A COMPETENCY-BASED FRAMEWORK FOR ENHANCING ESP LEARNERS’ PROFESSIONAL SKILLS IN HIGHER EDUCATION
Abstract
This article explores the design of a competency-based framework aimed at enhancing ESP learners’ professional skills in higher education. As global labour markets increasingly demand graduates with strong domain-specific communication abilities, ESP instruction must evolve from traditional language teaching toward an integrated, practice-oriented model. The proposed framework incorporates linguistic, pragmatic, intercultural, digital, and task-based competencies, ensuring learners develop both disciplinary language proficiency and job-relevant skills. The study synthesizes recent pedagogical theories, including competency-based education, outcome-driven curriculum design, and workplace-aligned assessment. It also highlights the importance of authentic materials, scenario-based tasks, and collaborative learning environments in shaping learners’ professional identity. Findings suggest that implementing a competency-based ESP model significantly strengthens learners’ communicative preparedness, adaptability, and performance in real professional contexts, thereby improving employability and overall academic success.
References
1. Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson, 2014, pp. 95–110.
2. Dudley-Evans, T., & St. John, M. J. Developments in ESP. Cambridge University Press, 1998, pp. 70–93.
3. Eraut, M. “Professional Knowledge and Competence.” The Learning Society, Routledge, 2004, pp. 33–51.
4. Gonzalez, J. & Wagenaar, R. Tuning Educational Structures in Europe. University of Deusto, 2008, pp. 23–40.
5. Hutchinson, T., & Waters, A. English for Specific Purposes. Cambridge University Press, 1987, pp. 15–34.
6. Hyland, K. English for Academic Purposes: An Advanced Resource Book. Routledge, 2006, pp. 112–128.
7. Richards, J. C. Curriculum Development in Language Teaching. Cambridge University Press, 2017, pp. 45–62.
