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ELT FORUM 10 (2) (2021) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 
 

Teaching ESP during emergency remote learning (ERL): Best practices 
 

Yuyun Putri Mandasari, Eka Wulandari 
 

Poltekkes Kemenkes Malang, Indonesia 

 

Article Info 
________________  
Article History: 

Received in 1 July 

2021  
Approved in 27 July 

2021 

Published in 28 July 

2021 

________________  
Keywords: ESP, ERL, 

Best Practice 

 

 

 

 

 

 

Abstract 

________________________________________________________________ 
After a year more of living with COVID-19, the teachers’ and students’ resilience is 

still demanding, particularly regarding language online learning. Both parties must 

keep struggling to fulfill the learning requirements in times of crisis. One of the 
challenges in language issues is teaching English for Specific Purpose (ESP) in higher 

education during emergency remote learning (ERL) including teaching ESP at 
Poltekkes Kemenkes Malang in 2020-2021. At these times, ESP teachers have to 

design the materials by taking a lot of consideration regarding the students’ needs, 
goals, learning model, activities, tools, and feedback that met the emergency due to 

Coronavirus outbreak. They planned, implemented, and evaluated the learning 

process until they can find the best ones for the students. This study was a survey 
research with 23 participants of ESP lecturers. This article presented some best 

practices of teaching ESP in the online mode during ERL as the best experience of 
ESP lecturers, in the hope that it will be able to give some new insights for fellow 

educators to help them to provide better learning experiences for the students. 

 

  

Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 
Jalan Besar Ijen No. 77C  

Malang, Indonesia  

E-mail: yuyunputri1984@gmail.com  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


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INTRODUCTION 

Emergency Remote Learning (ERL) is such a crucial situation in which the English Language 

Teaching (ELT) is employed as a temporary response in the middle of crisis and restriction. UNESCO 

(2020) stated that remote learning strategy is a key element in ensuring continued learning, it is also 

characterized as the way of teaching interactively through videoconference and the replacement of 

face-to-face (Waicekawsky et al., 2020). ERL is a short-term solution to the emergent problem and the 

online courses that are conveyed should not be reflected as a long-term process (Hodges et al., 2020; 

Misirli & Ergulec, 2021). After a year more of living with COVID19, the teachers’ and students’ 

resilience is still demanding, particularly regarding language online learning. Both parties must keep 

struggling to fulfill the learning requirements in times of crisis, including the English for Specific 

Purposes (ESP) teaching in higher education. At these times, ESP teachers have to design the materials 

by taking a lot of consideration regarding the students’ needs, goals, learning model, activities, tools, 

and feedback that met the emergency due to Coronavirus outbreak. The increased popularity of online 

ESP teaching and learning during Covid-19 pandemic has forced changes regarding how to deliver 

the lessons and optimize student participation (Iswati, 2020). The teachers planned, implemented, and 

evaluated the learning process until they can find the best ones for the students during the online 

remote learning. These best practices owned by the lecturers became one of the best sources or 

references to have a successful teaching and learning during online setting in the times of pandemic. 

Teaching ESP in a normal situation is very challenging and requiring strong effort from the 

teachers themselves, and in times of emergency during this pandemic, it is getting harder and more 

challenging. Teaching ESP have to use a special topic appropriate to the occupied areas of learners’ 

study (Kultsum & Arsadani, 2014) and there is a deep dissimilarity between designing remote learning 

or hybrid course, and having to promptly adjust on-campus courses to bring them accessible (Cor & 

Coutherut, 2020). Students’ need analysis is being the prior step that the teachers of ESP should be 

taken as an important consideration to design material and select the best teaching method or 

technique, particularly selecting the best practice of teaching ESP during COVID-19 outbreak. ERL 

demands circumstances different from common situations since the students had not been prepared 

in terms of technical infrastructure and digital literacy. Lack of preparation by the schools, students, 

and their parents is the core problem in distance education carried out during the pandemic (Misirli 

& Ergulec, 2021). Looking into these circumstances, teaching ESP has another perspective dealing 

with the strategies used in online learning and crisis. Teachers should take deep and wide 

consideration of the objectives, instructions, methods, and tools used in the online learning process.   

Hutchinson and Waters (1987) described ESP as a method to language teaching in which all 

choices as to content and methods are based on the learner’s reason for learning”. Through this, Yulia 

& Agustiani (2019) concluded that ESP was mostly recognized as a learner-centered  approach, 

because it  encountered  the needs of adult  learners  who wanted to learn a foreign language  use  in  

their  specific  fields, such  as  nursing, science, technology, hospitality, academic learning, etc. In 

other words, teaching ESP should accommodate the students’ demands, and its process links to the 

real world of a workplace in the future self-career. Of course, teaching ESP in recent years has been 

full of challenges, especially during an emergency due to a virus outbreak that forced the education 

system to change its learning method from face-to-face to distance learning. For these extents, 

providing references of best practices of ESP teaching techniques was very essential so that the ESP 

lecturers could perform very well during online lesson and help the students to achieve the goals of 

learning.  

According to some studies with the scope and limitation of pandemic situation, ESP teachers 

have been developing and implementing various strategies of teaching techniques meeeting to the 

students’ need and goals, for example, flipped classroom, problem-based learning, project-based 

learning, synchronous & asynchronous mixing technique, WhatsApp-based learning (Betaubun, 

2021; Kusumawati, 2020; Mandasari & Wulandari 2020; Ardhyantama, 2020).  Designing proper and 

appropriate English materials and techniques as well as the activities for ESP, played a prominent role 

(Nimasari et al., 2019) so that the learning goals could be achieved successfully, particularly in the 

context of ERL. ESP teachers are struggling in constructing English online instructions during 

COVID-19 pandemic. There are, until now, lots of challenges and impediments faced by and they 

need to be solved in a short of time. In the past half and year, ESP teachers also did trials and errors 

in developing teaching techniques and its activities to meet students’ needs and learning objectives 

until they found the best ESP practice. This statement in line with the opinion of William (2020) who 

said that it is a difficult thing for teachers to design lessons and scheme academically aligned language 



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improvement activities and quite difficult to reproduce those activities during remote learning. Based 

on this fact, there was very limited information about best references of teaching tecniques for ESP 

field to help the teachers to perform in the online learning during COVID-19 or emergency situation. 

The purpose of this article was to present some best practices of teaching ESP in the context of 

emergency remote learning (ERL) and it provided recent information regarding teaching ESP and 

learning experience for the students of specific purposes.  

 

METHODS 

The aim of this study was to find out the opinions, perceptions, and preferences of a group of ESP 

lecturers of their best practices in teaching ESP in the times of emergency remote teaching and learning 

due to COVID-19 outbreak so that a survey research design was designed in this study. Survey 

research is normally used to describe point of views, attitudes, preferences, and perceptions of large 

population of interest to the researcher (Latief, 2011). Through a survey research, the writer would get 

a representative data of large population and fairly simple to tabulate and analyze. The respondent 

was a group of ESP lecturers consisted of 23 lecturers at some universities in Java, namely STIKES 

Widyagama Husada; Universitas Pelita Harapan; Universitas Islam Indonesia Yogyakarta; Institut 

Teknologi Dirgantara Adisucipto Yogyakarta; Sekolah Tinggi Pariwisata Ambarukmo Yogyakarta; 

Universitas Muhammadiyah Yogyakarta; STIKES Madani Yogyakarta; Sekolah Tinggi Teknologi 

Kedirgantaraan; STIE Solusi Bisnis Indonesia; Universitas Mercu Buana Yogyakarta; Poltekkes 

Kemenkes Yogyakarta.  

The instrument of this study was an online questionnaire constructed by the writer based on 

the literature review regarding the topic of research. There were 9 items included corresponding to the 

best practice of teaching ESP. Those were (1) name of the study program and institution; (2) ESP area; 

(3) ESP: best practice; (4) The description of best practice; (5) the rationale; (6) language skill target; 

(7) types of learners; (8) student’s response; (9) the challenges and solutions. Those questions aimed 

to figure out what best practices that ESP leacturers used during learning from home in the times of 

emergency and the responses were collected to be highlighted in the form of table and then contrasted 

to the theories of previous studied. This is the link to the questionnaire http://bit.ly/Teaching-ESP-

Best-Practice. The research data were collected from the questionnaire administered to the ESP 

teachers' community of WhatsApp Group. They filled out the form and the response was recorded in 

the form of a spreadsheet and after that, the writer conducted data analysis. The data collected from 

the questionnaire were analyzed in three phases: data reduction, data display, and conclusion. The 

writers selected the data that met the scope of research and simplified them to be displayed in the form 

of a table. Then, the writers drew a conclusion based on the purpose of the study. 

 

FINDINGS AND DISCUSSION 

In higher education, ESP is one of the approaches to teach English for non-native speakers and non-

English departments because it is considered tailoring the students’ needs and real-world careers. 

Waicekawsky et al., (2020) stated that most universities have included the ESP program as part of 

their syllabuses because they acknowledge the importance of helping non-native students of English 

met to their disciplines and professions. At this time, however, teaching ESP is quite struggling and 

needs much effort. Teachers and students are facing lots of challenges during learning from home due 

to the pandemic. Even, in ordinary times, to build meaningful and appropriate learning, the teachers 

of ESP frequently was demanded to create some innovations and revolutions. In classroom practice, 

the common activities embrace dialogue, sharing, role-play, lectures, doing exercises to facilitate 

learners to master the materials (Prabandari et al., 2016). To help them meet students’ needs and goals 

during this outbreak of COVID-19, ESP teachers provided some best practices dealing with English 

online learning. As following in Table 1, here was the best practices of ESP teaching during COVID-

19. 

Table 1. Best Practices of ESP Teaching during COVID-19 

Items of Questionnaire 

 
ESP Field Best Practice Rationale 

Language 
Skill Target 

Type of 
Learner 

Learners’ 
Response 

1 English for 

Nursing 

Indovidual 

Listening 
Exercise 

Contextual 

Material & 
Learning 

Autonomy 

Listening 

skill 

Fast 

learners 

Good 

http://bit.ly/Teaching-ESP-Best-Practice
http://bit.ly/Teaching-ESP-Best-Practice


Yuyun Putri Mandasari, Eka Wulandari / ELT Forum 10 (2) (2021) 

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2 ESP for Nursing 4/3/2 Speaking 

Technique 

Repetition 

activity and 
improving 

speaking 

Speaking & 

Listening 
Skill,  

Grammar & 

Vocabulary 

Fast 

Learners 

Very 

good 

3 ESP for 

Engineering 

Scaffolding Simple & 

applicable 

Integrated 

langauge 
skill 

Slow 

leaners 

Very 

good 

4 ESP for 
Engineering, 

Tourism 

Project Based 
Learning 

Real world & 
Meaningful 

experience 

Integrated 
language 

skill 

Both fast 
& slow 

learners 

Good 

5 Business English Zoom Breakout 
Room 

Utilizing 
digital tool for 

improving 

Speaking 
skill 

Fast & 
Slow 

Learners 

Good 

6 Business English 

& Tourism 

Role Play Practical, 

Contextual 

Speaking & 

Writing skill 

Fast & 

Slow 
Learners 

Good 

7 English for 

Aviation 

Research best 

learning 

Conceptual & 

meaningful 

Speaking & 

listening 
skill 

Fast & 

Slow 
learners 

Very 

goo 

8 ESP for 
Mechanical 

Engineering 

Contextual 
Reading 

Comprehension 
Material 

Introducing 
topics based 

on students’ 
need 

Reading 
skill 

Slow 
learners 

Good 

9 Business 

Communication 

Project Based 

Learning 
(business plan) 

Interesting & 

promoting 
creativity 

Speaking, 

writing, 
vocabulary 

& Grammar 

Fast & 

Slow 
learners 

Good 

10 Business English Problem-Based 

Learning 

Connecting 

the real world, 
promoting 

critical 

thinking 

Speaking, 

Grammar & 
Vocabulary 

Fast & 

Slow 
learners 

Good 

11 English for 

Islamic Law 

Flipped Learning Based on 

students’ 
characteristic 

Reading 

skill 

Slow 

learners 

Good 

12 ESP for Blood 
Bank Technology 

Utilizing 
Learning 

Management 

Sustem 

Mixing 
various types 

of LMS 

Writing & 
Reading 

skill 

Fast & 
Slow 

Learners 

Very 
good 

 

Based on Table 1, it was found some information regarding with best practices of teaching ESP 

during emergency remote learning due to COVID-19 outbreak, such as individual learning activities, 

4/3/2 speaking technique, scaffolding technique, project-based learning, Zoom breakout room activities, role play, 

research-based learning, contextual-reading text activities, problem-based learning, flipped learning and utilizing 

three online platforms. Here was the highlight of ESP teaching techniques used by some ESP lectures 

compiled from the result of questionnaire: 

 

Individual exercises activities 

This technique was used in ESP for nursing at STIKES Widyagama Husada. The activities 

aimed to promote autonomous learning of the students in learning English. The teacher/lecturer 

assigned various activities to do exercises taken from certain websites accompanied by an answer key 

and various activities. This technique has the benefit of contextual materials and improves students’ 

listening skills. It suits the fast learners' type. According to the result, students pointed out that this 

technique was good with some challenges such as internet connection and students’ commitment to 

learning.  

 

4/3/2 speaking technique 

ESP for nursing at Pelita Harapan University also employed this method. 4/3/2 speaking technique 

has the main purpose in enhancing speaking skills. In the times of COVID-19 pandemic, the teacher 

utilized Zoom Breakout Room as a learning tool. She/he assigned the students to make a poster and 



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present it in three rounds. The first round was 5 minutes, the second round was 4 minutes, and the 

last round was 3 minutes. The repetition activity was one of the opportunities to practice English 

speaking skills and fluency. This technique is good for fast learners and students’ response towards 

this activity was very good. Some challenges that they faced was the internet connection. 

 

Scaffolding technique  

The English lecturer at the Islamic University of Indonesia employed this in ESP for 

engineering. Scaffolding has strengths that are very simple and applicable. Besides that, it covers more 

than one language skill (speaking, writing, and reading). The teachers commonly maximize the 

advocacy and practice with constructive feedback to get optimal output. Through these techniques, 

teachers can also utilize and mix two or more platforms to help the teacher maximizing the 

scaffolding. It is very good for slow learners with some challenges such as too many exercises, 

practices, and revisions, but those could be solved by keeping the students’ motivated. The response 

towards this technique was very good.  

 

 

Project-Based Learning 

Some universities used Project-Based Learning in ESP for engineering, tourism, and aviation 

engineering, one of them at Institute Teknologi Dirgantara Adisucipto and Sekolah Tinggi Pariwisata 

Ambarukmo. This learning method aims to engage and to give lots of meaningful experiences met to 

the real world of students’ disciplines. Through this, students learn speaking and writing skills, as well 

as grammar and vocabulary. Project-based activities are very suitable to the fast and slow learners with 

some challenges during this outbreak of Coronavirus, such as internet connection, presentation, and 

authentic material access difficulty.  

 

Zoom breakout room activities 

This best practice was used at Muhammadiyah University and STIKES Madani Yogyakarta. 

Due to COVID-19, Zoom is booming among learners and teachers because it provides synchronous 

activities by utilizing its features. Breakout room and recording features are some of the favorite ones 

to facilitate the students in practicing speaking skills and communication. Teachers frequently 

assigned the students to work or learn in a group and discuss the topic with others through Zoom 

Meeting. Students’ response towards this technique was good and it can help them mastering speaking 

skills. One of the challenges that teachers and students face in using Zoom Cloud Meeting application 

was the internet connection.  

 

Research-based learning 

Sekolah Tinggi Teknologi Kedirgantaraan used this best practice of ESP for aviation. The aim 

was to help the students strengthening the research concept in the aviation field through direct 

communication or conversation with foreigners using English. The students were assigned to 

interview some foreigners based on the questionnaire with a certain topic of aviation. This technique 

is very good to improve speaking and listening skill. Two types of learners, fast and slow, had a very 

good response to this with a challenge of students’ confidence. In times of crisis, the interview was 

delivered online and focus on reading and writing skills.  

 

Contextual-reading text activities 

The Muhammadiyah University of Yogyakarta used this ESP for Mechanical Engineering. The 

initial purpose was to introduce ESP to the students using simple text corresponding with mechanical 

engineering. This activity was focusing on reading comprehension such as finding the main idea, 

detailed information, and so forth. Slow learners had a good response to this technique with a 

challenge of low level of reading motivation. The teachers solved this problem by having a group 

discussion and reading exercises. 

 

Problem-Based Learning 

This model was used by STIE Solusi Bisnis Indonesia and Universitas Mercu Buana 

Yogyakarta in ESP for business and PBL was considered promoting students’ critical thinking by 

having a discussion, analysis, and decision making. Speaking skills, grammar, and vocabulary were 

the language focuses of this technique. In addition to that fast and slow learners had a positive response 



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to this. One of the biggest challenges was students’ low level of confidence in giving opinions and the 

solution was peer studying and tutoring.  

 

Flipped learning 

This technique was used for students at Islamic Law Department and Poltekkes Kemenkes 

Yogyakarta to enhance their reading skills. The learning materials were previously delivered to the 

students using the online platform. They learned and did the initial language target after that students 

and teachers had restricted face-to-face meetings to have follow-up activities regarding the topics they 

learned in advance online. Slow learners had a good response to the activities of flipped learning. One 

of the challenges was the quality of the internet connection.  

 

Utilizing 3 online platforms 

This model was applied in the department of Blood Bank Technology. The teachers combined three 

media of learning platforms. The first was Edlink to present the instructions and delivered some 

assignments. The second media was Zoom Cloud Meeting for teacher’s explanations and to practice 

certain language skills. The third media was Telegram or social media to have interactive 

communication in the mode of distance learning by delivering quizzes/polls. The advantages of this 

technique were more interactive, avoiding overload tasks, and fostering students’ motivation in 

learning English in the time of COVID-19. The skill enhancement was on reading and writing skills. 

Fast and slow learners had a good response to this technique and one of the challenges was the internet 

connection. 

During the outbreak of Coronavirus, the face-to-face classroom was moved into distance 

learning, including the system in higher education. All ESP teachers dealt with this situation to find 

the best strategy to give the students an optimal learning environment even though it was served 

through the internet connection. The scaffolding technique was alternatively considered to be very 

significant in preparing the students for greater independence and autonomy, because instructional 

scaffolding assisted students to navigate coursework and achieve tasks they, otherwise, might not have 

been able to (Shaw, 2019). Pointed out to this statement, the scaffolding technique was very helpful 

to the students, particularly slow learners, to complete online tasks during English language learning 

in the time of pandemic and this technique became one of the best practices in teaching ESP. Through 

this experience, the students were promoted to have independence and autonomy or led to having 

individual learning practice in enriching the knowledge of English according to their field of language 

learning. 

Another principle of ESP context was that teaching ESP should cover both theoretically and 

practically (Indrasari, 2016), it meant that the process of learning for ESP students had to involve the 

real experience that would be faced by them. Project-based learning aimed to prepare the students to 

have meaningful experiences by implementing the theory they got in the classroom. In addition to this 

technique, a study found another best practice, namely problem-based learning. It also had a positive 

response from the students in language learning. From students’ point of view, it fostered students’ 

critical thinking, collaboration, and independence (Susanti, 2014). ESP teaching as a bridge between 

the classroom and the real world should design various activities that accommodate students’ need for 

21st skills. In another word, project-based learning and problem-based learning could become best 

practices in ESP that can be implemented face-to-face or online. In the times of COVID-19, the tools 

for those methods could be determined based on the goals of learning, and ESP teachers can select to 

have the synchronous or asynchronous mode.  

During the pandemic, English teachers were taking so many considerations in selecting the best 

tool of learning. There are lots of abrupt online learning tools, such as Zoom Cloud Meeting, Google 

Meet, Google Classroom, Flipgrid, Skype, Moodle, and so forth. Among them, Zoom Cloud Meeting 

is one of the popular platforms used as a learning medium since this application provides live learning 

activities synchronously and supports communication needs with people anywhere and anytime 

without meeting physically (Laili & Nashir, 2020). This platform has some useful features, two of 

them are breakout room meetings and recording. Using these features, students are assigned to have 

private performances in small group work and watch their recording performance at their own pace. 

So, in the times of online meetings, breakout room and recording serve best for practicing and 

enhancing speaking and listening skills just like in the face-to-face classroom. The result of this article 

supported the findings above that Zoom breakout room and recording feature would be the best 



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practice in speaking and listening skills during online instructions in the context of emergency remote 

learning with its drawbacks and benefits. 

English for Specific Purposes (ESP, hereafter) has specific involvement in designing English 

words and activities connected to a specific discipline. This approach supports a group of learners to 

meet their English requirements that generally refers to the demand in the place of work (Nimasari et 

al., 2019). In this respect, the use of authenticity will be very much suggested (Purwanto & 

Nurhamidah, 2021) and supporting this statement that ESP teachers should provide effective course 

design that was suitable for learners’ reason of learning (Yulia & Agustiani, 2019). Based on these 

points, assigning ESP students with contextual reading text was a good choice to help them learn the 

real world of their work in their future careers. In addition to the findings above, another study pointed 

out that flipped learning was suitable for English of Engineering since it is very potential to combine 

the conceptual ability and learning behavior corresponding to the topic of language learning 

(Karabulut-Ilgu et al., 2017). This statement in line also with the point of view of flipped learning that 

it was particularly well suited in the mode of transition, and students’ attitude towards this was good 

and positive because it could enhance learning motivation, engagement, and effectiveness (Nouri, 

2016). Based on this result, flipped learning was one of the best ways and practices to teach ESP, 

particularly in times of emergency due to Coronvirus outbreaks, which provided the students with a 

combination of onsite and online learning techniques. Overall, flipped learning was very appropriate 

to the slow learners' type or slow achievers (Nouri, 2016). 

The last discussion about best practices in ESP was about the utilization of three (3) online 

platforms to support students’ activities when doing learning from home. In the first year of 2020, the 

beginning of COVID-19 demanded classroom learning to be moved into bursting internet-based 

learning at home. It is a challenge for ESP educators to run the learning process from face-to-face to 

online at once. Utilizing various platforms helped the students to avoid overload tasks and boredom, 

as well as to create an attractive learning environment. Besides that, the combination of two or three 

platforms in a series of an online meetings promoted students’ motivation also. In this context, ESP 

teachers designed tasks and activities through a different platform, for example using LMS for 

delivering instructions/materials; using Zoom Cloud Meeting to have a live discussion based on the 

materials delivered; and at last, using Telegram to have followed up activities (evaluation and 

feedback). In implementing this best practice, teachers need to be digitally literate. 

As it has been discussed before, best practices in ESP should think through an aspect, namely type of 

learners. There are different types of language learners, such as fast learners and slow learners. This 

learning background became one of the considerations of ESP teachers in designing English courses 

including the teaching technique/method (Zakarneh et al., 2020), particularly in the context of 

emergency remote learning during COVID-19 and internet-based learning. The teaching 

methods/techniques had to meet students’ outcomes in mastering four language skills (speaking, 

writing, listening, and reading) and two language components (grammar & vocabulary). 

 

CONCLUSION 

COVID-19 pandemic came up with abrupt changes and resiliences among students, teachers, and 

stakeholders. The education system that had to be implemented in the middle of a crisis demanded 

quick responses from the teachers, particularly ESP teachers. The ESP teachers had to response fast 

about designing online instructions or learning from home with web-based instructions. The materials 

and activities designed had to follow the emergency but still accommodated the learning process to 

achieve the goals. The teaching strategy of English language teaching used by the ESP teachers 

covered all students’ needs in learning English for the next career. Finding the best practice in teaching 

ESP was such kind of challenge in the process of delivering online instructions, but through trials and 

errors, planning, and evaluation, ESP teachers found the best way to teach the students in the context 

of ESP in emergency remote learning. English for Specific Purposes is another way of language 

teaching in which all processes depend on students’ needs, meaning that considering students’ 

requirements is an obligation before the teaching and learning process begins, mainly during 

emergency remote learning because of the pandemic of COVID-19. Therefore, all stakeholders must 

support and take part according to their capacity to create a better learning environment in the middle 

of the crisis and help students meeting the goals of learning successfully. 

 

 

 



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ACKNOWLEDGEMENT 

The researchers want to thank to all the supports from Poltekkes Kemenkes Malang, friends, lecturers 

and all parties who had supported this research, so this research can be finished by the researchers on 

time. 

 

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