Yu Zhang, Junyan Li

Junyan Li

August 23, 2026

English for specific purposes, Technology‑enhanced instruction, Listening and speaking instruction, Blended learning.

College English listening and speaking have been plagued by three stubborn issues for quite some time. Too much generic content, digital tools used only skin-deep, and final exams that count for far too much. All this gets in the way of turning out graduates who can actually function in English at work. Drawing on needs analysis and blended learning, we propose a tech-supported ESP model for college settings. Two strands run through it: self-paced online study and in-class interactive practice. Micro-lectures, mobile platforms, and automated speech scoring supply the technical backbone. Our aim is threefold—make materials more professionally relevant, make learning progress more transparent, and broaden the ways we assess. Early trials suggest that students do improve measurably in ESP listening and speaking, and their motivation to learn on their own seems to pick up too. We also touch upon how value-oriented education could be woven into ESP instruction, naturally rather than forcibly. This, we hope, might serve as a rough reference for other reform-minded programmes.

© 2026, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license