ESP Pedagogy in Universities: Approaches, Tools, and Learner Outcomes

Abstract

English for Specific Purposes (ESP) plays a vital role in university education by addressing the specific linguistic needs of learners in various academic and professional disciplines. This article investigates ESP pedagogy within higher education, focusing on the predominant teaching approaches, the instructional tools employed, and the learner outcomes associated with these practices. Using a qualitative-descriptive methodology based on classroom observations, instructor interviews, and syllabus analysis from multiple universities, the study identifies task-based learning, content-based instruction, and technology integration as key factors in enhancing ESP teaching effectiveness. The findings highlight the importance of needs analysis, authentic materials, and continuous assessment to optimize learner achievement. The paper concludes by proposing recommendations for ESP course design and future research directions.