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In Indonesia, Sari and Sari (2020) used a qualitative descriptive method to investigate the English language needs of marine pilots. In this way, rather than depending on intuition, ESP teachers may develop courses based on information obtained through personalized needs analysis. The findings can be used to inform on the success of needs analysis that will further assist the design of other ESP courses. On the other hand, Arnó-Macià et al. (2020) reported that their students are generally satisfied with their ESP classes and had gained a much better understanding of the nature of specialized communication. Tailoring a course to meet the needs of the learners in and of itself does not ensure course success and effectiveness.

At the same time, the learning of English for Speakers of Other Languages (ESOL) impacted the move toward learner-centered teaching. In this regard, linguists promoted register analysis to enhance the development of scientific and technical lexis which was hypothesized to give ESP learning a boost. Along with the chronological tracing, this review also provides insights into the application of specific linguistic and non-linguistic concepts in ESP teaching that could contribute to new emerging trends in the state of the art.

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With these developments, new demands were made on the learning of the English language, thus impacting the growth of ESP with discernible teaching trends. They would concentrate on the language, identified skills, and genres that are most relevant to the specific activities that learners need to perform in so as to use English efficiently. The review continues with some insights into recent studies from various countries to reflect on various aspectual developments of current ESP practices that illustrate the dynamics of growing research agendas that have implications for current and future ESP research directions.

• With specific needs analysis results, teaching materials could definitely be designed for a specific group of individuals.
• Since then, there had been a deluge of such developments that made the Internet a source of diverse technological applications.
• These procedures resulted in careful data extraction to ensure quality and validity in the review process.
• For example, if one were educating nursing students, his/her job would be to teach them nursing terminology in a designed curriculum that was “flavoured” with medical and nursing terms (Johns, 2012).

1. Early ESP development from 1962 to 1981

These changes created new and dynamic roles in the use of the English language leading to its consolidation as a significant international language. According to their landmark work, Hutchinson and Waters (1987) identified three factors that had a bearing on driving ESP development in the early years. Following the LR methodological procedure, the first theme that emerged was the historical overview of ESP prabhu365-nepal.com/ne/login/ development which traces the origin and history of ESP. As a result of the LR process, the final outline for the literature review report evolved and it then served as a guide for the drafting of the report and the finalizing of the selected bibliographic entries. In addition, the review also considered the currency of the writings, which is important as a benchmark for updated literature on a research issue.

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Needs analysis or needs assessment often forms the corner stone of ESP practice and it is envisaged to continue to be so in future ESP works. The early developments to the current 21st century have seen a deep-seated entrenchment of ESP teaching often aligned to the identification of needs. Indeed, Johns (2012) saw the flourishing of global ESP journals as playing a major role in articulating the importance of ESP and its relevance in English language development. Paltridge and Starfield (2011), who are active ESP practitioners and researchers, expanded the photography element in genre studies in their more current work.