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Thus, intercultural communication and awareness within linguistic diversity is a needed mainstay component in English learning classrooms (Jiang et al., 2020) inclusive of ESP classrooms by extension. In this context, cultural awareness in both native speakers’ culture and non-mainstream culture should be seriously considered in the teaching of English to non-native speakers. Technology without a doubt is making a great impact on ESP and will continue to do so in the near future. In addition, ESP teachers can resort to blended learning (Salim et al., 2018) or the design of a Massive Open Online Course (MOOC; Shapiro et al., 2017), use other information and communication technology tools to design multimodal online platforms (Yélamos-Guerra et al., 2022). Yan and Li (2018) pointed out that big data, prabhu365-nepal.com/bonuses cloud computing, and information sharing can be combined through a triangulation analysis to generate more precise needs analysis relevant to the underlying concepts of Present Situation Analysis, Learners’ Needs Analysis and Target Situation Analysis.

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Through specially designed multimedia packages tailored to students’ needs, students can easily be exposed to authentic target language use, thus allowing more language practice that is often lacking in traditional materials. In brief, various current studies have been found to identify learners’ specific needs (Long, 2005; Chaudron et al., 2010; Spence and Liu, 2013; Chen et al., 2019). In Malaysia, Shaalan (2020) conducted a needs analysis on dental majors to assess students’ academic and professional needs, wants and lacks for the designing of a course that fits their requirements. Pazoki and Alemi (2020) emphasized that a well-designed course could capture the interest of learners, and this could increase the level of motivation for attaining success in learning the language.

• The early developments to the current 21st century have seen a deep-seated entrenchment of ESP teaching often aligned to the identification of needs.
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• Bhatia et al. (2011) through their publications, contributed important intercultural volumes on legal discourse.
• The emphasis of discourse analysis is said to manifest the “communicative values” of a meaningful discourse.

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This requirement is often viewed as a less than satisfactory rigid language policy implementation. The exit language performance indicator is a set criterion score obtained through the CET (College English Test) as a graduating language assessment attainment goal. College English is a mandatory course for students who enter tertiary education in China.

In total, aside from physical book and journal article references accessed mainly through libraries, the keywords “ESP development,” “Needs Analysis,” “future of ESP,” “technology of ESP” and “interculture and ESP” were keyed into Web of Science (WOS), Google Scholar and a website in China—the National Knowledge Infrastructure (CNKI). Ultimately, the goal of all ESP programs is to help learners become more adept in the use of language aligned to their specific disciplines or professional lives (Abuklaish, 2014). A change in teaching methods was also needed to maximize the educational or learning outcomes of the foreign language teaching process that tends to lean toward the learning of ESP. The paper concludes on the note on the importance of knowing past and future ESP developments, and the prioritizing of effective teaching based on soundly designed materials tailored to particular student-centered needs and wants. Globalization and international development in language education have inspired a shift from the learning of traditional College English to English for Specific Purposes (ESP). All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers.

In China, learners can access technical support for English learning via the ESP Linguistic Corpus (Zheng and Wu, 2019) and Zhu (2020) highlighted the application of e-portfolios and apps to set up ESP competency standards enabling the establishment of an evaluation test system to standardize ESP language assessment mechanism. They highlighted the use of ESP interactive collaborative learning through the use of LearnWeb 2.0 and corpus analysis, and then proceeded to present illustrative scenarios in an ESP course that learners can immerse in to become multi-literate and gain useful professional knowledge and critical application. During the teaching process, simulated teaching methods, task-based teaching methods, cooperative project-based learning (Zaafour and Salaberri-Ramiro, 2022) and flipped methods might guide the teaching application to meet the learners’ needs. With specific needs analysis results, teaching materials could definitely be designed for a specific group of individuals.