Teacher’s Role and Challenges in Teaching English for Specific Purposes (ESP)

Abstract

This study aims to examine the multifaceted role of teachers in English for Specific Purposes (ESP) instruction and the challenges they face in delivering discipline-specific language education. Method: Employing a qualitative research design, data were collected through surveys, interviews, and classroom observations involving twenty experienced ESP instructors from various academic disciplines, including business, engineering, and medicine. Results: The findings reveal that ESP teachers are expected to go beyond traditional language instruction by integrating content knowledge relevant to specific professional fields. Major challenges identified include limited subject-matter expertise, lack of ready-to-use instructional materials, and varying student language proficiencies. Strategies such as collaboration with subject experts, differentiated instruction, and learner-centered materials development were noted as effective in addressing these issues. Novelty: This study contributes to the growing body of ESP literature by highlighting the dual pedagogical demands placed on instructors and proposing practice-based recommendations to bridge the gap between language teaching and subject content mastery, particularly in under-researched multilingual contexts.