Beyond the Textbook: Pedagogical Challenges and Curriculum Opportunities in Designing an ESP for Business Course at a Private Indonesian University
Abstract
Despite the expanding scholarship on English for Specific Purposes (ESP), insufficient attention has been given to the pedagogical and curricular consequences of developing ESP for Business courses in contexts where textbooks are unavailable, unsuitable, or intentionally excluded. Much of the existing literature remains anchored in textbook-dependent models, thereby overlooking how curriculum design, instructional practices, and learning coherence are negotiated in textbook-free settings. Addressing this gap, this study investigates the pedagogical challenges and curriculum opportunities emerging from the design of an ESP for Business course at Universitas Cipta Wacana, a private Indonesian university. Adopting a design-oriented qualitative research approach, the study examined iterative processes of course planning, materials development, and instructional enactment over one academic semester. The participants comprised 38 undergraduate Business Administration students and two ESP instructors, selected through purposive sampling. Data were generated from instructional design artifacts, teaching reflections, learner feedback instruments, and focused interviews with instructors, and were subjected to systematic qualitative analysis. The findings indicate that the absence of a prescribed textbook fostered curricular adaptability, contextual authenticity, and closer alignment with disciplinary communication practices, while simultaneously generating tensions related to instructional consistency, assessment benchmarking, and increased cognitive and temporal demands on instructors. These findings highlight the dual pedagogical implications of textbook-free ESP design and suggest the need for institutionally supported frameworks to sustain innovation while ensuring curricular coherence.
References
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Ellederová, E. (2022). ESP coursebook design: Issues to consider and design-based research as an effective solution. Strani Jezici, 51(2), 185–206. https://doi.org/10.22210/strjez/51-2/2
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Kočović, P. (2025). ESP teachers’ perception of textbooks: Evaluation and possibilities for innovation. Inovacije u Nastavi, 38(3), 155–166. https://doi.org/10.5937/inovacije2503155K
Marcu, N. A. (2020). Designing functional ESP (English for specific purposes) courses. Procedia Manufacturing, 46, 308–312. https://doi.org/10.1016/j.promfg.2020.03.045
Martín-González, D., & Chaves-Yuste, B. (2024). From English for general purposes to English for specific purposes: The role of motivation in higher education in Spain. ESP Today, 12(1), 26–48. https://doi.org/10.18485/esptoday.2024.12.1.2
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Nguyen, T. T. M., Marlina, R., & Cao, T. H. P. (2021). How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective. Asian Englishes, 23(2), 184–200. https://doi.org/10.1080/13488678.2020.1717794
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Petraki, E., & Khat, K. (2022). Challenges and constraints in the design of an ESP course in Cambodia: Implications for higher education institutions. Asia Pacific Journal of Education, 42(2), 260–275. https://doi.org/10.1080/02188791.2020.1798738
Pramila, M., Saravanan, P., Vinoth, A., Krishnan, M. N., Premalatha, M., & Jayakumaran, R. (2025). ESP curriculum design-tailoring English language instruction to meet the specific needs of engineering students (p. 020227). https://doi.org/10.1063/5.0268354
Slamet, J., Basthomi, Y., Ivone, F. M., & Eliyanah, E. (2025a). A needs analysis for designing a gamification-based MOOC in English for specific purposes. Studies in Linguistics, Culture, and FLT, 13(1), 120–139. https://doi.org/10.46687/ULRS1031
Slamet, J., Basthomi, Y., Ivone, F. M., & Eliyanah, E. (2025b). Promoting autonomous learning in ESP courses through a gamified MOOC platform: A self-directed learning framework. Journal of Educators Online, 22(2). https://doi.org/10.9743/JEO.2025.22.2.7
Suwarno, Sulis, T., & Ashadi. (2021). Tasks in national and international ESP textbooks : Do these textbooks teach ESP? The Journal of AsiaTEFL, 18(4), 1463–1475. https://doi.org/10.18823/asiatefl.2021.18.4.27.1463
Swales, J. (1988). Episodes in ESP. Hemel Hempstead: Prentice hall International.
Swales, John. (1987). Communicative language teaching in ESP contexts. Annual Review of Applied Linguistics, 8, 48–57. https://doi.org/10.1017/S026719050000101X
Tuzlukova, V., & Heckadon, P. (2020). Teaching social entrepreneurship through problem-based learning: Pedagogy and practice in the business English classroom. Journal of Teaching English for Specific and Academic Purposes, 071. https://doi.org/10.22190/JTESAP2002071T
Verschuren, P., & Hartog, R. (2005). Evaluation in design-oriented research. Quality & Quantity, 39(6), 733–762. https://doi.org/10.1007/s11135-005-3150-6
Xie, Q. (2021). Applying vocational education and training pedagogy in business English courses for China’s English major undergraduates. Education + Training, 63(2), 292–312. https://doi.org/10.1108/ET-07-2020-0183
Xu, Q., Chen, S., Wang, J., & Suhadolc, S. (2021). Characteristics and effectiveness of teacher feedback on online business English oral presentations. The Asia-Pacific Education Researcher, 30(6), 631–641. https://doi.org/10.1007/s40299-021-00595-5
Yang, W. (2020). The development, adoption and evaluation of the integration of an ESP and CLIL textbook: Perspectives from the CLIL learners. ESP Today, 8(1), 68–89. https://doi.org/10.18485/esptoday.2020.8.1.4
Alhassan, A., Ali, N. A., & Ali, H. I. H. (2021). EFL students’ challenges in English-medium business programmes: Perspectives from students and content teachers. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1888671
Almquist, J., & Lupton, J. (2010). Affording meaning: Design-oriented research from the humanities and social sciences. Design Issues, 26(1), 3–14. https://doi.org/10.1162/desi.2010.26.1.3
Ávila-Cabrera, J. J., & Corral Esteban, A. (2021). The project SubESPSKills: Subtitling tasks for students of Business English to improve written production skills. English for Specific Purposes, 63, 33–44. https://doi.org/10.1016/j.esp.2021.02.004
Basturkmen, H. (2025). Core concepts in English for specific purposes. Cambridge University Press. https://doi.org/10.1017/9781009376723
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2025). Reporting guidelines for qualitative research: A values-based approach. Qualitative Research in Psychology, 22(2), 399–438. https://doi.org/https://doi.org/10.1080/14780887.2024.2382244
Chan, C. S. C. (2019). Long-term workplace communication needs of business professionals: Stories from Hong Kong senior executives and their implications for ESP and higher education. English for Specific Purposes, 56, 68–83. https://doi.org/10.1016/j.esp.2019.07.003
Chan, C. S. C. (2021). University graduates’ transition into the workplace: How they learn to use English for work and cope with language-related challenges. System, 100, 102530. https://doi.org/10.1016/j.system.2021.102530
Chan, C. S. C. (2024). Strengthening the interface between research and pedagogy in business English and beyond. English for Specific Purposes, 74, 23–28. https://doi.org/10.1016/j.esp.2023.12.001
Cheng, A. (2021). The place of language in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach to teaching writing. English for Specific Purposes, 64, 26–36. https://doi.org/10.1016/j.esp.2021.07.001
Dou, A. Q., Chan, S. H., & Win, M. T. (2023). Changing visions in ESP development and teaching: Past, present, and future vistas. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1140659
Dudley-Evans, T., & St. John, M. (1998). Developments in English for Specific Purposes. Cambridge: Cambridge University Press.
Ellederová, E. (2022). ESP coursebook design: Issues to consider and design-based research as an effective solution. Strani Jezici, 51(2), 185–206. https://doi.org/10.22210/strjez/51-2/2
Gimenez, J. (2014). Multi-communication and the business English class: Research meets pedagogy. English for Specific Purposes, 35, 1–16. https://doi.org/10.1016/j.esp.2013.11.002
Han, H., Xian, D., & Li, Y. (2025). The construction of ESP digital textbook editorial team based on CLIL concept (pp. 210–221). https://doi.org/10.1007/978-981-96-3735-5_16
Harwood, N. (2025). Materials development and English for specific purposes. In The Handbook of English for Specific Purposes (pp. 205–223). Wiley. https://doi.org/10.1002/9781119985068.ch11
Hidayati, D., Novianti, H., Khansa, M., Slamet, J., & Suryati, N. (2023). Effectiveness project-based learning in ESP class: Viewed from Indonesian students’ learning outcomes. International Journal of Information and Education Technology, 13(3), 558–565. https://doi.org/10.18178/ijiet.2023.13.3.1839
Hyland, K. (2022). English for specific purposes: What is it and where is it taking us? ESP Today, 10(2), 202–220. https://doi.org/10.18485/esptoday.2022.10.2.1
Hyland, K., & Jiang, F. (Kevin). (2021). Delivering relevance: The emergence of ESP as a discipline. English for Specific Purposes, 64, 13–25. https://doi.org/10.1016/j.esp.2021.06.002
Iswati, L., & Triastuti, A. (2021). Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments. Studies in English Language and Education, 8(1), 276–293. https://doi.org/10.24815/siele.v8i1.17301
Kočović, P. (2025). ESP teachers’ perception of textbooks: Evaluation and possibilities for innovation. Inovacije u Nastavi, 38(3), 155–166. https://doi.org/10.5937/inovacije2503155K
Marcu, N. A. (2020). Designing functional ESP (English for specific purposes) courses. Procedia Manufacturing, 46, 308–312. https://doi.org/10.1016/j.promfg.2020.03.045
Martín-González, D., & Chaves-Yuste, B. (2024). From English for general purposes to English for specific purposes: The role of motivation in higher education in Spain. ESP Today, 12(1), 26–48. https://doi.org/10.18485/esptoday.2024.12.1.2
Meristo, M., & Heero, A. (2026). One size doesn’t fit all: Exploring student expectations and disciplinary voices in ESP in Estonia. English for Specific Purposes, 81, 120–134. https://doi.org/10.1016/j.esp.2025.10.004
Nguyen, T. T. M., Marlina, R., & Cao, T. H. P. (2021). How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective. Asian Englishes, 23(2), 184–200. https://doi.org/10.1080/13488678.2020.1717794
Nurmetov, D., Bakić-Mirić, N., & Chaklikova, A. (2025). What makes an ESP class authentic? Journal of Teaching English for Specific and Academic Purposes, 233–244. https://doi.org/10.22190/JTESAP250210019N
Petraki, E., & Khat, K. (2022). Challenges and constraints in the design of an ESP course in Cambodia: Implications for higher education institutions. Asia Pacific Journal of Education, 42(2), 260–275. https://doi.org/10.1080/02188791.2020.1798738
Pramila, M., Saravanan, P., Vinoth, A., Krishnan, M. N., Premalatha, M., & Jayakumaran, R. (2025). ESP curriculum design-tailoring English language instruction to meet the specific needs of engineering students (p. 020227). https://doi.org/10.1063/5.0268354
Slamet, J., Basthomi, Y., Ivone, F. M., & Eliyanah, E. (2025a). A needs analysis for designing a gamification-based MOOC in English for specific purposes. Studies in Linguistics, Culture, and FLT, 13(1), 120–139. https://doi.org/10.46687/ULRS1031
Slamet, J., Basthomi, Y., Ivone, F. M., & Eliyanah, E. (2025b). Promoting autonomous learning in ESP courses through a gamified MOOC platform: A self-directed learning framework. Journal of Educators Online, 22(2). https://doi.org/10.9743/JEO.2025.22.2.7
Suwarno, Sulis, T., & Ashadi. (2021). Tasks in national and international ESP textbooks : Do these textbooks teach ESP? The Journal of AsiaTEFL, 18(4), 1463–1475. https://doi.org/10.18823/asiatefl.2021.18.4.27.1463
Swales, J. (1988). Episodes in ESP. Hemel Hempstead: Prentice hall International.
Swales, John. (1987). Communicative language teaching in ESP contexts. Annual Review of Applied Linguistics, 8, 48–57. https://doi.org/10.1017/S026719050000101X
Tuzlukova, V., & Heckadon, P. (2020). Teaching social entrepreneurship through problem-based learning: Pedagogy and practice in the business English classroom. Journal of Teaching English for Specific and Academic Purposes, 071. https://doi.org/10.22190/JTESAP2002071T
Verschuren, P., & Hartog, R. (2005). Evaluation in design-oriented research. Quality & Quantity, 39(6), 733–762. https://doi.org/10.1007/s11135-005-3150-6
Xie, Q. (2021). Applying vocational education and training pedagogy in business English courses for China’s English major undergraduates. Education + Training, 63(2), 292–312. https://doi.org/10.1108/ET-07-2020-0183
Xu, Q., Chen, S., Wang, J., & Suhadolc, S. (2021). Characteristics and effectiveness of teacher feedback on online business English oral presentations. The Asia-Pacific Education Researcher, 30(6), 631–641. https://doi.org/10.1007/s40299-021-00595-5
Yang, W. (2020). The development, adoption and evaluation of the integration of an ESP and CLIL textbook: Perspectives from the CLIL learners. ESP Today, 8(1), 68–89. https://doi.org/10.18485/esptoday.2020.8.1.4
Authors
Syakur, A., Sabat, Y., Rahmania, I., Musyarofa, L., & Fikri, M. H. (2026). Beyond the Textbook: Pedagogical Challenges and Curriculum Opportunities in Designing an ESP for Business Course at a Private Indonesian University. At- Ta’lim : Jurnal Pendidikan, 12(2), 137–156. https://doi.org/10.55210/attalim.v12i2.2471
Copyright (c) 2026 Abd. Syakur, Yulianto Sabat, Ika Rahmania, Lailatul Musyarofa, Moh. Hilman Fikri
This work is licensed under a Creative Commons Attribution 4.0 International License.