CHAPTER 9. fUTURE TRENDS IN ESP PEDAGOGY - Syarif New

Chapter 9
Future Trends in ESP Pedagogy
9.1 Development of ESP Competency as a

Media for Global Communication
Interaction
The mastery of English as a foreign language in the era of the 21st
century, by entering the era of industrialization conditions 4.0 is
absolutely owned by the nation's future generations, as capital in
participating in the arena of global competition and very rapid
technological advances (Yang and Zhao, 2021). In relation to this
context, it can overall affect the acceleration of the quality of school and
university system management in managing a future full of challenges
and threats as well as an opportunity( Achmad and Miolo, 2021). If our
future generations have scientific capital and broad insight, then they
are able to trend watch reliable future developments towards the
creation of a reliable and challenging competitiveness ability(Tong,
Uyen and Ngan, 2022).
With regard to the description above, it can be stated that in order to
advance a nation, of course, including the Indonesian nation, the future
generation, holders of the nation-building continuation must be
optimally prepared, by equipping the capital of knowledge, skills and
ability to communicate globally (Guilherme, 2007). Of course, the
intended competency is very valuable and has effectiveness in
building himself as a respected individual and building his nation. Of
course, in this context, it includes English-language competency which
is associated with scientific specifications or certain professional
expertise, as a capital in growing global competitiveness (Pakir, 2009).
In this regard, it is very reasonable to state that the strengthening of
ESP learning is very urgent in the context of competitive global as a
competency encourages learners to be ready to compete with other
nations, and ready to enter competition in a field of professional
expertise according to the field they are engaged in and occupied in an
international context and nuance(Phillipson, 2001; Kadel, 2020)
A question that can be explored and underlined is why ESP learning
coaching is a strategic step to build communication competence
globally, especially in the context of carrying out professional skills
duties? The answer is that given that the ESP curriculum has prepared
and formulated objectives that accentuate on logistic linguistic
competence, including oral and written language skills. According to
the elaboration of language proficiency that there are two competent
ranges that need to be built in English learners, namely the oral range
and the written path (Cahya et al., 2023).
Furthermore, it can be said that in the oral path there are two language
skills that are the core of learning, namely speaking skills and listening
skills; As for the writing path, there are also two skills that are
categories of learning; that is, writing and reading skills (Farrell and
Jacobs, 2020). Judging from the elaboration of communication
interactions, the grouping of language skills is also based on two
categories, namely the productive category and the receptive category.
In more detail, it can be stated that the productive category is related to
speaking and writing skills, while the receptive category consists of
listening and reading displays (Heyne et al., 2020; Isma and Nur, 2023).
Each of these skills is targeted for coaching, and training in the
development of language competency as a medium of interaction
communication in learning English as a foreign language, more
specifically in ESP courses both in universities and in the school system
(Guilherme, 2007; Isma and Baharuddin, 2022)
Again, underlining the questions raised above, it can be highlighted
that English learning with ESP nuances provides opportunities for the
ESP learning system to be realized in the achievement of international
global communication in the scientific and professional context of an
industrial work (Achmad, Syarifuddin and Miolo, 2023). Of course,
this is supported by the ability of professional facilitators in designing
reliable ESP learning and can inspire and empower ESP learners to be
more creative in self-actualizing to achieve language competence as a
medium of global interaction communication (Basalama, 2022). That is,
learners are able to achieve objective termination in using special
Chapter 1 Introduction 3
English in international global communication interactions; practically

supported by the selection of Content Base Instruction (CBI)-based
material(Tong, Uyen and Ngan, 2022), as an indication of sophisticated
learning, because it integrates English learning with scientific content
or expertise prepared for ESP learners, uses effective learning strategies
and provides opportunities for learners to practice and practice
communicating authentically and realistically according to the context
of a real learning environment (Guilherme, 2007; Farrell and Jacobs,
2020; Weise, Greiff and Sparfeldt, 2020). The learning outcomes that
have been presented by the facilitators lead learners to be realistically
able to communicate globally with English instruments as the
medium, in the industrial world of certain skills and
sciences(Guilherme, 2007; Kadel, 2020).
9.2 Nuances of ESP Learning in the

context of the 21st century
It is undeniable that education and application of computer
information technology in the era of globalization life in the 21st
century, experiencing very rapid development and progress. This
progress facilitates effectively and efficiently in all aspects of human
life activities both in academic and non-academic activities (Sa-
ngiamwibool, 2014). For this reason, efforts to achieve brilliant goals
according to the target effectively and efficiently, the empowerment of
optimizing the role of education and information technology is very
meaningful to be maximized in creating a productive life, to support
human welfare (Akpur, 2020). That’s way, the nuances of progress
become the object of trend watching in developing the quality of ESP
learning, as well as this nuance as a frame for accelerating the progress
of ESP learning that is reliable and value-added to the competence of
graduate achievements and the achievements of the ESP course itself.
Based on the description above, it can be stated that it should be
carefully understood that ESP learning design must be future-based
and organizational. Therefore, ESP facilitators are expected to have
extra competence in preparing learning activities that are more
sophisticated and challenging and oriented to professional knowledge
in the field of specification of skills and work skills, professions and
4 Teaching English to 21st Century Learners
integrated with English language training as a foreign language,

especially in Indonesia, and relevant to the scope of ESP learning
(Marnewick, 2023). Related to the nuances of ESP learning, it can be
suggested that a strategy is superior, one of which is the optimization
is analysis of the impact of ESP using trend watching (Sa-
ngiamwibool, 2014; Valverde, 2021). Given that the role and objection
of the impact of meaningfulness and ESP can support the professional
incubation of an ESP learner in the field of scientific expertise, as well
as professionalism in handling jobs intelligently in achieving a
professional work target (Salmani-Nodoushan, 2020).
Reviewed ESP learning in the context of the 21st century, ESP learning
conditions must respond to the transformation of learning conditions
of traditional or conventional views with the principle of learning is the
transfer of knowledge by facilitators to students, towards a
modernization view, namely multi-source information based learning
supported by the integration of information digitalization, language
learning with the main objective is communication (Ahmad, 2018); The
accentuation is not only focused on learning grammatical rules at the
linguistic level, such as phonology, lexical, morphology, and syntactic
or sentence patterns, but must be integrated in real use of the language
in a realistic context in social communication interactions and scientific
specification and professional skills work (Beaulieu et al., 2018).
In line with the description above, it can be also emphasized that in
learning English in the context of ESP, it does not only emphasize
aspects of phonology, grammar, and lexicon but rather emphasizes
tools for communication, especially communication tailored to the
characteristics of the needs of each target language learner or foreign
language(Ahmad, 2018). That’s way, in ESP learning, it should be
oriented to the relationship with scientific specifications and
professional expertise pursued by learners. With regard to this view, it
can be asserted that ESP refers to the teaching and learning of English
as a second language or as a foreign language where the aim is to
prepare learners to use English in a particular domain (Salmani-
Nodoushan, 2020). In the context of ESP learning can be classified ESP
learning into several branches of learning, in certain scientific fields
and professional skills: Such as English for Academic Purposes (EAP),
English for Occupational Purposes (EOP), English for Vocational

Purposes (EVP), English for Medical Purposes (EMP), English for
Business Purposes (EBP), English for Legal Purposes (ELP), and
English for Sociocultural Purposes (ESCP) (Asmali, 2018; Achmad,
Syarifuddin and Miolo, 2023)
It can be admitted that the term ESP often overlaps with the term EAP.
However, ESP is more commonly used because the term ESP learning
can be interpreted as an English learning that presents language
practices and exercises with the aim of preparing students skilled in
using English as a medium of communication oriented to professional
or scientific skills that are prepared as prospective specialization of
professional skills into the future (Sa-ngiamwibool, 2014; Febriyanti,
2018). Therefore, one of the objectives of this ESP course, is to help
learners understand linguistic and cultural aspects of communicating
through strategic discourse, and scientific or expertise specific content
related to handling professional work using English as a medium of
communication interaction globally (Febriyanti, 2018; Salmani-
Nodoushan, 2020)
Based on the description above, it can be highlighted that the nuances
of ESP learning in the context of the 21st century is characterized by
several things, including: First, in ESP learning activities facilitate
learners to think critically, have the initiative to participate in problem
solving and communication, creative, collaborative and innovative as a
form of competence that must be developed to actualize ESP learning
outcomes. The second is that the nuances of ESP in the learning
process encourage the creation of digital literacy skills learners,
utilizing Computer Information Technology (ICT) (Sa-ngiamwibool,
2014; Asmali, 2018), as an interactive medium in training and
practicing language learner skills: Such as speaking, listening, reading
and writing skills. The third is to have the ability to capture, analytical
power, as well as be responsive and careful in conveying and
responding to ideas, flexible and adaptive in communication
interactions in the context of the target language or English as a foreign
language nuanced ESP course(Beaulieu et al., 2018; Eiswirth, 2020).
To achieve the objective conditions of the ESP learning process in this
21st century era, several strategy formulas are proposed; Among
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
provides the widest possible opportunity to practice communicating

the target language in a real and realistic manner (Marnewick, 2023).
9.3 Trends and Roles of ESP Learning

into the Future
Discussing the trend and role of ESP development in the future, from
period to period, the outline can be reviewed from three things,
namely related to (a) review of the component development of the
theoretical analysis use in strengthening the existence of ESP as a
scientific approach studies, (b) related to the analytical study of the ESP
learning strategies, and (c) related to the development of the
methodological approach ESP learning in organizing English as a
foreign language. These three components can be further described as
a basis for observing and thinking about how the development trend
of ESP learning into the future(Guilherme, 2007).
9. 3. 1 Review of Theoretical Developments

Moving from studies before the 21st century, it is still found some
controversial between one view and another, among experts who are
involved in the field of ESP science, such as construction, it is expected
to the ESP alumni to be able to compile and build ESP theory, but
these expectations have not yet given encouraging adequate results
(Bilbao et al., 2021). For this reason it is proposed a theoretical view,
respectively 'discoursal' meta 'discoursal' and 'critical genre
analysis’(English, 2016). The framework of this theory is very
theoretical in analysis, so the value of its benefits and practicality in
ESP learning has not been felt. With regard to this context, in the 21st
century the development of trends and the role of ESP is increasingly
directed at strengthening the domain of analysis and application of
community-based strategic discourse in building communication
interactions (Andronache, Bocoş and Neculau, 2015). From this review,
it can be said that the 'theoretical' domain has not received maximum
attention. This means that in the 21st century the trend is still in the
domain of analysis and methodology(Reid, de Brentani and
Kleinschmidt, 2014). This means that ESP is still approached from a
pedagogical perspective. The relevance can be seen in ESP
practitioners still concentrating on learning methods and preparing

subjects that are relevant to the implementation of ESP learning
(Andronache, Bocoş and Neculau, 2015; Kadel, 2020).
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
information technology is really a trend today and in the future in the

ESP learning revolution (Sa-ngiamwibool, 2014). It can be believed that
with the application of computer information technology, it can
provide ease, efficiency and effectiveness in learning, including in
learning foreign languages nuanced ESP (Korhonen et al., 2019). With
the modernization of the use of computer technology in the context of
ESP, of course, we cannot avoid ourselves or close ourselves from the
development of this context, but on the contrary we must familiarize
ourselves with the usefulness of computer information technology as a
core part in the development of ESP learning (Asmali, 2018).
Based on the description of the context vehicle above, corpus
linguistics has made us in the realm of users and designers of
computer information technology application changes to help and
facilitate us in handling and supporting our professional work in the
ESP context. It can be realized that how important the role of computer
information technology in various activities and professional activities
used as a medium for computer information technology
applications(Bilbao et al., 2021); For example, the use of multi-media
technology in instructional media research and development activities
in the development of ESP pedagogy is very meaningful for the
success of achieving the targets of academic activities. For this reason,
the impact of utilizing the technology, which in the end its meaning
and role was identified that (a) in research and pedagogy in assessing
the situation of the target language nuanced ESP is more
fundamentally fundamental and fundamental; (b) Facilitate ESP
learners effectively and efficiently to realize the achievement of the
objectives of ESP learning communication interaction activities
(Ahmad Hania, 2017).
Advanced technology has also enabled ESP researchers to design and
conduct cross-cultural and cross-disciplinary; even intercultural;
English-for-Special Purpose studies(Ahmad Hania, 2017; Valverde,
2021). Advanced computer information technology allows researchers
and designers of ESP methodologies to analyze the design of learning
models, study models in ideational, textual or interpersonal methods.
Thus, digital technology is the object and subject of learning resources
in the current and future development trends of ESP learning, and will
continuously affect the continued development of ESP learning. In

addition, it is also a determining factor for learning outcomes that are
informed on graduate profiles and graduate achievement information
(Korhonen et al., 2019; Ho, 2020).
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
achievements; This concept is known as Outcomes Base Education-

based graduate achievement.
To achieve the expectations described above, policy makers,
practitioners and ESP researchers strive to find ESP learning strategies
that are reliable, effective and efficient in achieving ESP learning
objectives (Kuhlmann et al., 2023). With regard to this, in this context
review it has been found that three main approaches such as those
described above are assumed to be reliable to be followed up as an
effort to improve the quality of ESP learning in the future (Tachia and
Loeneto, 2018). Therefore, further each of these approaches can be
elaborated to provide understanding to policy makers, practitioners
and ESP researchers, about how the development of ESP learning
strategies in the future.
(a) Content – Base Instruction (CBI),

In learning English as a foreign language, including in Indonesia,
the main purpose of this learning is to hone the competency of
learners able to use the language as a medium of interaction
communication(Phillipson, 2001). As stated in some of the things
above, it is said that the process of communication interaction can
be marked by the potential of ESP learners to build strategic and
rhetorical discourse in realizing the form of text according to the
context of speech events, both oral and written forms (Oikarainen
et al., 2022). In the context of this communicative interaction,
transmissive competency must be formed, in which from one
party there is competence in expressing ideas, or messages
packaged in the linguistic corpus as symbols of meaning carried
out by the decoder; and from the other side there is the
competency of identification of linguistic symbols further
processed into the interpretation of the meaning of the expression
utterances, until it becomes an understanding by the encoder
(Eiswirth, 2020); Then a response is given back to the utterances
that have been listened to by the decoder according to the
expectations of the encoder; This means that the transaction event
has been created in the interaction of communication

successfully(Ho, 2020; Salmani-Nodoushan, 2020).
Starting from the description above, it can be further understood

that this communication interaction is carried out through the
possibility of four language skills, namely in the oral route, the
form of skills can be in the form of speaking and listening skills;
And through the path of writing can be writing and reading skills.
The skills mentioned are targeted objectives in foreign language
learning, which will be packaged more specifically in the
development of ESP learning nuanced areas of professional
expertise and certain scientific skills called 'specific goals' and / or
'academic goals (Isma and Baharuddin, 2022; Tong, Uyen and
Ngan, 2022). Building on this potential, many ESP practitioners
and researchers have relied on the CBI approach as an effective
strategy to help learners acquire standard ESP competence
through integrative optimization of the four skill exercises.
It can be noted that content-based language teaching, including

foreign languages, is one strategy or method to help ESP nuanced
language learners successfully understand academic material in
language learning (Salataci, Demirdirek and Özgirin, 2010). Thus,
in relation to the application of CBI in ESP nuanced foreign
language learning, learners can reap or obtain two learning
outcomes simultaneously, namely the ability in the field of
scientific specification or professional expertise and at the same
time obtain the ability of the target language itself, as a medium of
communication. The CBI approach is generally used to teach four
fundamental skills but has not been optimally applied in language
classes, including in ESP learning to develop critical thinking and
core ELT competencies(Tinggi et al., 2018).
Of course, with regard to the above contexts, EFL facilitators, more

specifically ESP learning must collaborate in content-based teaching
and ESP studies to provide academic subject matter and foreign
language skills in a real, realistic and effective ESP nuance. The
collaboration between CBI and ESP learning has a number of
advantages; Among others: ESP learners can learn and develop a

wealth of mastery of specific vocabulary according to the field of
knowledge and professional expertise in a particular field, have
grammatical competence, paragraph structure, adequate interactive
communication skills, and many genres found in developing
writing skills and so on. In addition, foreign languages with ESP
nuances can act as a medium of communication in the scope of
ESP learning, which has real benefits in developing texts built by
strategic and rhetorical discourse(Salataci, Demirdirek and
Özgirin, 2010). In addition, in this context, ESP learners can also
develop literacy competencies in the target language.
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
Sustained Content Modified Simulated

Language Teaching EMI Adjunct Adjunct
(SCLT)
Diagram 1. The newer models of CBI. Source: (Adapted from

Brinton & Snow 2017)
As explained that the three main CBI as prototype models as the

basis for developing hybrid CBI models, other models in foreign
language learning with ESP nuances can be presented and
observed their positions in the diagram above, as follows.
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).
Thus, as elaborated above, the selection of choices of topic and theme,

which is used as a vehicle in compiling and constructing a theme-
based ESP learning syllabus (Ercan, Bilen and Bulut, 2014). As a
theme-based ESP learning, surely it is ready to be graded and sorted
according to the level of need, difficulty and coherence and unity(de
Jong et al., 2023). It should be highlighted again that the benefit of this
theme-based ESP learning is to provide a replica of the real conditions
that ESP learners will face in real terms when they later face certain
professional jobs. For that, this theme-based ESP learning instruction,
its function and role is to provide reliable communication interaction
support for scientific content learning scientific specification and
certain professional skills as a vehicle for specific communication
interactions, through strategic and rhetorical discourse framed by a
certain speech act text (Haataja, Dindar and Malmberg, 2022).
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
exercises, develop an understanding of lexical accommodation,

design and implement strategy instruction that reliably improves
English competency in the ESP context, and frequently conducts
comprehension assessments.
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,
but the achievement of the material is still controlled by the ESP

facilitator as an integral part of the main material held in the ESP class
(Ahmad, 2018).
To achieve optimal learning, assessment control is carried out

interactively between the main material and additional material
outside the main class of ESP learning, based on scientific content and
professional expertise in certain fields of science and English learning
content with ESP nuances (Phillipson, 2001; Horikami and Takahashi,
2022). This is done, in order to achieve language skills in the form of
communication interactions of ESP learning discourse, which is built
by text action. The creation of additional learning models in the context
of ESP is intended to encourage ESP learners to achieve competitive
competency close to the ability of native speakers in the completion of
ESP learning in conventional universities (Kuhlmann et al., 2023).
Given the usefulness of additional learning models in the context of
ESP, it triggers learners to be more creative and interested in creating
learning innovations in the target language, namely English with ESP
both in individual and group forms; For example, innovations in
increasing vocabulary mastery are specific to certain scientific content
and professional skills, so that language competency and scientific
content and expertise can be achieved simultaneously; characterizing
the maximum achievement of ESP learning objectives (Oikarainen et
al., 2022).
According to the presentation of the diagram above, we still find
several forms or models of ESP learning outside of the three main
models mentioned and elaborated above. The various types of model
forms can be mentioned, among others, and the elaboration of each
form of the model can be found in other references related to the focus
of this matrix: (a) Immersion Instruction, (b) Sustained Content
Language Teaching (SCLT), (c) English-Medium Instruction (EMI), (d)
Modified and Simulated Adjunct Models, (e) Modified and Simulated
Adjunct Models, etc.
(b) Content and language Integration (CLI)

The application of ESP learning strategies using the Content and

Language Integration (CLI) approach is the use of foreign languages,
namely English, as a medium of instruction; This means that in
learning the target language (English) nuances of ESP can be
integrated with the content specifications of a particular science or
professional expertise and taught simultaneously. (Hajimia et al.,
2022). Of course, the description of content units and target language
learning units is integrated simultaneously, both in the form of content
learning activities as well as language learning units. This means that
the content material is designed to be foreign language learning
material, of course, ideally using the target language or foreign
language, namely English as a medium of instruction (Lestariningsih,
2018).
In realization of CLI in ESP Learning, the facilitators of learning
scientific content or professional expertise collaborate with facilitators
of foreign language learning, starting from activities to design learning
materials, carry out Learning with a reliable innovation model
(Hajimia et al., 2022; Achmad, Syarifuddin and Miolo, 2023), to the
implementation of assessments, can even review learning actions from
one period to the next cyclically, and try to reflect together in the
learning process or in teams and collaboratively, as is the case with the
lesson study model to achieve maximum learning outcomes in the
context of ESP learning.
For this reason, as described above, it can be stated that the CLIL
approach can have a comprehensive impact in accelerating the quality
of ESP learning in the future, the role of language in this context as a
meaningful addition, namely as a learning medium and at the same
time as learning material in CLIL strategy as an approach. For this
reason, it can be stated that this CLIL approach has a dual purpose,
namely the success of achieving objective scientific content or certain
professional skills and succeeding in the achievement of foreign
language learning nuances of ESP, as a model for accelerating the
quality of ESP learning.
(c) Genre-Based Instruction (GBI)

In ESP Learning, facilitators can choose the Genre-Based Instruction

(GBI) approach. This approach introduces the learner to a variety of
texts in the social context of communication interactions. Basically, the
purpose of this genre-based teaching approach in ESP learning is to
develop literacy skills that focus on social activities such as explaining,
describing and arguing (Kindenberg, 2021). It can further be affirmed
that Genre-Based Instruction Approach is a theory of language and
methodology for analyzing facts and their content of use. Therefore,
ESP facilitators need to introduce text types to ESP learners, as a
vehicle for developing communication competence by mastering
different types of texts such as recount, procedure, narrative,
explanation, discussion, exposition, news item and review (Frutos,
2015).
Competence understanding these types of texts can be through the
application of language skills learning arranged in the form of cycles.
Namely the form of oral cycles and written cycles. Of course, in the
form of an oral cycle refers to the achievement of ESP learners' abilities
in speaking and listening skills; While the written cycle is directed to
develop abilities in writing and reading skills (Kindenberg, 2021).
Thus, mastery of text types by ESP learners supports the interacting
compotency of strategic and rhetorical discourse-based
communication framed by the variety of texts mentioned above. Thus,
it can be defined that in fact 'Genre' is a term grouping texts and how
to respond to the text, in communication activities (Pălăşan, 2015;
Ahmad, 2018).
The realization of the GBI strategy in ESP learning can go through
four stages called curriculum cycles, where certain types of texts will
be taught to ESP learners. As for the four stages, what is meant is the
first time to build an orientation ESP learning materials. At this point, it aims
to provide background knowledge to students about topics that will be the
focus of learning by building learning schematics. The next stage is Modeling.
At this stage, certain genres are introduced through the model text. It aims to
make students familiar with the purpose, structure and linguistic features of
this type of text. The next stage, ‘construction’ is followed up collaboratively
between the ESP facilitator and the ESP learner working together to build a
specific type of text. Finally, at the last stage is the ‘independent construction’,
where ESP learners work independently earnestly and seriously to produce
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
based on the principle of epistemology, conducting continuous studies to

make a road map for future ESP development; (b) From analytical
perspective, the development of ESP informed continuously by
linguistics/corpus analysis, discourse analysis, and computer and digital
technologies; (c) From a methodological perspective, ESP learning gains
information novelty and the development of strategy models and ESP
learning innovations from multi-dimensions and variables and reference
sources.
The sustainability of ESP development can be built in a real and realistic way
forward, if supported by four pillars (Vattøy, 2020; Tonks et al., 2021), namely:
(1) Strengthening needs analysis: about the wants, shortcomings, and real
needs of ESP learners; examine the ESP learning environment and context; (2)
Carefully formulate ESP learning objectives, consider the language, genre, and
skills that ESP learners may expect to master, and develop a set of ESP
learning strategy objectives; (3) Materials and methods: develop teaching
methodologies, specialized textbooks or other types of materials (e.g., audio,
video); (4) Evaluation: measuring the acquisition of learning outcomes of ESP
courses, and graduate learning outcomes based on Outcome Base Education
(OBE); evaluate the success of ESP courses and the quality of ESP teaching.
9.4 Challenges and Impact of

Digitalization-based ESP Learning
It is undeniable that in the progress of learning, including ESP learning cannot
be avoided from the role and application of computer information technology
(CIT), as a form of facilities that support learning effectiveness and efficiency.
This means that learning in general and ESP learning in particular, must
already have nuances of digitalization-based learning (López-Fernández et al.,
2023); This does not mean showing the weaknesses role of conventional
learning, but it is necessary to form between the two a vehicle for collaboration
that mutually supports the development learning quality, the application of
learning effectiveness and efficiency, and as support for the availability of
multiple learning resources. Thus, integrating Computer Information
Technology (CIT) in ESP learning is a form of digitalization-based learning
(Asmali, 2018). This can be translated as an effort to usher ESP learning into
the era of global communication and at the same time follow current trends,
and future development, as an indication of sophisticated and challenging
learning (Tong, Uyen and Ngan, 2022). In addition, this digitalization-based
ESP learning can deliver ESP learners to have reliable competitiveness in
entering the world of global competition, according to the scientific midwives
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
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).
9. 4. 1 Applications of Artificial Intelligence (AI) in

ESP Learning
It is amazing the superiority of AI as revealed in the description above, so this
AI application can be empowered in the context of student academic activities,
including in ESP learning which continues to enter the era of digitalization and
globalization nuances. Thus, the role of computer Information Technology
(CIT) is very important in developing the quality of ESP learning today and in
the future. This means that the integration of ESP learning with CIT is a must,
if facilitators, researchers, practitioners and ESP learning designers are
determined to raise the quality of ESP learning in global competition and
produce the achievements of international standard graduates and
professionals in certain fields of expertise in the context of international
competition(Valverde, 2021; Giacomazzi, Fontana and Camilli Trujillo, 2022).
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.
Some The Usefulness

No.
available tools
Open AI Used to create fresh content, use text-based
1. Playground text modules-davinci-03, and create new
copy and research papers
Chat GPT3/GPT-4 is a software tool in
AI, which can be used to write research
papers; as well as various other tasks
Chat
such as using various stimuli to get
2. GPT3/GPT-4
answers to questions. It can even help a
person or learner in creating
programmers, which are open-source
programs.
Quillwort is a software writing tool in AI,
which empowers anyone or learner to create
interesting and extraordinary papers. This
3. Quillwort stationery software, or Quillwort has a
very strong ability, to understand text in its
context and provide relevant paraphrasing
for a single line or an entire paragraph.
Fotor is a software based on AI tool, which

has the ability of ordinary quarry in
creating and creating works of art, the scope
of which is not limited; Superiors largely
depend on a person's imagination. It uses
text stimuli to analyze what we want and
4. Fotor AI returns the artwork exactly on demand, and
can be used to get the image you want,
whether it's a PowerPoint presentation, or
an infographic to show what impact is
needed and happening, if it will move
towards the sustainability of an action or
programmed.
5. Adobe A suite of the best and most
Express & advanced AI tools, Adobe is also one
Firefly of the best software packages or AI
Some The Usefulness

No.
available tools
tools in helping learners discover
their true imaginative potential.
Adobe has been using AI tools for
quite some time, but now it has been
developed in two more tools, known
as Adobe Express and Firefly, as the
main development of the Adobe tool.
Grammarly is one of the best and most
advanced tools in the line of AI tools;
Because with this tool, students are helped
Grammarly in correcting texts, and paraphrasing, as
6. well as grammar correction and AI
plagiarism checking. In addition, this tool
can also help correcting grammatical errors
and helping provide better sentence
structure.
Otter AI has a very significant advantage

and effectively aids students to record,
transcribe lectures and their voices
Otter.ai simultaneously. Of course, learners are
7. lucky a lot, because they only focus on
reading and learning activities. The real-
world sophistication of this AI tool is very
powerful to capture sound, and convert it
into text at a speed of 160 words per minute.
QuizGecko is a powerful tool with an AI

platform, which offers learners a wide
8. QuizGecko range of quizzes covering a wide range of
subjects, making learning fun and effective
for students of all ages
9. Stepwise If we face problems in mathematical
Math material and we find it difficult to solve
them, then we can be helped by a tool in
Some The Usefulness

No.
available tools
this AI, called Stepwise Math. This tool is
one of the best AI tools for us, students or
anyone who faces problems like this. This
tool helps to find out where the source of
the problems, as well as helps us solve each
of these problems.
As it is believable that Google has a vast

database available, making this chatbot
tool, as an AI tool, which is one of the best
AI tools to help learners to be able to ask
anything, and it will give the perfect
answer, as they are looking and wanting.
10 Google Bard While Bard is a software that is able to
change the search experience of remote
users. All we have to do is just type in the
text related to the search query, then hit
enter, and the Google Bard will present the
best results of all with a full summary.
Slides go is one of the most advanced tools

in AI tools with the task of helping us in
creating really interesting and amazing
Slides go content to produce architectural
11 presentation material in a PowerPoint
template with thousands of reference
libraries with the help of AI. With regard
to these advantages, it can be stated that this
tool is truly one of the best AI tools.
With the availability of the AI tools above, it provides

opportunities for facilitators and ESP learners in the context of
optimizing the use of Computer Information Technology (CIT) in
ESP courses (López-Fernández et al., 2023). This condition
encourages and motivates the ESP learning community, to create
and carry out meaningful creativity to support the acceleration of
improving the quality of the ESP learning process. Furthermore, it

can be believed that integrating CIT in ESP learning can trigger the
creation of multiple interaction as a forum and media trains
communication interactions of ESP learners effectively, efficiently,
multiplicity and based on multi-source knowledge information,
which is specific and professional expertise (Ubina et al., 2023). Of
course, such learning vehicles and contexts are a form of current
and future learning development trends in ESP courses in schools
and universities, which need to be addressed and treated
intensively.
9. 4. 2 Machine Learning and Automation in ESP

Courses
In general, it has been widely recognized by educational experts,
including in ESP learning that there are many benefits obtained by
utilizing Computer Information Technology (CIT), as a learning
medium, including the creation of efficiency and effectiveness of multi-
instructional interactions in foreign language learning, namely English
as a foreign language with ESP nuances (Andronache, Bocoş and
Neculau, 2015). Consequently, it can improve the quality of learning
holistically, and integrated with development Interaction
communication, through strategic and rhetorical discourse in the
layout of text appeasement. Thus, the advantage felt by the ESP
learning community, namely facilitators, researchers, practitioners and
ESP designers and learners is the creation of immediate problem
solving in a real and effective manner, both with regard to the
development of ESP subjects, planning and developing ESP pedagogy
design and its application, including assessment system management
and ESP learning evaluation.
With the development of the use of Computer Information Technology
(CIT) in ESP learning, ESP learning practitioners and facilitators began
to apply the use of several technology tools as part of AI applications
as informed in the description above. Grounded and comprehensive,
the use of technology in ESP encourages the creation of good practices

in learning activities such as collaborative and interactive learning, ESP
pedagogy development strategies based on circular and reflective
follow-up studies, through focus group discussion techniques,
authentic material content base, task base and assembly of conducive
learning situations based on leaners’ needs (Shaw, Copland and Snell,
2015). These good practices are manifested in ESP learning due to the
impact of the application of CIT (Horikami and Takahashi, 2022).
Furthermore, it can be based on the quality of the development of ESP
learning in the future.
Discussing the role of CIT in ESP learning, it can be specifically stated,
that one of the AI applications, has a positive and prospective impact
on supporting the implementation of ESP learning processes is the
application of machine learning and automation learning(Abdu, 2018).
Surely a meaningful question to study is 'What is Machine learning
(ML) and Automation Learning (AL)? As explained above, ML and AI
are part of the AI application approach (Nieto-mora et al., 2023). The
function of ML is used to replace or imitate human behavior to solve
problems or automate both in the context of learning, including ESP
learning, and in other contexts. Based on the description above, the
term ML does not need to be separated from the term AL, because the
purpose of its use is the same, which both refer to the automatic
condition of the occurrence of something, or an event.
As explained above, ML tries to mimic how human processes or
intelligent beings learn and generalize; Then there are at least two main
applications in ML namely, classification and prediction. Application
attributes can be marked that ML is the presence of a training, learning,
or training process. Thus, ML requires data to learn which is referred
to as training data. While the activity 'Classification' is a method in ML
used by machines to sort or classify objects based on certain
characteristics as humans try to distinguish objects from one another.
The next process is a prediction or regression activity used by the
machine to guess the output of an input data based on data that has
been learned in training. The most popular ML methods are Decision
Making Systems, Support Vector Machine (SVM) and Neural Network
(NN). In particular, it can be explained that a Neural Network (NN) is
an Artificial Neural Network. Neural Network (NN) is a technique in

ML that mimics human nerves, a fundamental part of the brain.
It can be seen that the Neural Network (NN) consists of an input layer
and an output layer. Each layer consists of one or more neuron units
that have an activation function that determines the output of those
units. We can add a hidden layer to increase the capabilities of the
Neural Network (NN). Furthermore, Neural Network (NN) can be
trained using training data. The more training data, the better the
performance of the Neural Network (NN). However, the capabilities of
a Neural Network (NN) are also limited to the number of layers, the
more the number of layers the higher the capacity of the Neural
Network (NN). More layers also bring shortcomings, namely the
greater the amount of literacy or training needed(Yang and Zhao,
2021).
To overcome the things mentioned above, it is necessary to develop
Deep Learning (DL) techniques. Some applications of Neural Network
(NN), including for Principal Component Analysis, Regression, image
classification, and others (Huang et al., 2023).
Furthermore, the element of Deep Learning (DL) is a technique in
Neural Network (NN). The use of certain techniques such as the
Restricted Boltzmann Machine (RBM) is intended to accelerate the
learning process in Neural Networks (NN). For this reason, it is
necessary to use many layers, at least more than 7 layers. With Deep
Learning (DL), the time required for training will be less because the
gradient loss problem in reverse propagation will be lower(Ahmad
Hania, 2017; Huang et al., 2023). Paying attention to a brief description
of how Machine learning works and learning automation, at least it
can provide us with a starting point and building a foundation of
inspiration in designing future ESP learning development based on
ML and AL, as an effort to develop ESP learning sustainability in the
future (American Medical Association, 2019).
9.5 Lifelong learning and ESP for

continuous professional development
Humans as cultural beings’ 'civilization' have been given opportunities
and time space to learn all the time in order to save and create the
existence of a better life, become more prosperous and peaceful in the
future, as a form of vision and mission of a decent life. It is also
undeniable that humans as cultured and educated beings also face
various forms of challenges and threats and life problems that require
immediate problem solving in the form of learning all the time, for the
sake of their survival and at the same time a place for self-development
in all aspects of life to achieve progress both in the academic and non-
academic fields, as the benefit of mankind itself as dignified beings,
and creatures that are given the opportunity to control and manage the
environment more effectively, efficiently and value-added for human
life in the future (Kaplan Sayi and Akgul, 2021).
Thus, in the context of current technological development, it requires every
human being to continue to learn in the face of artificial intelligence (AI)
capabilities as a product of Technogym Computer Information Technology
(CIT), which is currently developing continuously (Lungu, 2013). Moreover, in
this context, humans are required to learn continuously (Lifelong Learning) in
making, utilizing and even being responsible for possible risks faced by the
application of technology that is increasingly rapid and growing. Even after
completing formal education in school, people must remain in the context and
condition of learning for all time; Also that they, especially ESP learners, can
survive in an era of nuanced technological applications based on strategic
communication discourses that are influenced by empirical and realistic text
variations in 21st century life (Salmani-Nodoushan, 2020).
The Learning Model referred to in the description above, is not just in the
classroom but what is called Lifelong Learning. Thus, it can be initiated that
what is practiced by Lifelong Learning is a person's effort to continue learning
voluntarily and continuously for personal needs in a peaceful and prosperous
life. In addition, the purpose of learning throughout the ages is for personal
self-development in strengthening certain scientific and professional expertise
in certain fields of expertise (Sa-ngiamwibool, 2014). As a container and
medium increase competitiveness and workability. Therefore, it can be
concluded and highlighted that Lifelong Learning is an effort that must be
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.
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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
published reference books including "Language Politeness

Strategy of the Buginese Pinrang Community of South Sulawesi in
2013”; “Improving English Language Skills Based on Innovative
Strategy and local contexts in 2021"; "English in Job Contexts and
Business Plan: English for Specific Purposes in 2023”. Strategic
positions that have been held at UNG, including Vice Rector 1 for
Academic Affairs UNG 2001-2005; Vice Rector IV for Planning and
Cooperation in 2005–2007; Head of UNG Quality Assurance 2020-
2021. Experience in managing National-Based Management
Projects at UNG include: Executive Director of the Indonesia
Managing for Relevance and Efficiency Project (I-MHERE)
Improvement Program in 2006-2008; SM3T Program Coordinator
(Bachelor educates in Outermost, Frontier and Disadvantaged
Regions) SM3T-PPG UNG in 2014 sd. 2016. Currently teaches
several courses including: Semantics and Pragmatics,
Sociolinguistics, and English Language Teaching as Foreign
Language (TEFL) in S1, English for Specific Purposes (ESP) in S2
English Language Teaching, and Language Curriculum and
Material Design in S3 Applied Linguistics.
e-mail : syarifuddinachmad@ung.ac.id

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Chapter 9

Future Trends in ESP Pedagogy

9.1 Development of ESP Competency as a

English in international global communication interactions; practically

9.2 Nuances of ESP Learning in the

integrated with English language training as a foreign language,

English for Occupational Purposes (EOP), English for Vocational

provides the widest possible opportunity to practice communicating

9.3 Trends and Roles of ESP Learning

9. 3. 1 Review of Theoretical Developments

practitioners still concentrating on learning methods and preparing

information technology is really a trend today and in the future in the

continuously affect the continued development of ESP learning. In

achievements; This concept is known as Outcomes Base Education-

(a) Content – Base Instruction (CBI),

has been created in the interaction of communication

Starting from the description above, it can be further understood

It can be noted that content-based language teaching, including

Of course, with regard to the above contexts, EFL facilitators, more

advantages; Among others: ESP learners can learn and develop a

Sustained Content Modified Simulated

Diagram 1. The newer models of CBI. Source: (Adapted from

As explained that the three main CBI as prototype models as the

Thus, as elaborated above, the selection of choices of topic and theme,

exercises, develop an understanding of lexical accommodation,

but the achievement of the material is still controlled by the ESP

To achieve optimal learning, assessment control is carried out

(b) Content and language Integration (CLI)

The application of ESP learning strategies using the Content and

(c) Genre-Based Instruction (GBI)

In ESP Learning, facilitators can choose the Genre-Based Instruction

based on the principle of epistemology, conducting continuous studies to

9.4 Challenges and Impact of

9. 4. 1 Applications of Artificial Intelligence (AI) in

Some The Usefulness

Fotor is a software based on AI tool, which

Some The Usefulness

Otter AI has a very significant advantage

QuizGecko is a powerful tool with an AI

Some The Usefulness

As it is believable that Google has a vast

Slides go is one of the most advanced tools

With the availability of the AI tools above, it provides

improving the quality of the ESP learning process. Furthermore, it

9. 4. 2 Machine Learning and Automation in ESP

the use of technology in ESP encourages the creation of good practices

an Artificial Neural Network. Neural Network (NN) is a technique in

9.5 Lifelong learning and ESP for

clinical supervision’, European Journal of Educational Research, 10(3), pp.

possible factors related to the ability of Abstraction’, Heliyon, 7(2). doi:

collaborative learning’, 96(March). doi: 10.1016/j.lindif.2022.102146.

40(November 2020), p. 100811. doi: 10.1016/j.tsc.2021.100811.

Nieto-mora, D. A. et al. (2023) ‘Heliyon Systematic review of machine

Approach in the Teaching of English To the Eighth Graders’, The Journal of

Xu, Z. et al. (2022) ‘Understanding optimal problem-solving in a digital

published reference books including "Language Politeness

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