Empowering Language Basic Users: Active Methodologies for Teaching ESP in Agroindustry Education

Abstract

Teaching English for Specific Purposes (ESP) mainly targets students with intermediate to advanced language skills. The Common European Framework of Reference for Languages (CEFR) includes descriptors for the B1 level and above in professional contexts. Although research has explored ways in which to teach ESP to basic language learners, most studies have focused on specific language points rather than professional skills. This study aimed to assess how active methodologies influence the development of communicative professional skills in basic language users. To achieve this, findings from a needs analysis were organized into a proposal to identify a methodology that meets the learning needs of low-proficiency students (A1+ - A2) as well as the demands of the agroindustry. The methodology involved the implementation of a 20-week program including task-based learning (TBL), flipped learning, gamification, and social and emotional learning (SEL). Data collection included a pre-test, a post-test, and an achievement test after each methodology. Additionally, the instructor’s field notes and an open-ended survey provided qualitative insights into the intervention. The key findings showed that active methodologies and social and emotional learning principles help reduce learners’ differences and meet their needs by creating a supportive environment that promotes the development of professional skills. The participants recommended increased practice, preparation, and commitment to learning to ensure the continuity and success of the ESP program.

https://doi.org/10.26803/ijlter.24.9.30