pág. 5990
DEVELOPMENT OF COMMUNICATIVE
COMPETENCE IN SPECIFIC CONTEXTS:
TEACHING ENGLISH FOR SPECIFIC PURPOSES
(ESP) IN FIELDS SUCH AS MEDICINE, BUSINESS,
AND TECHNOLOGY
DESARROLLO DE COMPETENCIAS COMUNICATIVAS EN
CONTEXTOS ESPECÍFICOS: ENSEÑANZA DEL INGLÉS PARA
PROPÓSITOS ESPECÍFICOS (ESP) EN CAMPOS COMO
MEDICINA, NEGOCIOS Y TECNOLOGÍA
Mirian Paulina Aguaguiña Pilla
Universidad Técnica de Ambato
Bryan Alexander Gordón Fiallos
Universidad Técnica de Ambato
Pamela Elizabeth Casa Molina
Universidad de las Fuerzas Armadas
Nayeli Nicole Nuñez Melo
Universidad Regional Autonoma de los Andes Uniandes
pág. 5991
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16302
Development of communicative competence in specific contexts: Teaching
English for Specific Purposes (ESP) in fields such as Medicine, Business, and
Technology
Mirian Paulina Aguaguiña Pilla1
aguaguinapaulina@gmail.com
https://orcid.org/0009-0001-9451-5501
Universidad Técnica de Ambato
Ecuador
Bryan Alexander Gordón Fiallos
bryangfiallos@hotmail.com
https://orcid.org/0009-0000-2084-6132
Universidad Técnica de Ambato
Ecuador
Pamela Elizabeth Casa Molina
pamelaecasa2001@gmail.com
https://orcid.org/0009-0009-8263-1749
Universidad de las Fuerzas Armadas
Ecuador
Nayeli Nicole Nuñez Melo
nueznayeli222@gmail.com
https://orcid.org/0009-0005-5603-5071
Universidad Regional Autonoma de los Andes
Uniandes
Ecuador
ABSTRACT
This article delves into the critical role of English for Specific Purposes (ESP) in specialized fields such as
medicine, business, and technology. ESP is designed to provide students with the targeted linguistic skills
necessary for effective communication within their particular professional environments. The paper
explores various essential communicative competencies, including linguistic proficiency, sociolinguistic
awareness, discourse management, and strategic communication skills. Additionally, it examines key
pedagogical frameworks such as Communicative Language Teaching (CLT) and student-centered learning
approaches that facilitate the development of these competencies. The article also acknowledges the
challenges involved in teaching ESP but emphasizes the potential benefits of integrating authentic materials
and interactive technologies to enhance students' communicative abilities. Furthermore, it suggests that
future research should focus on investigating innovative methodologies and fostering interdisciplinary
collaborations to enrich ESP programs, ensuring that they effectively prepare students for the demands of
their future careers. By doing so, ESP programs can be better tailored to meet the needs and expectations
of professional language learners belonging to various fields.
Keywords: English for specific purposes (ESP), communicative competence, professional communication,
pedagogical approaches, authentic materials
1 Autor principal
Correspondencia: aguaguinapaulina@gmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16302
Development of communicative competence in specific contexts: Teaching
English for Specific Purposes (ESP) in fields such as Medicine, Business, and
Technology
Mirian Paulina Aguaguiña Pilla1
aguaguinapaulina@gmail.com
https://orcid.org/0009-0001-9451-5501
Universidad Técnica de Ambato
Ecuador
Bryan Alexander Gordón Fiallos
bryangfiallos@hotmail.com
https://orcid.org/0009-0000-2084-6132
Universidad Técnica de Ambato
Ecuador
Pamela Elizabeth Casa Molina
pamelaecasa2001@gmail.com
https://orcid.org/0009-0009-8263-1749
Universidad de las Fuerzas Armadas
Ecuador
Nayeli Nicole Nuñez Melo
nueznayeli222@gmail.com
https://orcid.org/0009-0005-5603-5071
Universidad Regional Autonoma de los Andes
Uniandes
Ecuador
ABSTRACT
This article delves into the critical role of English for Specific Purposes (ESP) in specialized fields such as
medicine, business, and technology. ESP is designed to provide students with the targeted linguistic skills
necessary for effective communication within their particular professional environments. The paper
explores various essential communicative competencies, including linguistic proficiency, sociolinguistic
awareness, discourse management, and strategic communication skills. Additionally, it examines key
pedagogical frameworks such as Communicative Language Teaching (CLT) and student-centered learning
approaches that facilitate the development of these competencies. The article also acknowledges the
challenges involved in teaching ESP but emphasizes the potential benefits of integrating authentic materials
and interactive technologies to enhance students' communicative abilities. Furthermore, it suggests that
future research should focus on investigating innovative methodologies and fostering interdisciplinary
collaborations to enrich ESP programs, ensuring that they effectively prepare students for the demands of
their future careers. By doing so, ESP programs can be better tailored to meet the needs and expectations
of professional language learners belonging to various fields.
Keywords: English for specific purposes (ESP), communicative competence, professional communication,
pedagogical approaches, authentic materials
1 Autor principal
Correspondencia: aguaguinapaulina@gmail.com
pág. 5992
Desarrollo de competencias comunicativas en contextos específicos:
Enseñanza del inglés para propósitos específicos (ESP) en campos como
Medicina, Negocios y Tecnología
RESUMEN
Este artículo profundiza en el papel crítico del inglés para propósitos específicos (ESP) en campos
especializados como la medicina, los negocios y la tecnología. El ESP está diseñado para proporcionar a
los estudiantes las habilidades lingüísticas específicas necesarias para una comunicación efectiva dentro de
sus entornos profesionales particulares. El artículo explora varias competencias comunicativas esenciales,
incluyendo la competencia lingüística, la conciencia sociolingüística, la gestión del discurso y las
habilidades de comunicación estratégica. Además, examina los marcos pedagógicos clave como la
enseñanza comunicativa de lenguas (CLT) y los enfoques de aprendizaje centrados en el estudiante que
facilitan el desarrollo de estas competencias. El artículo también reconoce los desafíos involucrados en la
enseñanza del ESP, pero enfatiza los beneficios potenciales de integrar materiales auténticos y tecnologías
interactivas para mejorar las habilidades comunicativas de los estudiantes. Además, sugiere que futuras
investigaciones deberían centrarse en investigar metodologías innovadoras y fomentar colaboraciones
interdisciplinarias para enriquecer los programas de ESP, asegurando que preparen adecuadamente a los
estudiantes para las demandas de sus futuras carreras. De este modo, los programas de ESP pueden
adaptarse mejor a las necesidades de los estudiantes de lenguas profesionales en diversos campos.
Palabras clave: Inglés para propósitos específicos (ESP), competencia comunicativa, comunicación
profesional, enfoques pedagógicos, materiales auténticos
Artículo recibido 06 enero 2025
Aceptado para publicación: 15 febrero 2025
Desarrollo de competencias comunicativas en contextos específicos:
Enseñanza del inglés para propósitos específicos (ESP) en campos como
Medicina, Negocios y Tecnología
RESUMEN
Este artículo profundiza en el papel crítico del inglés para propósitos específicos (ESP) en campos
especializados como la medicina, los negocios y la tecnología. El ESP está diseñado para proporcionar a
los estudiantes las habilidades lingüísticas específicas necesarias para una comunicación efectiva dentro de
sus entornos profesionales particulares. El artículo explora varias competencias comunicativas esenciales,
incluyendo la competencia lingüística, la conciencia sociolingüística, la gestión del discurso y las
habilidades de comunicación estratégica. Además, examina los marcos pedagógicos clave como la
enseñanza comunicativa de lenguas (CLT) y los enfoques de aprendizaje centrados en el estudiante que
facilitan el desarrollo de estas competencias. El artículo también reconoce los desafíos involucrados en la
enseñanza del ESP, pero enfatiza los beneficios potenciales de integrar materiales auténticos y tecnologías
interactivas para mejorar las habilidades comunicativas de los estudiantes. Además, sugiere que futuras
investigaciones deberían centrarse en investigar metodologías innovadoras y fomentar colaboraciones
interdisciplinarias para enriquecer los programas de ESP, asegurando que preparen adecuadamente a los
estudiantes para las demandas de sus futuras carreras. De este modo, los programas de ESP pueden
adaptarse mejor a las necesidades de los estudiantes de lenguas profesionales en diversos campos.
Palabras clave: Inglés para propósitos específicos (ESP), competencia comunicativa, comunicación
profesional, enfoques pedagógicos, materiales auténticos
Artículo recibido 06 enero 2025
Aceptado para publicación: 15 febrero 2025
pág. 5993
INTRODUCTION
The development of communicative competence in English for Specific Purposes (ESP) teaching in fields
such as medicine, business, and technology is essential in equipping students with the specialized linguistic
skills required for effective communication in their respective professional environments. ESP emerged as
a pivotal pedagogical approach in the mid-20th century, responding to the growing recognition that
traditional language teaching methods often fell short in addressing the specific linguistic demands of
various academic and professional disciplines. As the need for specialized language instruction became
more apparent, educators and linguists began to focus on the creation of instructional frameworks tailored
to the needs of learners in specific professional fields. Notable contributions from linguists like Robert
Lado and later from Hutchinson and Waters helped shape the ESP field, introducing key concepts such as
needs analysis and task-based instruction. These frameworks continue to be central to ESP curricula,
underlining the approach's focus on addressing the unique language requirements of various fields, such as
medicine, business, and technology (Yuldasheva et al., 2021).
The notion of communicative competence, introduced by Dell Hymes, serves as a cornerstone for the ESP
framework, emphasizing the integration of multiple competencies, including linguistic, sociolinguistic,
discourse, and strategic communication skills, that are crucial for real-world interactions (Van My, 2019).
In particular, the ESP approach to personalized instruction enables students to navigate the complexities of
professional language use. By providing targeted linguistic training, ESP effectively bridges the gap
between general language proficiency and the specialized linguistic needs of different professions. This
focus on professional communication skills allows students to not only understand the linguistic structures
necessary for their fields but also to use them strategically in real-world situations, thereby enhancing their
ability to communicate effectively within their respective professional contexts (Van My, 2019).
A recurring debate within the field of ESP teaching is the balance between the teaching of language
mechanics and the development of practical communication skills. This is particularly evident in fast-
evolving fields such as technology and healthcare, where the rapid pace of change can present challenges
for educators in keeping up with the terminology and language structures required. Critics of the approach
argue that an overemphasis on the teaching of specific terminology and language mechanics may result in
neglecting broader linguistic competencies, including critical thinking, general communication skills, and
INTRODUCTION
The development of communicative competence in English for Specific Purposes (ESP) teaching in fields
such as medicine, business, and technology is essential in equipping students with the specialized linguistic
skills required for effective communication in their respective professional environments. ESP emerged as
a pivotal pedagogical approach in the mid-20th century, responding to the growing recognition that
traditional language teaching methods often fell short in addressing the specific linguistic demands of
various academic and professional disciplines. As the need for specialized language instruction became
more apparent, educators and linguists began to focus on the creation of instructional frameworks tailored
to the needs of learners in specific professional fields. Notable contributions from linguists like Robert
Lado and later from Hutchinson and Waters helped shape the ESP field, introducing key concepts such as
needs analysis and task-based instruction. These frameworks continue to be central to ESP curricula,
underlining the approach's focus on addressing the unique language requirements of various fields, such as
medicine, business, and technology (Yuldasheva et al., 2021).
The notion of communicative competence, introduced by Dell Hymes, serves as a cornerstone for the ESP
framework, emphasizing the integration of multiple competencies, including linguistic, sociolinguistic,
discourse, and strategic communication skills, that are crucial for real-world interactions (Van My, 2019).
In particular, the ESP approach to personalized instruction enables students to navigate the complexities of
professional language use. By providing targeted linguistic training, ESP effectively bridges the gap
between general language proficiency and the specialized linguistic needs of different professions. This
focus on professional communication skills allows students to not only understand the linguistic structures
necessary for their fields but also to use them strategically in real-world situations, thereby enhancing their
ability to communicate effectively within their respective professional contexts (Van My, 2019).
A recurring debate within the field of ESP teaching is the balance between the teaching of language
mechanics and the development of practical communication skills. This is particularly evident in fast-
evolving fields such as technology and healthcare, where the rapid pace of change can present challenges
for educators in keeping up with the terminology and language structures required. Critics of the approach
argue that an overemphasis on the teaching of specific terminology and language mechanics may result in
neglecting broader linguistic competencies, including critical thinking, general communication skills, and
pág. 5994
the ability to adapt language use to various real-world situations. These critics suggest that a more holistic
approach is needed to ensure that students are not only proficient in the specialized vocabulary of their field
but also possess the necessary skills to apply this knowledge in diverse, unpredictable contexts.
Additionally, the effectiveness of various teaching methodologies has been a subject of considerable debate.
Approaches such as student-centered learning, where the needs and interests of the learners guide the
instruction, and the integration of modern technologies into the learning environment have been identified
as crucial components of effective ESP teaching. The incorporation of technology offers students
opportunities to engage with authentic materials and practice communication in interactive, immersive
settings, which can enhance their learning experiences and better prepare them for real-world professional
environments. However, this also raises questions about the best practices for integrating technology and
ensuring that it is used to support rather than overshadow the development of core communication skills.
In light of these challenges, educators must continuously adapt their teaching methods to meet the evolving
demands of professional fields, making it essential to strike a balance between traditional instructional
methods and modern pedagogical innovations (Zhang et al., 2024).
The global communication landscape has undergone significant transformations, particularly following the
pandemic, as remote learning and digital communication have become more prominent in both educational
and professional settings. These changes have prompted a reevaluation of teaching strategies and the
materials used in ESP programs. In particular, the growing emphasis on authentic materials and
interdisciplinary approaches reflects an ongoing shift toward preparing students for the challenges they will
face in real-world professional environments. As the nature of professional communication becomes
increasingly interconnected and complex, it is crucial that ESP programs adapt to meet these changing
demands. This may involve incorporating cross-disciplinary knowledge, fostering collaboration between
different fields, and providing students with the tools they need to navigate the evolving landscape of global
communication (Larsari, 2011). Thus, understanding how communicative competencies are developed and
refined within the context of ESP is essential for educators seeking to improve student outcomes and ensure
that graduates are fully prepared for their future careers.
The development of English for Specific Purposes (ESP) dates back to the mid-20th century, a period
characterized by the growing recognition of the need for specialized language teaching tailored to various
the ability to adapt language use to various real-world situations. These critics suggest that a more holistic
approach is needed to ensure that students are not only proficient in the specialized vocabulary of their field
but also possess the necessary skills to apply this knowledge in diverse, unpredictable contexts.
Additionally, the effectiveness of various teaching methodologies has been a subject of considerable debate.
Approaches such as student-centered learning, where the needs and interests of the learners guide the
instruction, and the integration of modern technologies into the learning environment have been identified
as crucial components of effective ESP teaching. The incorporation of technology offers students
opportunities to engage with authentic materials and practice communication in interactive, immersive
settings, which can enhance their learning experiences and better prepare them for real-world professional
environments. However, this also raises questions about the best practices for integrating technology and
ensuring that it is used to support rather than overshadow the development of core communication skills.
In light of these challenges, educators must continuously adapt their teaching methods to meet the evolving
demands of professional fields, making it essential to strike a balance between traditional instructional
methods and modern pedagogical innovations (Zhang et al., 2024).
The global communication landscape has undergone significant transformations, particularly following the
pandemic, as remote learning and digital communication have become more prominent in both educational
and professional settings. These changes have prompted a reevaluation of teaching strategies and the
materials used in ESP programs. In particular, the growing emphasis on authentic materials and
interdisciplinary approaches reflects an ongoing shift toward preparing students for the challenges they will
face in real-world professional environments. As the nature of professional communication becomes
increasingly interconnected and complex, it is crucial that ESP programs adapt to meet these changing
demands. This may involve incorporating cross-disciplinary knowledge, fostering collaboration between
different fields, and providing students with the tools they need to navigate the evolving landscape of global
communication (Larsari, 2011). Thus, understanding how communicative competencies are developed and
refined within the context of ESP is essential for educators seeking to improve student outcomes and ensure
that graduates are fully prepared for their future careers.
The development of English for Specific Purposes (ESP) dates back to the mid-20th century, a period
characterized by the growing recognition of the need for specialized language teaching tailored to various
pág. 5995
academic and professional fields. Initially, traditional language teaching methods were considered
insufficient to prepare students for the specific linguistic demands of their chosen disciplines, prompting
educators and researchers to explore more targeted approaches. One of the pioneers of language immersion
learning was Robert Lado, who, in the 1960s, emphasized the need to adapt language teaching to meet the
specific needs and goals of students in disciplines such as business, medicine, and engineering. This
fundamental idea gained further traction in the 1970s with the publication of "English for Specific
Purposes" by Hutchinson and Waters, which established a comprehensive framework for developing
language immersion courses (Denysenko, 2021).
As English as a second language continued to evolve, it began to permeate various educational contexts,
including universities, vocational schools, and corporate training centers, becoming an essential component
in the curricula of disciplines such as medicine, business, and technology. The focus shifted towards
equipping students with the relevant linguistic skills and knowledge necessary for success in their respective
fields, thus bridging the gap between general language proficiency and the specialized linguistic
requirements inherent in specific professional domains (Rus, 2019).
The historical trajectory of ESP illustrates its fundamental role in language teaching, particularly in
fostering communicative competencies that are vital for students pursuing careers in specialized fields such
as medicine, business, and technology.
In conclusion, the development of communicative competence through ESP plays a critical role in
preparing students for success in specialized professional fields. By focusing on the integration of linguistic,
sociolinguistic, discourse, and strategic competencies, ESP programs can equip students with the tools
needed to communicate effectively in a wide range of professional settings. However, the challenges of
balancing language mechanics with practical communication skills and adapting to rapidly changing
professional demands highlight the need for ongoing innovation and flexibility in ESP teaching
methodologies.
METHODOLOGY
The research was grounded in a non-systematic literature review with a qualitative and exploratory
approach, aimed at analyzing the development of communicative competencies in English within the
professional contexts of medicine, business, and technology. To achieve this, an extensive search and
academic and professional fields. Initially, traditional language teaching methods were considered
insufficient to prepare students for the specific linguistic demands of their chosen disciplines, prompting
educators and researchers to explore more targeted approaches. One of the pioneers of language immersion
learning was Robert Lado, who, in the 1960s, emphasized the need to adapt language teaching to meet the
specific needs and goals of students in disciplines such as business, medicine, and engineering. This
fundamental idea gained further traction in the 1970s with the publication of "English for Specific
Purposes" by Hutchinson and Waters, which established a comprehensive framework for developing
language immersion courses (Denysenko, 2021).
As English as a second language continued to evolve, it began to permeate various educational contexts,
including universities, vocational schools, and corporate training centers, becoming an essential component
in the curricula of disciplines such as medicine, business, and technology. The focus shifted towards
equipping students with the relevant linguistic skills and knowledge necessary for success in their respective
fields, thus bridging the gap between general language proficiency and the specialized linguistic
requirements inherent in specific professional domains (Rus, 2019).
The historical trajectory of ESP illustrates its fundamental role in language teaching, particularly in
fostering communicative competencies that are vital for students pursuing careers in specialized fields such
as medicine, business, and technology.
In conclusion, the development of communicative competence through ESP plays a critical role in
preparing students for success in specialized professional fields. By focusing on the integration of linguistic,
sociolinguistic, discourse, and strategic competencies, ESP programs can equip students with the tools
needed to communicate effectively in a wide range of professional settings. However, the challenges of
balancing language mechanics with practical communication skills and adapting to rapidly changing
professional demands highlight the need for ongoing innovation and flexibility in ESP teaching
methodologies.
METHODOLOGY
The research was grounded in a non-systematic literature review with a qualitative and exploratory
approach, aimed at analyzing the development of communicative competencies in English within the
professional contexts of medicine, business, and technology. To achieve this, an extensive search and
pág. 5996
analysis of relevant literature was conducted, prioritizing academic databases and other reliable resources.
A particular emphasis was placed on scientific articles, technical reports, and specialized books that explore
the development of linguistic skills within these specific fields. The selection process involved using a
broad spectrum of resources, including specialized texts, case studies, simulations, and multimedia content,
all chosen carefully to ensure their authenticity and relevance to the unique communicative needs of
professionals in these domains. Furthermore, technological tools such as online learning platforms and
interactive software were incorporated into the study, facilitating both autonomous practice and
collaborative learning, essential components in the development of effective communicative competence.
The selection of literature was guided by several key criteria, such as thematic relevance to the research
question, the publication date (with preference given to studies from the last ten years), and the overall
quality of the sources. The sample for the review consisted of 15 articles, which included studies involving
students, educators, and professionals from the fields of medicine, business, and technology. These articles
were chosen to identify the main contributions that English for Specific Purposes (ESP) offers in the
development of communication skills for these specialized contexts. During the filtering process of the
articles, the research did not adopt exhaustive search methods nor limit the results to a closed list of specific
databases. This approach enabled a broader, more flexible inclusion of relevant studies that could provide
deeper insights into the various facets of ESP. By avoiding restrictive search parameters, the study was able
to capture a more complete range of perspectives on ESP and its application to professional settings.
The methodology employed in this study not only enabled a comprehensive review of the existing literature
but also facilitated the development of an integrated framework for the growth and assessment of
communicative competencies. This framework ensured that the learning outcomes considered in the study
were both relevant and applicable to the professional contexts of the participants. Moreover, the
combination of diverse academic and practical resources contributed to a more holistic understanding of
the role of communicative competencies in the development of English language skills for specific
professional purposes. By incorporating multimedia content, case studies, and interactive tools, the research
recognized the multidimensional nature of language learning and its critical importance in professional
fields such as medicine, business, and technology.
analysis of relevant literature was conducted, prioritizing academic databases and other reliable resources.
A particular emphasis was placed on scientific articles, technical reports, and specialized books that explore
the development of linguistic skills within these specific fields. The selection process involved using a
broad spectrum of resources, including specialized texts, case studies, simulations, and multimedia content,
all chosen carefully to ensure their authenticity and relevance to the unique communicative needs of
professionals in these domains. Furthermore, technological tools such as online learning platforms and
interactive software were incorporated into the study, facilitating both autonomous practice and
collaborative learning, essential components in the development of effective communicative competence.
The selection of literature was guided by several key criteria, such as thematic relevance to the research
question, the publication date (with preference given to studies from the last ten years), and the overall
quality of the sources. The sample for the review consisted of 15 articles, which included studies involving
students, educators, and professionals from the fields of medicine, business, and technology. These articles
were chosen to identify the main contributions that English for Specific Purposes (ESP) offers in the
development of communication skills for these specialized contexts. During the filtering process of the
articles, the research did not adopt exhaustive search methods nor limit the results to a closed list of specific
databases. This approach enabled a broader, more flexible inclusion of relevant studies that could provide
deeper insights into the various facets of ESP. By avoiding restrictive search parameters, the study was able
to capture a more complete range of perspectives on ESP and its application to professional settings.
The methodology employed in this study not only enabled a comprehensive review of the existing literature
but also facilitated the development of an integrated framework for the growth and assessment of
communicative competencies. This framework ensured that the learning outcomes considered in the study
were both relevant and applicable to the professional contexts of the participants. Moreover, the
combination of diverse academic and practical resources contributed to a more holistic understanding of
the role of communicative competencies in the development of English language skills for specific
professional purposes. By incorporating multimedia content, case studies, and interactive tools, the research
recognized the multidimensional nature of language learning and its critical importance in professional
fields such as medicine, business, and technology.
pág. 5997
The incorporation of both traditional and digital resources allowed for an enhanced perspective on ESP and
its role in fostering professional development. This dynamic approach emphasized the value of integrating
new technologies into language learning, which has become increasingly essential in preparing students for
real-world professional challenges. The use of interactive platforms and collaborative learning tools
allowed participants to actively engage with the learning material, reinforcing their understanding and
improving their communicative competence in practical settings.
By adopting an inclusive and flexible approach to literature selection, this research opened the door to a
wider exploration of innovative pedagogical practices and interdisciplinary methods, which are crucial for
addressing the evolving needs of professionals across various specialized fields. The methodology provided
a comprehensive and flexible framework, ensuring that the learning process was adaptive to the diverse
needs of students in specialized fields. In doing so, it laid the foundation for a deeper understanding of how
English language competencies can be effectively tailored to meet the demands of professional contexts.
Ultimately, this extensive review of the literature and the use of diverse, interactive resources contributed
to a more nuanced understanding of the development of English language competencies for specific
purposes. It also offered valuable insights into how language learning can be effectively customized to
enhance communication skills in specialized fields, ensuring that professionals are better equipped to
navigate the complexities of their respective industries. This comprehensive approach highlights the
importance of ESP programs in supporting the communication needs of professionals, ultimately preparing
them to meet the challenges of a rapidly changing, globalized work environment.
RESULTS AND DISCUSSION
The role of English for Specific Purposes (ESP) in fields such as medicine, business, and technology has
become increasingly evident, given the growing prominence of the language in academic and professional
settings. English has emerged as the global lingua franca, enabling effective communication between
people from diverse cultures and nationalities and facilitating the exchange of knowledge and innovation
across disciplines. In the medical field, English plays a crucial role in accessing cutting-edge research,
scientific publications, and international learning platforms. A significant portion of the most influential
scientific journals is published exclusively in English, making it essential for doctors and students to stay
updated on the latest trends and advancements in treatments, surgical procedures, and pharmacological
The incorporation of both traditional and digital resources allowed for an enhanced perspective on ESP and
its role in fostering professional development. This dynamic approach emphasized the value of integrating
new technologies into language learning, which has become increasingly essential in preparing students for
real-world professional challenges. The use of interactive platforms and collaborative learning tools
allowed participants to actively engage with the learning material, reinforcing their understanding and
improving their communicative competence in practical settings.
By adopting an inclusive and flexible approach to literature selection, this research opened the door to a
wider exploration of innovative pedagogical practices and interdisciplinary methods, which are crucial for
addressing the evolving needs of professionals across various specialized fields. The methodology provided
a comprehensive and flexible framework, ensuring that the learning process was adaptive to the diverse
needs of students in specialized fields. In doing so, it laid the foundation for a deeper understanding of how
English language competencies can be effectively tailored to meet the demands of professional contexts.
Ultimately, this extensive review of the literature and the use of diverse, interactive resources contributed
to a more nuanced understanding of the development of English language competencies for specific
purposes. It also offered valuable insights into how language learning can be effectively customized to
enhance communication skills in specialized fields, ensuring that professionals are better equipped to
navigate the complexities of their respective industries. This comprehensive approach highlights the
importance of ESP programs in supporting the communication needs of professionals, ultimately preparing
them to meet the challenges of a rapidly changing, globalized work environment.
RESULTS AND DISCUSSION
The role of English for Specific Purposes (ESP) in fields such as medicine, business, and technology has
become increasingly evident, given the growing prominence of the language in academic and professional
settings. English has emerged as the global lingua franca, enabling effective communication between
people from diverse cultures and nationalities and facilitating the exchange of knowledge and innovation
across disciplines. In the medical field, English plays a crucial role in accessing cutting-edge research,
scientific publications, and international learning platforms. A significant portion of the most influential
scientific journals is published exclusively in English, making it essential for doctors and students to stay
updated on the latest trends and advancements in treatments, surgical procedures, and pharmacological
pág. 5998
developments. English also facilitates participation in international medical conferences where discoveries
are shared, impacting global healthcare services directly (Bharathi & Pushpanathan, 2022).
In business, English serves as a critical tool for globalization and market expansion. International
companies use it as the official language for negotiations, contracts, and marketing strategies. Proficiency
in English also opens doors to professional and academic opportunities, including elite educational
programs, international MBAs, and corporate collaborations. In a globalized economic environment, the
ability to communicate in English is an indispensable competitive advantage for leading in diversified
markets (Sekhar, 2019). Similarly, in technology, English dominates as the language of coding and
programming, as most programming languages and technical documentation are written in English. Key
manuals, forums, and developer communities such as GitHub and Stack Overflow utilize this language,
highlighting its importance for staying relevant in a constantly evolving field. Additionally, English is vital
for collaborating in global development teams, attending technology conferences, and contributing to the
advancement of emerging technologies such as artificial intelligence, machine learning, and cybersecurity.
In fact, artificial intelligence language models are developed and refined for preferred use in English, and
almost all applications created for different computer operating systems are available in English, including
those for desktop environments, software development, and particularly servers (Cazac et al., 2016).
In the context of ESP, communicative competence is a fundamental concept that encompasses four main
components: linguistic competence, sociolinguistic competence, discourse competence, and strategic
competence (Lafford et al., 2025). Mastery of these components is essential for students to communicate
confidently and fluently in real-life situations. Linguistic competence involves knowledge of vocabulary,
syntax, and phonology necessary for constructing grammatically correct sentences (Nasiri & Khojasteh,
2024). Sociolinguistic competence pertains to understanding how to use language appropriately in different
social contexts, recognizing cultural norms, and adapting language depending on the audience and setting
(Van My, 2019; Nasiri & Khojasteh, 2024). Discourse competence refers to the ability to produce coherent
and cohesive spoken or written texts, enabling students to organize their thoughts and ideas effectively
(Nasiri & Khojasteh, 2024). Strategic competence includes the skills needed to overcome communication
barriers, such as using paraphrasing or gestures to clarify misunderstandings (Nasiri & Khojasteh, 2024).
developments. English also facilitates participation in international medical conferences where discoveries
are shared, impacting global healthcare services directly (Bharathi & Pushpanathan, 2022).
In business, English serves as a critical tool for globalization and market expansion. International
companies use it as the official language for negotiations, contracts, and marketing strategies. Proficiency
in English also opens doors to professional and academic opportunities, including elite educational
programs, international MBAs, and corporate collaborations. In a globalized economic environment, the
ability to communicate in English is an indispensable competitive advantage for leading in diversified
markets (Sekhar, 2019). Similarly, in technology, English dominates as the language of coding and
programming, as most programming languages and technical documentation are written in English. Key
manuals, forums, and developer communities such as GitHub and Stack Overflow utilize this language,
highlighting its importance for staying relevant in a constantly evolving field. Additionally, English is vital
for collaborating in global development teams, attending technology conferences, and contributing to the
advancement of emerging technologies such as artificial intelligence, machine learning, and cybersecurity.
In fact, artificial intelligence language models are developed and refined for preferred use in English, and
almost all applications created for different computer operating systems are available in English, including
those for desktop environments, software development, and particularly servers (Cazac et al., 2016).
In the context of ESP, communicative competence is a fundamental concept that encompasses four main
components: linguistic competence, sociolinguistic competence, discourse competence, and strategic
competence (Lafford et al., 2025). Mastery of these components is essential for students to communicate
confidently and fluently in real-life situations. Linguistic competence involves knowledge of vocabulary,
syntax, and phonology necessary for constructing grammatically correct sentences (Nasiri & Khojasteh,
2024). Sociolinguistic competence pertains to understanding how to use language appropriately in different
social contexts, recognizing cultural norms, and adapting language depending on the audience and setting
(Van My, 2019; Nasiri & Khojasteh, 2024). Discourse competence refers to the ability to produce coherent
and cohesive spoken or written texts, enabling students to organize their thoughts and ideas effectively
(Nasiri & Khojasteh, 2024). Strategic competence includes the skills needed to overcome communication
barriers, such as using paraphrasing or gestures to clarify misunderstandings (Nasiri & Khojasteh, 2024).
pág. 5999
These components are particularly relevant in ESP, where students must apply their linguistic skills in
specific professional contexts.
Communicative Language Teaching (CLT) serves as the pedagogical framework that supports the
development of communicative competence in language teaching contexts. CLT focuses on enabling
students to engage in authentic communication rather than simply acquiring linguistic forms (Nasiri &
Khojasteh, 2024; Khalili, & Tahririan, 2020). It encourages interactive and participatory learning, where
students are active participants in negotiating meaning, which is crucial in fields such as medicine, business,
and technology, where effective communication can significantly impact outcomes. The implementation of
CLT involves adapting teaching strategies to align with the specific needs and goals of students, ensuring
that teaching materials and classroom activities are relevant to the professional contexts they will encounter
(Nasiri & Khojasteh, 2024; Khalili, & Tahririan, 2020). By fostering an environment where students
practice language in realistic situations, CLT aims to improve their communicative competencies and
prepare them for the demands of their respective fields.
The teaching of ESP requires specialized strategies that cater to the unique needs of students in fields such
as medicine, business, and technology. These approaches emphasize the relevance and applicability of
linguistic skills to real-world situations, enhancing students' ability to communicate effectively within their
specific disciplines (Denysenko, 2021). A key principle of effective ESP teaching is student-centered
learning, which focuses on fostering students' communication and collaboration skills. By encouraging
students to share their experiences and knowledge, educators can enhance both academic performance and
practical skills in clinical and professional settings. This collaborative environment also promotes
motivation, as students recognize the direct relevance of their language learning to their future career
opportunities.
Incorporating authentic materials and real-world tasks into ESL classes is a highly effective method. This
approach allows students to practice their linguistic skills in situations they are likely to encounter in their
professional lives. For instance, using texts, case studies, and industry-specific simulations helps students
develop the linguistic competence and contextual knowledge required for success in their fields
(Ikramovna, 2024). Task-based learning and content-based instruction are particularly valuable in this
context. Task-based learning focuses on designing activities that reflect real-life tasks relevant to the
These components are particularly relevant in ESP, where students must apply their linguistic skills in
specific professional contexts.
Communicative Language Teaching (CLT) serves as the pedagogical framework that supports the
development of communicative competence in language teaching contexts. CLT focuses on enabling
students to engage in authentic communication rather than simply acquiring linguistic forms (Nasiri &
Khojasteh, 2024; Khalili, & Tahririan, 2020). It encourages interactive and participatory learning, where
students are active participants in negotiating meaning, which is crucial in fields such as medicine, business,
and technology, where effective communication can significantly impact outcomes. The implementation of
CLT involves adapting teaching strategies to align with the specific needs and goals of students, ensuring
that teaching materials and classroom activities are relevant to the professional contexts they will encounter
(Nasiri & Khojasteh, 2024; Khalili, & Tahririan, 2020). By fostering an environment where students
practice language in realistic situations, CLT aims to improve their communicative competencies and
prepare them for the demands of their respective fields.
The teaching of ESP requires specialized strategies that cater to the unique needs of students in fields such
as medicine, business, and technology. These approaches emphasize the relevance and applicability of
linguistic skills to real-world situations, enhancing students' ability to communicate effectively within their
specific disciplines (Denysenko, 2021). A key principle of effective ESP teaching is student-centered
learning, which focuses on fostering students' communication and collaboration skills. By encouraging
students to share their experiences and knowledge, educators can enhance both academic performance and
practical skills in clinical and professional settings. This collaborative environment also promotes
motivation, as students recognize the direct relevance of their language learning to their future career
opportunities.
Incorporating authentic materials and real-world tasks into ESL classes is a highly effective method. This
approach allows students to practice their linguistic skills in situations they are likely to encounter in their
professional lives. For instance, using texts, case studies, and industry-specific simulations helps students
develop the linguistic competence and contextual knowledge required for success in their fields
(Ikramovna, 2024). Task-based learning and content-based instruction are particularly valuable in this
context. Task-based learning focuses on designing activities that reflect real-life tasks relevant to the
pág. 6000
students' target profession, while content-based instruction integrates subject-specific knowledge into
language lessons, fostering deeper engagement and understanding of both the language and the content.
Peer feedback and self-assessment are also essential in language teaching. These strategies help students
better understand their speaking abilities and encourage critical listening. Participating in group discussions
and peer review activities allows students to give and receive constructive feedback, which can boost their
confidence and promote continuous improvement (Burgess et al., 2020). For this approach to be effective,
students must be trained to provide specific, respectful, and constructive feedback. Furthermore, group
projects in ESL courses have been shown to significantly improve students' self-efficacy compared to
individual tasks. Collaborative tasks facilitate peer learning, where students can benefit from each other's
strengths and compensate for individual weaknesses. Additionally, group projects create a supportive
atmosphere that can reduce anxiety and encourage willingness to communicate in the target language
(Larsari, 2011). However, challenges such as social loafing must be managed effectively to maximize the
benefits of teamwork.
A crucial step in designing effective ESP programs is conducting a needs analysis. This process involves
evaluating the specific linguistic requirements of students within their professional contexts (Ikramovna,
2024). For example, medical students often prioritize reading and writing skills but also express the need
for training in speaking and listening to interact effectively with patients. By understanding students'
particular needs, educators can tailor their English programs to ensure that students acquire the relevant
linguistic skills necessary for their future careers.
Evaluation plays a key role in the development of communicative competencies, especially in the context
of ESP in fields such as medicine, business, and technology. It provides a framework for understanding
students' progress and identifying areas for improvement, ensuring that educational goals are met
effectively. Formative assessments have become increasingly structured in clinical education, shifting from
informal observations to curriculum-linked evaluations aimed at achieving predefined outcomes. These
assessments are conducted multiple times to provide a comprehensive view of a student's competencies,
including communication skills, professionalism, and clinical abilities (Zhang et al., 2024). Effective
formative assessments serve as powerful tools for providing timely feedback and reinforcing the knowledge
and skills acquired by students.
students' target profession, while content-based instruction integrates subject-specific knowledge into
language lessons, fostering deeper engagement and understanding of both the language and the content.
Peer feedback and self-assessment are also essential in language teaching. These strategies help students
better understand their speaking abilities and encourage critical listening. Participating in group discussions
and peer review activities allows students to give and receive constructive feedback, which can boost their
confidence and promote continuous improvement (Burgess et al., 2020). For this approach to be effective,
students must be trained to provide specific, respectful, and constructive feedback. Furthermore, group
projects in ESL courses have been shown to significantly improve students' self-efficacy compared to
individual tasks. Collaborative tasks facilitate peer learning, where students can benefit from each other's
strengths and compensate for individual weaknesses. Additionally, group projects create a supportive
atmosphere that can reduce anxiety and encourage willingness to communicate in the target language
(Larsari, 2011). However, challenges such as social loafing must be managed effectively to maximize the
benefits of teamwork.
A crucial step in designing effective ESP programs is conducting a needs analysis. This process involves
evaluating the specific linguistic requirements of students within their professional contexts (Ikramovna,
2024). For example, medical students often prioritize reading and writing skills but also express the need
for training in speaking and listening to interact effectively with patients. By understanding students'
particular needs, educators can tailor their English programs to ensure that students acquire the relevant
linguistic skills necessary for their future careers.
Evaluation plays a key role in the development of communicative competencies, especially in the context
of ESP in fields such as medicine, business, and technology. It provides a framework for understanding
students' progress and identifying areas for improvement, ensuring that educational goals are met
effectively. Formative assessments have become increasingly structured in clinical education, shifting from
informal observations to curriculum-linked evaluations aimed at achieving predefined outcomes. These
assessments are conducted multiple times to provide a comprehensive view of a student's competencies,
including communication skills, professionalism, and clinical abilities (Zhang et al., 2024). Effective
formative assessments serve as powerful tools for providing timely feedback and reinforcing the knowledge
and skills acquired by students.
pág. 6001
In conclusion, the development of communicative competence in ESP teaching within fields like medicine,
business, and technology faces several challenges that educators must address to optimize learning
outcomes. These include student motivation, learning needs, technology integration, and assessment
strategies. By understanding and addressing these challenges, educators can continue to enhance ESP
programs and ensure that students are prepared for success in their professional fields. The future of ESP
teaching will likely focus on the continued adaptation of materials, interdisciplinary approaches, and the
integration of innovative teaching methodologies to meet the evolving demands of the global professional
landscape.
CONCLUSIONS
The teaching of English for Specific Purposes (ESP) in fields such as medicine, business, and technology
has become an essential element in preparing students with the specialized linguistic skills needed for
effective communication within their respective professional contexts. As global communication continues
to expand, it is crucial that professionals in these fields are equipped with the language abilities necessary
to engage with colleagues, clients, and stakeholders from diverse backgrounds. The development of
communicative competence is central to this, encompassing not only linguistic skills but also
sociolinguistic, discourse, and strategic competencies. These are vital for students to interact confidently
and competently in real-world professional settings, ensuring that they can navigate both routine and
complex situations with clarity and ease.
Given this, ESP teaching must prioritize fostering comprehensive communicative abilities that go beyond
basic language skills. This can be achieved through innovative pedagogical approaches such as
communicative language teaching (CLT) and student-centered learning models, which focus on active
student participation and practical language use. By simulating real-life scenarios and encouraging
collaborative learning, these approaches help students integrate language learning with their future
professional goals. This integration not only improves their linguistic fluency but also enhances their ability
to think critically and adapt to the dynamic demands of their respective fields.
While challenges remain, such as student motivation, the diverse range of learning needs, and cultural
differences, the strategic integration of authentic materials and interactive technologies can significantly
improve communicative competence. Authentic materials, like real-world texts and case studies from
In conclusion, the development of communicative competence in ESP teaching within fields like medicine,
business, and technology faces several challenges that educators must address to optimize learning
outcomes. These include student motivation, learning needs, technology integration, and assessment
strategies. By understanding and addressing these challenges, educators can continue to enhance ESP
programs and ensure that students are prepared for success in their professional fields. The future of ESP
teaching will likely focus on the continued adaptation of materials, interdisciplinary approaches, and the
integration of innovative teaching methodologies to meet the evolving demands of the global professional
landscape.
CONCLUSIONS
The teaching of English for Specific Purposes (ESP) in fields such as medicine, business, and technology
has become an essential element in preparing students with the specialized linguistic skills needed for
effective communication within their respective professional contexts. As global communication continues
to expand, it is crucial that professionals in these fields are equipped with the language abilities necessary
to engage with colleagues, clients, and stakeholders from diverse backgrounds. The development of
communicative competence is central to this, encompassing not only linguistic skills but also
sociolinguistic, discourse, and strategic competencies. These are vital for students to interact confidently
and competently in real-world professional settings, ensuring that they can navigate both routine and
complex situations with clarity and ease.
Given this, ESP teaching must prioritize fostering comprehensive communicative abilities that go beyond
basic language skills. This can be achieved through innovative pedagogical approaches such as
communicative language teaching (CLT) and student-centered learning models, which focus on active
student participation and practical language use. By simulating real-life scenarios and encouraging
collaborative learning, these approaches help students integrate language learning with their future
professional goals. This integration not only improves their linguistic fluency but also enhances their ability
to think critically and adapt to the dynamic demands of their respective fields.
While challenges remain, such as student motivation, the diverse range of learning needs, and cultural
differences, the strategic integration of authentic materials and interactive technologies can significantly
improve communicative competence. Authentic materials, like real-world texts and case studies from
pág. 6002
various industries, allow students to engage with language in contexts that closely mirror the professional
environments they will enter. Meanwhile, interactive technologies such as digital platforms and virtual
simulations provide additional opportunities for language practice and feedback, helping students hone their
skills in a supportive and dynamic learning environment.
Looking ahead, future research should explore and refine new methodologies and interdisciplinary
collaborations to further enrich ESP programs. By incorporating insights from fields like business,
technology, and medicine into language instruction, educators can better prepare students for the
multifaceted challenges they will encounter in their careers. Additionally, as the professional landscape
continues to evolve with advancements in technology and globalization, ESP programs must remain agile
and responsive, adapting to the changing needs of the industries they serve. By doing so, educators will
ensure that students not only acquire the language skills required for their professions but also gain a deeper
understanding of the practical application of those skills in an increasingly interconnected and rapidly
changing world. This approach will ultimately enable students to thrive in their future careers, equipped
with the linguistic tools and cultural competencies necessary to succeed in diverse and ever-changing
professional environments.
REFERENCES LIST
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of Foreign Languages and Linguistics, 5(5).
https://phys-tech.jdpu.uz/index.php/fll/article/view/7860
Bharathi, K. N., & Pushpanathan, T. (2022). English for medical purposes and its status in India. In
Proceedings of the International Conference on Best Innovative Teaching Strategies (ICON-BITS
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https://www.researchgate.net/publication/365464551_English_for_Medical_Purposes_and_Its_St
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BMC Medical Education, 20(Suppl 2), 463. https://doi.org/10.1186/s12909-020-02283-2
various industries, allow students to engage with language in contexts that closely mirror the professional
environments they will enter. Meanwhile, interactive technologies such as digital platforms and virtual
simulations provide additional opportunities for language practice and feedback, helping students hone their
skills in a supportive and dynamic learning environment.
Looking ahead, future research should explore and refine new methodologies and interdisciplinary
collaborations to further enrich ESP programs. By incorporating insights from fields like business,
technology, and medicine into language instruction, educators can better prepare students for the
multifaceted challenges they will encounter in their careers. Additionally, as the professional landscape
continues to evolve with advancements in technology and globalization, ESP programs must remain agile
and responsive, adapting to the changing needs of the industries they serve. By doing so, educators will
ensure that students not only acquire the language skills required for their professions but also gain a deeper
understanding of the practical application of those skills in an increasingly interconnected and rapidly
changing world. This approach will ultimately enable students to thrive in their future careers, equipped
with the linguistic tools and cultural competencies necessary to succeed in diverse and ever-changing
professional environments.
REFERENCES LIST
Ataboyev, I., & Tursunovich, R. I. (2023). The importance and role of English in the modern world. Journal
of Foreign Languages and Linguistics, 5(5).
https://phys-tech.jdpu.uz/index.php/fll/article/view/7860
Bharathi, K. N., & Pushpanathan, T. (2022). English for medical purposes and its status in India. In
Proceedings of the International Conference on Best Innovative Teaching Strategies (ICON-BITS
2021).
https://www.researchgate.net/publication/365464551_English_for_Medical_Purposes_and_Its_St
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Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Key tips for teaching in the clinical setting.
BMC Medical Education, 20(Suppl 2), 463. https://doi.org/10.1186/s12909-020-02283-2
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approach in medical English. In Achievements and Problems of Modern Science (pp. 106-112).
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medical students: Needs, lacks, students' preferences, and efficacy of the courses. Teaching English
Language, 14(1), 365-394. https://dorl.net/dor/20.1001.1.25385488.2020.14.1.12.9
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ethodology
Cazac, V., Şimanschi, M., Maxian, L., & Scutelnic, R. (2016). Modern use of communicative teaching
approach in medical English. In Achievements and Problems of Modern Science (pp. 106-112).
https://ibn.idsi.md/sites/default/files/imag_file/Globus_Multi_April_2016_part_I.pdf#page=106
Denysenko, V. (2021). Teaching methods for teaching English for specific purposes. In Dialogue of
Cultures in the European Educational Space. Kyiv National University of Technologies and
Design. https://er.knutd.edu.ua/bitstream/123456789/18524/1/Dialog2021_P197-199.pdf
Ikramovna, D. I. (2024). Innovative methods of teaching for English for Specific Purposes students.
Pedagogical Cluster-Journal of Pedagogical Developments, 2(1), 11-17.
https://euroasianjournals.org/index.php/pc/article/view/104/88
Khalili, S., & Tahririan, M. H. (2020). Deciphering challenges of teaching English for specific purposes to
medical students: Needs, lacks, students' preferences, and efficacy of the courses. Teaching English
Language, 14(1), 365-394. https://dorl.net/dor/20.1001.1.25385488.2020.14.1.12.9
Lafford, B. A., Cabrera, A. F., & Macià, E. A. (Eds.). (2025). The Routledge Handbook of Spanish for
Specific Purposes (SSP). Taylor & Francis.
Larsari, V. N. (2011). Learners' communicative competence in English as a foreign language (EFL).
Journal of English and Literature, 2(7), 161-165.
https://academicjournals.org/journal/IJEL/article-full-text-pdf/7C380B61342.pdf
McFarland, J. (2009). Teaching English to the medical profession. Panace, 10(30), 173-175.
https://www.tremedica.org/wp-content/uploads/n30_tribuna-McFarland.pdf
Nasiri, E., & Khojasteh, L. (2024). Evaluating panel discussions in ESP classes: An exploration of
international medical students’ and ESP instructors’ perspectives through qualitative research.
BMC Medical Education, 24(1), 1-15. https://doi.org/10.1186/s12909-024-05911-3
Rus, D. (2019). Communicative competence in the context of ESP methodology. Acta Marisiensis.
Philologia, 1(1), 108-115.
https://www.academia.edu/106434271/Communicative_Competence_in_the_Context_of_ESP_M
ethodology
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and Professionals of English Language Teaching, 3(15), 1-8. http://jrspelt.com/wp-
content/uploads/2019/09/Rao-English-for-Business.pdf
Van My, N. (2019). Integrating technology into the communicative language teaching approach to enhance
effects of English grammar teaching: A critical review and application. Proceedings of ELT
Upgrades 2019: A Focus on Methodology, 255-267.
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NICATIVE_LANGUAGE_TEACHING_APPROACH_TO_ENHANCE_EFFECTS_OF_ENGL
ISH_GRAMMAR_TEACHING_A_CRITICAL_REVIEW_AND_APPLICATION
Yuldasheva, D., Tuhtaboyeva, Y., & Shamsiddinova, M. (2021). Teaching English to medical students on
the basis of a professionally oriented approach. The American Journal of Social Science and
Education Innovations, 5, 558-562. https://doi.org/10.37547/tajssei/Volume03Issue04-90
Zhang, S. L., Ren, S. J., Zhu, D. M., Liu, T. Y., Wang, L., Zhao, J. H., ... & Gong, H. (2024). Which novel
teaching strategy is most recommended in medical education? A systematic review and network
meta-analysis. BMC Medical Education, 24(1), 1-12. https://doi.org/10.1186/s12909-024-06291-4
Sekhar-Rao, V. C. (2019). English for business purposes: An ESP approach. Journal for Research Scholars
and Professionals of English Language Teaching, 3(15), 1-8. http://jrspelt.com/wp-
content/uploads/2019/09/Rao-English-for-Business.pdf
Van My, N. (2019). Integrating technology into the communicative language teaching approach to enhance
effects of English grammar teaching: A critical review and application. Proceedings of ELT
Upgrades 2019: A Focus on Methodology, 255-267.
https://www.academia.edu/41974970/INTEGRATING_TECHNOLOGY_INTO_THE_COMMU
NICATIVE_LANGUAGE_TEACHING_APPROACH_TO_ENHANCE_EFFECTS_OF_ENGL
ISH_GRAMMAR_TEACHING_A_CRITICAL_REVIEW_AND_APPLICATION
Yuldasheva, D., Tuhtaboyeva, Y., & Shamsiddinova, M. (2021). Teaching English to medical students on
the basis of a professionally oriented approach. The American Journal of Social Science and
Education Innovations, 5, 558-562. https://doi.org/10.37547/tajssei/Volume03Issue04-90
Zhang, S. L., Ren, S. J., Zhu, D. M., Liu, T. Y., Wang, L., Zhao, J. H., ... & Gong, H. (2024). Which novel
teaching strategy is most recommended in medical education? A systematic review and network
meta-analysis. BMC Medical Education, 24(1), 1-12. https://doi.org/10.1186/s12909-024-06291-4