Current Issue
Full volume of The Journal of Languages for Specific Purposes (JLSP) – 13th Issue – March 2026
Title: THE IMPORTANCE OF ESP TRAINING IN ENHANCING TEACHER PROFESSIONAL DEVELOPMENT AT ESSAT-TLEMCEN
Author(s): Nouzha Yasmina Soulimane-Benhabib, Sanaa Nait-Tahar, Imane Nedjar
Abstract: To enhance international collaboration and develop academic programs, the Higher School of Applied Sciences in Tlemcen conducted a quantitative survey involving 75 teachers from diverse disciplines. Using a simple random sampling method, the study aimed to identify specific support and training needs to enhance teaching practices, promote student engagement, and encourage participation in international research initiatives. The structured questionnaire focused on required support for joint research projects, opportunities for academic exchange, and priorities for professional development, particularly in digital competencies. The survey also investigated the impact of cross-cultural exposure and language learning on pedagogical innovation. Results showed that 82% of respondents prioritised institutional support for establishing an international research partnership. In comparison 76% emphasised the need to strengthen English for Specific Purposes (ESP) skills to facilitate academic mobility and global research collaboration. Participants highlighted the necessity for targeted training in academic writing, professional communication, and discipline-specific teaching methodologies. The study underscores the pivotal role of ESP mastery in scientific publishing, international conference participation, and effective engagement with global research communities. Developing ESP proficiency is essential for advancing professional growth and increasing the school’s international visibility. The findings recommend integrating ESP-focused training programs with sustained exposure to English in professional contexts to support continuous academic development and achieve the institution’s internationalisation objectives.
Keywords: International Collaboration; Professional Development; English for Specific Purposes; Academic Exchange; teaching methods; Teacher Training.
Pagination: 7-18
Title: SCIENTIFIC ENGLISH AS A SEMIOTIC SYSTEM: THE CASE OF PHYSICS TERMINOLOGY
Author(s): Ioana Claudia Horea, Cristian Dorin Horea
Abstract: This paper investigates the semiotic and linguistic dimensions of specialized English in the field of physics, positioning scientific English as a multifaceted system that mediates knowledge construction, communication, and learning. The study aims to examine how terminology, metaphor, and symbolic representation interact in physics discourse to create precise yet cognitively accessible conceptual frameworks. Using a qualitative, corpus-informed approach, the analysis draws on examples from academic journal articles, textbooks, and didactic materials to illustrate the semiotic patterns that underpin key physics concepts such as energy, field, wave, particle, and quantum entanglement. Particular attention is given to the interplay between verbal language, mathematical notation, and visual representations, highlighting the multimodal nature of physics communication. The paper further explores the pedagogical implications of these semiotic features, demonstrating how awareness of terminology, metaphorical mappings, and symbolic structures can enhance the teaching of English for Specific Purposes (ESP) in physics, particularly for non-native speakers. In addition, the study addresses translational challenges, emphasizing how semiotic analysis can inform strategies for rendering specialized physics discourse across languages while preserving conceptual fidelity and precision. By integrating applied linguistics, semiotics, and translation studies, this research underscores the importance of a semiotically informed approach to both ESP instruction and scientific communication. The findings suggest that fostering semiotic and terminological awareness can improve learners’ conceptual understanding, facilitate interdisciplinary collaboration, and support accurate translation of physics texts. This approach not only enhances pedagogical outcomes but also contributes to the clarity, accessibility, and global dissemination of scientific knowledge.
Keywords: scientific English; physics terminology; ESP pedagogy; semiotics; translation; metaphor; multimodal discourse.
Pagination: 19-30
Title: FROM LANGUAGE TO CULTURE: RETHINKING ENGLISH FOR SPECIFIC PURPOSES FOR A DIVERSE WORLD
Author(s): Asma Merine, Faïçal Fatmi
Abstract: Undeniably, the focus on communication skills in the professional and academic fields has never been this pronounced in this era of globalisation. English language proficiency is in increasing demand in specialised fields, which has consequently brought English for Specific Purposes (ESP) to the forefront of research and practice. In the context of Business, Engineering, Medicine, Science, and other specialised domains, the fundamental language skills needed have always been the focus of ESP. Nevertheless, the approach to ESP has been adjusted to reflect changes in the global environment and the growth of cultural diversity. The rise of English in many parts of the world has brought new issues and opportunities to its instruction and use, particularly in the teaching of English as a foreign language. In light of the ongoing diversification of English, the importance of its use in different contexts is increasingly critical. The current model of ESP often neglects the intricate connection between language and culture and the role it plays in communication, especially for domains where intercultural sensitivity is integral to the professional discourse. For instance, in mastering the technical language of a profession, the culture and context that help to articulate the communication are very important in the transfer of knowledge and collaboration internationally. The primary goal of this paper is to investigate the shifting focus of English for Specific Purposes to the increasingly complex integration of language and culture by delving into the intersection of culture, language, and specialised knowledge. This paper endeavours to reconstruct a framework for ESP that not only addresses the linguistic expectations and requirements of learners, but also equips them to appropriately manage the cultural terrains in which their domains of specialisation operate. This study focuses on the significance of incorporating cultural aspects into the ESP curriculum and the application of intercultural communication strategies as part of the teaching of English to handle internationalisation, advocating for the adoption of a more multidimensional perspective on English instructional practices as a tool for teaching and for learning skills needed in today’s pluralistic, multifaceted, and globalised world.
Keywords: Communication skills; cultural diversity; culture; ESP, language skills; non-native contexts; specialized knowledge.
Pagination: 31-51
Title: ENHANCING EMPHATIC COMMUNICATION THROUGH SIMULATION: THE ROLE OF EMPATHY MAPS AND SIMULATED PATIENT FEEDBACK IN MEDICAL TRAINING
Author(s): Judit Szalai-Szolcsányi, Kata Eklics, Vilmos Warta
Abstract: This study investigates how empathic communication skills among medical and dental students can be effectively developed through simulation-based training that incorporates the Empathy Map as a structured reflective tool. Empathy, a key element of patient-centred care, is often difficult for students to apply in practice, particularly in emotionally charged or complex clinical situations. The course “Empathic and Assertive Communication in Clinical Practice,” delivered at the University of Pécs Medical School in 2023, combined theoretical instruction in clinical empathy, assertiveness, persuasive strategies, and breaking bad news with 23 simulated physician–patient encounters involving trained simulated patients and demonstrator peers. The Empathy Map was used to help students identify patients’ thoughts, emotions, prior knowledge, motivations, and barriers to cooperation. Both student-physicians and simulated patients completed the map after each encounter, providing comparable perspectives on the interaction. Additionally, the Patient–Professional Interaction Questionnaire (PPIQ) captured patient feedback on the quality of communication. The findings show that students consistently recognized patients’ thoughts and attitudes, while identifying emotions proved more difficult, reflecting the broader distinction between cognitive and affective dimensions of empathy. Patient feedback also highlighted strong performance in empathic communication behaviours, including active listening, attentiveness, calm tone, allowing time for questions, and creating a sense of trust and safety. Within the empathy-related items, patients rated “understood my feelings” higher than “was able to put themselves in my place,” aligning with the understanding of clinical empathy as primarily cognitive in nature. Students overwhelmingly found the Empathy Map to be useful for improving their communication skills, and its regular use supported the development of reflective practice and a deeper understanding of patients. However, some sections of the map remained incomplete, suggesting the need for further guidance and practice. Overall, the study demonstrates that integrating simulation-based learning with structured reflective tools can effectively enhance empathic competencies and support the development of patient-centred communication skills essential for modern healthcare.
Keywords: medical communication training; enhancing empathic communication; empathy map; simulation-based learning; reflective learning tools; health professions education.
Pagination: 53-68
Title: THE ROLE OF DIGITAL PORTFOLIOS IN EMPLOYABILITY-FOCUSED ESP COURSE
Author(s): Sanda Katavić-Čaušić, Dubravka Kuna
Abstract: Student employability has emerged as a paramount concern in higher education (HE) in recent years, placing an imperative on educators to rethink higher education teaching methods through the implementation of innovative and immersive initiatives and competency-based practices. Bridging the pedagogical and professional divide and developing practical and transferable skills is increasingly valued as these skills are fundamental to student success in different business roles and a constantly evolving job market. In the HE context, English for Specific Purposes courses (e.g. Business English) have always been designed around specific language needs. Their core focus is on task-based learning and delivering practical content that is both authentic to the professional landscape and relevant for student career success. Moreover, employability skills development should be a cornerstone of the Business English curriculum as it needs to be made responsive to real-world market demands in the global context. A highly tailorable and flexible solution capable of meeting the specialized requirements of business students is the digital portfolio, the added value of which is its potential relevance across diverse educational levels, disciplines and professions. This article presents digital portfolios as a strategic tool capable of maximizing professional learning to address the above-mentioned concerns. Specifically, the digital portfolio serves as a personalized repository for showcasing artefacts like students’ CVs, cover letters, recorded spoken samples, video comments, written reflections and infographics on relevant topics, or any other content that can be tailored to the students’ needs or disciplines. This pedagogical approach not only encourages students to actively immerse themselves in the learning process and reflect on achieved competences and/or challenges, but it also provides concrete evidence of both linguistic and transferable skill development. Observations from both the instructors’ and students’ self-reflections suggest that this method enhances learning outcomes and at the same time empowers students to take ownership of their professional development, and prepares them more realistically for the demands of the modern workplace.
Keywords: employability skills; higher education; ESP; Business English; digital portfolios.
Pagination: 69-81
Title: SCAFFOLDING STRATEGIES IN EMI BIOLOGY CLASSROOMS: A MIXED-METHODS CASE STUDY
Author(s): Ouafa Ouarniki, Houda Boumediene
Abstract: The adoption of English as a Medium of Instruction in Algerian higher education has created pedagogical and linguistic challenges, particularly in science disciplines. Therefore, this study explores how scaffolding strategies are enacted and perceived in EMI biology classrooms at Ziane Achour University of Djelfa. To this end, an exploratory mixed-methods case study design was employed. Data were collected through a student questionnaire (N = 45), instructor interviews (N = 4), and classroom observations. Subsequently, quantitative data were analysed descriptively, while qualitative data were analysed thematically. Overall, the findings suggest that students and instructors perceived scaffolding strategies as supportive of engagement with biology content taught in English. In particular, vocabulary support, visual resources, guided practice, and collaborative learning were reported as helpful. However, instructors also identified challenges related to limited training and institutional support. Consequently, although the findings are context-bound, the study provides insight into scaffolding practices in an emerging EMI context and highlights the importance of pedagogical support in EMI science education.
Keywords: Scaffolding; English as a Medium of Instruction (EMI); Biology education; Mixed-methods research; Content and Language Integrated Learning (CLIL); Higher education.
Pagination: 83-96
Title: LEVERAGING SCIENTIFIC ENGLISH FOR EMI TO ICL TRANSITION: THE CASE OF ECONOMIC SCIENCES IN HIGHER EDUCATION SETTINGS
Author(s): Barkat Turqui, Mirela Alhasani (Dubali)
Abstract: There is a widespread consensus that EMI is successful to the extent that content-oriented communication takes place in the classroom. The good EMI teacher succeeds in keeping necessary preparatory discourse aspects as short and effective as possible. However, a functional methodology must in fact ensure that every content item learned can be used for learning something additional to the English language in the shortest available time. The present contribution attempts to put some insights into the nature of education that occurs in an EMI tertiary context in terms of the content provided, the type of discourse used and the possible combination to create an ICL environment. The research case study concerned some teachers of Economic Sciences at Biskra University, Algeria who are simultaneously Master students in English Studies. The researcher has adopted a qualitative research methodology and, in consequence, the research tools that have been utilized were respectively a teachers’ questionnaire and classroom observation. The preliminary outcomes indicate that a careful balance between a content-language EMI, along with a high level mastery of Scientific English, resulted with a multifaceted and significant success of the integration of ICL in Algerian tertiary education. The researcher is conscious that the analysis has scrutinized an exceptional or rare situation which represents in itself a limiting factor, nevertheless, the investigation displays multiple and promising perspectives for future research projects.
Keywords: EMI; ICL; Scientific English; Higher Education; Economics.
Pagination: 97-113
Title: STUDENTS’ PERCEPTIONS OF DIGITAL TOOLS IN PHARMACY ESP EDUCATION- A STUDY CONDUCTED IN NORTH MACEDONIA
Author(s): Andi Xhaferi
Abstract: Digital transformation in higher education has profoundly reshaped the teaching and learning of discipline-specific languages, particularly within English for Specific Purposes (ESP). The growing adoption of digital technologies has created new opportunities for enhancing language instruction, enabling more interactive, flexible, and learner-centered approaches. In pharmacy education, digital tools are increasingly integrated to support the development of professional communication skills that are essential in technologically mediated healthcare contexts, where accurate and effective communication can directly impact patient care and professional practice. This study investigates pharmacy students’ perceptions of digital tools used in ESP instruction, focusing on multiple dimensions including perceived usefulness, learner engagement, language development, and potential barriers to adoption. A mixed-methods design was employed, involving 120 pharmacy students (67 female and 53 male) who completed a structured survey to provide quantitative data, complemented by semi-structured interviews that offered qualitative insights into students’ experiences, attitudes, and challenges. The findings reveal that students generally hold positive attitudes toward the use of digital tools, emphasizing their pedagogical value, capacity to increase motivation and engagement, and effectiveness in supporting the acquisition of specialised pharmaceutical vocabulary. At the same time, the study identifies challenges that may limit optimal outcomes, such as uneven levels of digital literacy among students, limited access to certain technologies, and inconsistencies in instructional implementation across courses. Overall, the study highlights the importance of thoughtfully designed, pedagogically informed integration of digital tools in ESP courses and provides practical guidance for enhancing digitally supported language instruction in pharmacy education, contributing to broader discussions on technology-enhanced learning in professional contexts.
Keywords: pharmacy; ESP; students; digital tools; North Macedonia.
Pagination: 115-125
Title: DIREKT ODER HÖFLICH? KULTURBEDINGTE UNTERSCHIEDE IM KOMMUNIKATIONSVERHALTEN DER GERMANISTIKSTUDIERENDEN IN NORDMAZEDONIEN
English Title: DIRECT OR POLITE? CULTURALLY CONDITIONED DIFFERENCES IN THE COMMUNICATIVE BEHAVIOR OF GERMAN STUDIES STUDENTS IN NORTH MACEDONIA
Author(s): Biljana Ivanovska, Gzim Xhaferri
Abstract: This study explores how students of German studies in the Republic of North Macedonia from different ethnic and linguistic backgrounds define, perceive, and evaluate the phenomenon of politeness — particularly in the context of intercultural communication. The theoretical foundation is Brown and Levinson’s (1987) Politeness Theory, which conceptualizes politeness as a strategic management of the interlocutor’s face. On the base of this framework, the study investigates whether and to what extent culturally conditioned differences can be observed in the evaluation of communicative strategies. The study follows a mixed-methods design, combining quantitative methods (Likert-scale questionnaires) with qualitative approaches (open-ended questions and semi-structured interviews). A total of 60 students of German studies from two universities in North Macedonia (Tetovo and Štip) participated, divided into two groups based on their ethnic affiliation (Macedonian and Albanian). The central research question is whether different communicative expectations and normative orientations can be identified with regard to directness, apology, consideration, and indirect speech acts. The results indicate that students of Albanian background tend to be more sensitive to negatively polite strategies and are more likely to perceive direct expressions as impolite. In contrast, many Macedonian students evaluate direct formulations as neutral or even positively polite. These findings point to the cultural relativity of politeness and challenge the universality claims of classical politeness theories. The study contributes to the field of intercultural pragmatics and highlights the importance of explicitly addressing culture-specific politeness norms in foreign language teaching in order to prevent misunderstandings in intercultural communication and to foster students’ communicative competence.
Keywords: Politeness; intercultural communication; Theory of Politness of Brown and Levinson; ethnic differences; pragmatics; cultural variation.
Pagination: 127-141
Title: AMELA ĆURKOVIĆ / ALMINA LISIČIĆ-HEDŽIĆ: ERFOLGREICHE GESCHÄFTS-KORRESPONDENZ AUF DEUTSCH, LEHR- UND ÜBUNGSBUCH
English Title: AMELA ĆURKOVIĆ / ALMINA LISIČIĆ-HEDŽIĆ: SUCCESFUL BUSINESS CORRESPONDENCE IN GERMAN, TEXT- AND EXERCISEBOOK
Author(s): Andrea Hamburg
Abstract: Book Review
Keywords: Book Review
Pagination: 143-145
Title: BURÇAK ÇAĞLA GARIPAĞAOĞLU (Ed.) NEED FOR A NEW PARADIGM IN EDUCATION. FROM THE NEWTONIAN PARADIGM TO THE QUANTUM PARADIGM
Author(s): Andrea Hamburg
Abstract: Book Review.
Keywords: Book Review.
Pagination: 147-150
Title: MONICA ARIANA SIM’S ALLEGORIC APPROACH TO ECONOMICS
Author(s): Ioana Claudia Horea
Abstract: Book Review
Keywords: Book Review
Pagination: 151-155
Title: ON PROMOTING DIVERSITY, ETHICS, AND LEADERSHIP IN BUSINESS ENGLISH: STRATEGIES FOR EFFECTIVE COMMUNICATION
Author(s): Kathleen Stein-Smith
Abstract: Book Review
Keywords: Book Review
Pagination: 157-159
