<![CDATA[English for Specific Purposes (ESP) plays an important role in workplace competence in vocational education. Work simulation is widely promoted as a way to provide authentic, performance-based assessment. However, it remains unclear whether simulation is actually used to assess ESP proficiency or mainly to support learning, and whether the assessment instruments are properly validated. This study uses a scoping review based on the PRISMA-ScR guidelines to examine how work simulation is used in ESP assessment in vocational education. A systematic search of four databases (Lens.org, ERIC, DOAJ, and Garuda) for studies published between 2016 and 2026 identified 172 records. After removing duplicates and conducting two-stage screening, 11 studies met the inclusion criteria. The findings show that work simulation is used mainly as a learning strategy rather than as a way to assess competence. Only one of the 11 studies conducted assessment within a simulated task and validated its measurement instrument. Other studies often treated statistical significance as evidence of validation, validated materials or satisfaction questionnaires instead of proficiency instruments, or used standardized tests without providing a context-specific validity argument. These findings highlight a gap between the authenticity promised by simulation-based assessment and its actual use in ESP. Future research should prioritize developing and validating assessment instruments embedded in simulated work tasks, including emerging AI- and virtual-reality-based environments.]]>
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