Teaching English for specific purposes in the age of automation within the Cambodian context
DOI:
https://doi.org/10.69496/cjess.v3i1.139Keywords:
Automation, Curriculum innovation, Digital competence, English for specific purpose (ESP), English language educationAbstract
This paper scrutinizes the roles of English for Specific Purposes (ESP) in Cambodian higher education, which has become crucial in preparing learners for the global labor market in the age of automation, artificial intelligence, and Industry 4.0. Drawing on international and local literature, the author combines theories, histories, and current ESP practices in Southeast Asia to understand the unique complexities of Cambodia, including the misalignment of the ESP curriculum, the lack of pedagogical infrastructure, and the slow pace of curriculum and pedagogical change. The author also explores alternative solutions and practices, such as innovative, adaptable strategies like artificial intelligence and task-based instruction, to improve learners’ educational and employability outcomes. This study highlights significant gaps in national education policy and industry practice, and the need to establish a culturally grounded, technology-rich ESP pedagogy. The author provides a national perspective in which ESP serves as a holistic, integrative framework for the seamless alignment of higher education and the workforce. This paper also extends a call for the regional and national ESP community to engage in a variety of research activities, such as longitudinal studies and cross-regional comparisons, to evaluate the impact and effectiveness of ESP. The insights from this study are invaluable for educators, curriculum planners, and policymakers as they seek to reconfigure English language teaching and learning to meet Cambodia’s development needs in the digital age.
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