that make it a very popular
technology and can be applied in various fields. Thus, it can be reported in this
that AI has several advantages that are quite challenging and amazing (Ubina
Chapter 1 Introduction 23
et al., 2023). The advantages of AI are, among others: (1) having Analytical
Capabilities, namely AI is able to analyze data quickly and accurately,
even in very large quantities. This allows for better decision making and
more accurate predictions; (2) High Efficiency with high processing
speed, AI can complete tasks quickly and accurately. This helps save time
and money in many areas, such as manufacturing, banking, and logistics;
(3) Independent Learning, where AI is able to learn from existing data
and improve its performance over time. Thus, AI systems can continue to
evolve and become more intelligent over time; (4) Objective Decision
Making is that AI can process data objectively without being influenced
by emotions or human biases. This can reduce errors and increase
accuracy in decision making (Ercan, Bilen and Bulut, 2014; Ahmad
Hania, 2017).
In addition to AI has advantages as mentioned above, it also has
disadvantages that require caution in the use of AI, so as not to cause
destruction or chaos that may be fatal and threaten peace. There are other
shortcomings: (a) Dependence on data; If the data obtained as input is
incorrect, it may be that the conclusions are not accurate and correct; (b)
Limitations on context understanding, e.g., in natural language
processing, AI may not be able to understand hidden meanings or nuances
in conversations; (c) Security and privacy, samples collected and used by AI
systems may be vulnerable to attack or misuse by irresponsible parties; (d)
Human Job Replacement, namely AI's ability to automate tasks can threaten
human jobs(Ahmad Hania, 2017; Febriyanti, 2018).
For this reason, in the context of students' academic lives, including ESP
learners, it is time to immediately introduce how the role of AI is as a
supporting capacity for their academic achievement, including ESP learners
both at the school and college levels (Ubina et al., 2023). It should be noted here
that artificial intelligence (AI) is already a revolutionary achievement of
computer science, set to become a core component of all modern software over
the coming years and decades.
Talking about the use of AI in ESP learning, there are actually many
application tools available online, which can be chosen according to
their needs. Thus, it can be emphasized that understanding these
available tools, students can choose tools that are relevant to their
academic tasks. So that the software chosen by learners in the context
of ESP, is truly empower able, as a meaningful medium in their
academic lives. In addition, the software chosen by the ESP learner can
help him or her to access a wealth of academic information. So, they
are easy to get a lot of data, concerning to a certain scientific
information in developing their professional skills, as an effort to
expand scientific horizons in the fields they occupy. (Frutos, 2015;
Ahmad Hania, 2017).
For this reason, it can be discussed in the following table some tools that are
available and their usefulness relevant to learning success for ESP students,
and regarding the context of ESP learning at the school level and in higher
education.
Table 1
Some available tools of AI Supporting
the successfulness of ESP leaners.
Chapter 1 Introduction 25
done consciously and enjoy every learning process because it is done based on
sincerity and volunteerism (Asmali, 2018).
Related to the description above, it can be stated some formula tips in shaping
ESP learners into a fun Lifelong learner. Among others: (a) Create a learning
objective to be achieved; This means that an ESP learner determines the goals
and targets to be achieved before starting learning activities, according to the
needs needed; (b) Starting from Small Things, i.e. it is not necessary to spend
one day reading books, just make time for 10-15 minutes a day to read books
can have a positive impact on the process of learning ESP material, which in
the end, over time ESP learners will have a habit of reading books; (c) Convert
the studies to more fun. In addition, it can be determined by ourselves that the
learning process is fun for us, as an ESP learner so that learning is not a
burden, but an exciting habit (Valverde, 2021).
To follow up on the above strategy, there are several things or ways that can
be done such as choosing books related to things you like to read, discussing
with colleagues who have the same interests, participating in online forums,
watching educational videos or listening to podcasts about increasing
motivation or English skills with ESP content, attending skills classes
language,s and the latter learn from own experience (Asmali, 2018; Akpur,
2020). The three tips above can be practiced to build a habit or tradition in
doing long-life learning, no matter how small good practices have been
done, it will certainly be useful to form a long-life learning attitude as a hobby
or fun habit to be actualized in the academic life of an ESP learner in the future
by continuing consistency; Until it is built and formed a professional
characteristic of expertise in a particular ESP field reliably and able to compete
in its field in the future.
References
Abdu, A.-K. (2018) ‘A Review of Technology Integration in ELT: From
CALL to MALL’, Language Teaching and Educational Research, 1(1), pp.
1–12.
Achmad, Syarifuddin and Miolo, S. (2023) ‘ENGLISH IN JOB CONTEXTS
English for specific purpose’, in Ulfa, Z. (ed.) Reference. 1st edn. Yogyakarta,
p. 102 Pages.
Achmad, S. and Miolo, S. (2021) ‘Preparing prospective and sustainable efl
professional teacher development by applying blended lesson study and
Chapter 1 Introduction 33
About Author
Syarifuddin Achmad, was born in a
village called Garessi-Suppa, Pinrang
Regency, to be precise, March 31, 1962.
He has completed his education in the
Bachelor Program (S1) Department of
English Language Education 1986 at
IKIP Ujung Pandang; Master Program
(S2) 1997, Department of Language
Education in Jakarta; Doctoral Program
(S3) 2011 Department of Linguistics, at
UNSRAT Manado.
He has written several articles and published in reputable
National and International journals. He has produced and
40 Teaching English to 21st Century Learners
e-mail : syarifuddinachmad@ung.ac.id