Scientific paper ID 2292 : 2022/3

Albena Stefanova

In Bulgaria, ESP syllabi are designed following the state policy on higher education, employers’ feedback, academic autonomy and academia’s observations and good practices. There are not many studies focused on the research of students’ needs to show what learners think of ESP courses and how they perceive the importance of their needs within their education for a successful career. In addition, there is insufficient data about the particular needs of modern learners in terms of their functional communicative competence to reveal the most important elements within the four skills to hone as well as the most difficult ones to acquire in order to ensure students’ satisfaction with the quality of their education.

This is the rationale behind a university project on the ESP needs of students of economics and political studies that the author is carrying out. It involves a comprehensive study based on the research of student perceptions and opinions and s respondents from Bulgaria and abroad. The study takes into account the specific features of the new generations of learners and the current global situation of intertwining virtual reality with real life. It was further complemented by a survey of lecturers’ observations. The report presents the project findings and provides recommendations for the improvement of academic ESP syllabi to enhance course effectiveness and learner achievements.

АСЦ анализ на потребностите анализ на потребностите от АСЦ курсове по АСЦ за икономика курсове по АСЦ за политически науки изследвания в областта на АСЦESP needs analysis ESP needs analysis ESP courses for economics ESP courses for political stuAlbena Stefanova


[1] Wright, C. “The Benefits of ESP”. Cambridge Language Consultants, 1992 Retrieved May 25th, 2004

[2] Widdowson, H.G. Learning purpose and language use. Oxford University Press, Oxford 1983

[3] Hutchinson, T., & Waters, A. English for Specific Purposes: A learning-centered approach. Cambridge University Press, Cambridge, 1987

[4] Strevens, P. “ESP after twenty years: A re-appraisal”. In M. Tickoo (Ed.), ESP: State of the Art, pp. 1-13. SEAMEO Regional Centre, Singapore, 1988

[5] Dudley Dudley-Evans, T., & St John, M. Developments in ESP: A multi-disciplinary approach. Cambridge University Press, Cambridge, 1998

[6] Carter , D. „Some propositions about ESP“. The ESP Journal, 2, pp. 131-137, 1983

[7] Candlin, C. N. „Syllabus design as a critical process“. ELT Documents, No. 118, pp. 29-46, Pergamon & The British Council, London, 1984

[8] Nunan, D. Syllabus design. Oxford University Press, Oxford, 1993.

[9] Stern, H.H. „Review and discussion“. In C. J. Brumfit (Eds.), General English syllabus design. Pergamon Press, Oxford, 1984.

[10] Stefanova, A. „Studying the ESP needs of students of economics and socio-political studies“. Journal of Teaching English for Specific and Academic Purposes, vol. Vol. 9, No 4, Special Issue, pp. 627-642, 2021 DOI

[11] Stefanova, A.” Increasing student engagement by investigating the ESP needs of students of economics and political studies”. Conference Proceedings of the 12th International Conference ”The Future of Education”, pp. 397-402, 2022 ISSN 2384-9509 DOI 10.26352/F701_2384-9509




This site uses cookies as they are important to its work.

Accept all cookies
Cookies Policy