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Rhetorical and discourse analysis then took center stage as the emergent teaching trend and it “introduced the notion of linking language form to language use, making use of the key prabhu365-nepal.com/ne/app criterion for the selection of ESP teaching materials” (Dudley-Evans and Saint John, 1998, p. 22). At this point of time, register analysis was criticized as giving excessive focus on language form, and had failed to explain why and how sentences were created and integrated for use in specific disciplinary situations. Thus, specific skill-based courses were popularly designed to meet learners’ specific foreign language needs based on needs analysis.

• On top of it, writing skills are usually considered more complex and difficult to learn compared to other language skills.
• Paltridge and Starfield (2011), who are active ESP practitioners and researchers, expanded the photography element in genre studies in their more current work.
• Indeed, support given to academic fulfillment as part of a well-designed ESP course may boost learners’ confidence, fluency, and accuracy as they enter into specialized communication.
• The on-going argument about learning approaches also led to the questioning of the inclusion of an ESP subject specialist, who can give the necessary disciplinary content knowledge and applied language use input to the teaching environment.

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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.

How to identify learner needs, the nature of the genres that learners need to be able to produce as well as participate in, and how to know if our learners have been able to do this successfully, and if not, what we can do to help them (p. 7). An important characteristic of an ESP course is that the materials and goals are tailored to the learners’ specific needs. However, this understanding has changed over the past few decades as the teaching of ESP gained popularity, especially in non-native English-speaking countries. Traditionally, when educators and applied linguists discussed the concept of teaching of EFL (English as a foreign language), they referred to the teaching of what is known today as general English. Then it focuses on the relationship between needs analysis and ESP, as needs analysis is well recognized as a vital ESP characteristic and it is given a comprehensive revisit as an update in ESP development.

2.2. ESP learning influenced by genre analysis and rhetorical moves

Lesiak-Bielawska (2015) aptly noted that by the turn of the 20th century, technology noticeably has impacted foreign language learning. Future vistas about ESP developments and learning potentially can result in a more flourishing and thriving field. In practice, a successful needs analysis should look at essential language skill needs from a variety of angles. Among the empirical research, needs analysis only constituted 10.4% of the pool of studies. Xu and Liu (2015) point out that “after students have reached the level of general requirements in the English curriculum, they can gradually transit to ESP” as the next step, thereby recommending an integrated approach as the way forward in the learning of English.

Identifying students’ needs ultimately requires a thorough investigation of many elements. Students’ motivation in ESP classes could also be subjected to ongoing evaluation at various planned learning stages as a tracer effort in monitoring progress. They emphasized the importance of doing a reliable needs analysis so that stakeholders are more accurate in defining needs for goal formulation and avoiding discrepancies in course material selection. Pazoki and Alemi (2020) explored learner attitude with regard to ESP learning in Iran. Video and audio content, adaptive functionalities, and a user-friendly interface design were also found to be necessary to promote successful learning. Based on the data obtained, they built a case for a context-aware ubiquitous learning environment.

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Advanced academic genre studies continued to dominate, as demonstrated through works by Crandall and Burkart (1984) and Bhatia et al. (2011) on legal discourse. The former advocates the teaching of English through topics beyond students’ specialist areas, while the latter focuses on students’ specific area of development (Johns, 2012). In addition, ESP practitioners appeared to concern themselves substantially with specific target settings in language learning, and giving due regard to the design and production of ESP-oriented materials to enhance the development of ESP courses (Hewings, 2002).