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All Journal ELT Worldwide: Journal of English Language Teaching Teaching English as a Foreign Language Journal Journal of English Language and Pedagogy (JELPA)
Eslam Yacoub
Alamein International University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Sociolinguistic Awareness and ESP Curriculum Design: A Framework for Enhancing Authenticity and Learner Engagement Eslam Yacoub
Journal of English Language and Pedagogy (JELPA) Vol. 4 No. 1 (2026): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v4i1.1793

Abstract

This study investigates the integration of sociolinguistic awareness - encompassing culture, professional identity, power relations, and discipline-specific discourse norms - into English for Specific Purposes (ESP) curriculum design, and its implications for task authenticity and learner engagement. A qualitative-dominant mixed-methods design triangulated systematic document analysis of 64 curriculum units, semi-structured interviews with 15 ESP faculty members, and a questionnaire administered to 338 students across computer science, engineering, pharmacy, and business programs. Document analysis revealed a hierarchical pattern: professional discourse norms were most explicitly addressed, while power relations were absent in nearly two-thirds of materials. Interview data identified systemic constraints - curricular rigidity, misaligned assessment, and insufficient pedagogical training - that inhibit implementation. Student data demonstrated that sociolinguistically framed tasks were perceived as significantly more authentic and were associated with higher cognitive, behavioral, and emotional engagement. These findings collectively indicate that the marginalization of sociolinguistic dimensions represents a structural limitation on ESP curriculum effectiveness. The study proposes an evidence-based framework that repositions sociolinguistic awareness as a core design principle, essential for preparing learners for meaningful participation in professional discourse communities.
Fluency before accuracy: A methodology for unlocking productive speech in EFL learners Eslam Yacoub
Teaching English as a Foreign Language Journal Vol. 5 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i2.1793

Abstract

This quasi-experimental study examines the effects of a "Fluency-First Approach" (FFA) on EFL learners' speaking skills. Conducted with pre-intermediate students at Alamein International University, the research compared an experimental group (n=35) receiving fluency-focused instruction against a control group (n=33) following traditional accuracy-focused methods. During the 12-week intervention, data were collected through recorded speaking tasks analyzed for fluency metrics and grammatical accuracy, along with confidence questionnaires. Results demonstrated that the FFA group achieved significantly greater improvements in all fluency measures: speech rate, mean length of run, and phonation/time ratio (p < .001, d > 1.0), all yielding large effect sizes. Notably, despite minimal error correction, the FFA group also showed superior gains in grammatical accuracy (p = .005, d = 0.74). Questionnaire data revealed substantially increased speaking confidence and reduced anxiety in the experimental group (p < .001). Correlation analyses indicated strong relationships between fluency development, accuracy gains, and confidence growth. These findings align with skill acquisition and usage-based theories of second language acquisition, supporting the notion that prioritizing fluency creates a virtuous cycle of practice and automatization that ultimately enhances overall speaking proficiency. The study provides empirical evidence for pedagogical approaches that initially emphasize communication flow over grammatical precision, contributing to the growing body of research on fluency-first methodologies in EFL speaking instruction.
Bilingual Education and ESP Curriculum development: Bridging Language and Content for Academic Success Eslam Yacoub
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.81885

Abstract

This study investigates how bilingual education principles can be systematically integrated into English for Specific Purposes (ESP) curriculum development to enhance both language proficiency and academic content mastery in multilingual higher-education contexts. In many EFL settings, ESP instruction prioritizes English-only approaches, often overlooking the pedagogical value of learners’ first language in supporting conceptual understanding and cognitive processing. Adopting a mixed-methods design, the study implemented a bilingual ESP intervention with first-year pharmacy and business students, combining pre- and post-test performance measures with learner questionnaires and semi-structured faculty interviews. Quantitative analyses revealed statistically significant gains in both English language proficiency and disciplinary content comprehension following the intervention, while qualitative findings indicated improved learner confidence, clarity, and engagement. Faculty data further highlighted the instructional benefits of bilingual strategies alongside challenges related to curriculum design and institutional language policies. The study concludes that strategically incorporating L1 scaffolding, translanguaging practices, and bilingual resources into ESP curricula can effectively bridge language and content learning, positioning bilingualism as a pedagogical asset for academic success in EFL higher-education settings.
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