BRIDGING THE GAP: EXPLORING ENGLISH EDUCATION STUDENTS' PERSPECTIVES TOWARDS ESP AND ITS TEACHING COURSE

Andre Febrianto, Mochammad Imron Azami, Durotun Nasihah

Abstract


In today’s competitive global job market, English for Specific Purposes (ESP) plays a vital role in equipping students with language skills tailored to specific professional and academic contexts. Unlike English for General Purposes (EGP), which emphasizes broad competencies, ESP focuses on specialized vocabulary, contexts, and tasks relevant to future careers. Although widely implemented in English Education programs, research often centers on teachers’ perspectives, leaving students’ voices underrepresented. This study aims to explore English Education students’ perceptions of ESP courses, their relevance to career readiness, and the obstacles faced during learning. Using a qualitative case study design, data were collected from 30 students through open-ended questionnaires and 5 students through semi-structured interviews at a private university in East Java. Results indicate that while students recognize ESP’s potential to enhance specialized communication skills, they encounter challenges including unfamiliar technical terminology, lengthy and complex academic texts, limited connection between course content and their teaching-oriented background, and a mismatch between expectations and actual material. Variations in teaching methods, rapid delivery pace, and insufficient authentic or contextual examples also affected comprehension and engagement. The study recommends a more contextualized ESP curriculum that integrates professional relevance, authentic materials, and practical applications tailored to students’ future careers. Flexible teaching strategies, gradual introduction of technical terms, and linking ESP content to real-world scenarios are advised to support understanding and motivation. These findings provide valuable insights for educators, curriculum designers, and policymakers to improve ESP course delivery and strengthen students’ readiness for diverse professional and vocational environments.


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References


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