DEVELOPING ENGLISH TEACHING METHODOLOGY FOR ESP STUDENTS BASED ON BLENDED LEARNING TECHNOLOGIES

Abstract

This article examines a methodology for teaching English for Specific Purposes (ESP) through
blended learning technologies. The purpose is to outline how classroom interaction and online
learning can be integrated around students’ academic and professional communication needs.
The study uses theoretical analysis, comparison of pedagogical approaches, and conceptual
modelling. It proposes a framework comprising needs analysis, measurable learning outcomes,
authentic professional materials, online preparation, classroom application, digital
consolidation, and reflective assessment. The framework emphasizes learner autonomy, teacher
facilitation, accessibility, and alignment between tasks and outcomes. It also proposes
indicators for evaluating implementation, including task completion, language performance,
participation, and learner feedback. As the article is conceptual, its model requires piloting and
empirical evaluation in different ESP disciplines before claims about effectiveness can be
made.