Current development of ESP teaching policies in Asian countries and at public universities in Mongolia

Munkhbayar Namsraijav, Tuul Suvd, Bayarlakh Dulamsuren

Corresponding Author: Tuul Suvd

School of Social Sciences and Humanities, Mongolian National University of Education, munkhbayar@msue.edu.mn

School of Physical Education, Mongolian National University of Education, Tuul@msue.edu.mn

Head of Science Research Department, Education Culture Law Institute, bayarlakh@msue.edu.mn

Digital Object Identifier: 

https://doi.org/10.53468/mifyr.2024.04.03.23

Abstarct- With the expansion of economic globalization, joint ventures and foreign-funded enterprises have increased rapidly, intensifying the demand for interdisciplinary professionals with advanced foreign language competence. In contemporary society, general English proficiency is no longer sufficient; instead, professionals require specialized and functional English skills tailored to their occupational contexts. For instance, English is essential for business negotiations, journalism, international legal practice, and technical communication. In Mongolia, the rapid growth of foreign relations and increased investment in business and mining sectors have created an urgent need for professionals equipped with high-level, occupation-specific English skills. Consequently, English for Specific Purposes (ESP) has become increasingly important in supporting national economic development and international cooperation. This study aims to contribute to the development of ESP in Mongolia by examining ESP policies and training characteristics in selected Asian countries with cultural similarities to Mongolia. Adopting a comparative research approach, the study analyzes ESP policy implementation in Mongolia and prevailing ESP training trends across Asia. Data were collected from academic literature and online sources and analyzed using both qualitative and quantitative methods. The analysis covers five countries from Kachru’s Outer Circle and three from the Expanding Circle, with particular emphasis on China, Japan, and Taiwan. Findings reveal that ESP development in China has been uneven; however, Business English has gained strong social recognition and has evolved into a major academic discipline. In Taiwan, universities increasingly integrate ESP with English-medium instruction across various disciplines. In Japan, ESP programs are often teacher-designed and refined through systematic student feedback, although the number of ESP specialists remains limited. Overall, Mongolia is transitioning from General English to ESP education but continues to face challenges, including limited curriculum implementation and insufficient teaching materials. The experiences of other Asian countries provide valuable insights for advancing ESP policy and practice in Mongolia.

Keywords– English language policy and ESP, ESP in Asian countries, ESP at public universities in Mongolia

Article History: Received 30 August 2024, Received in revised form 01 September 2024, Accepted 23 September 2024

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