English Language Teaching and Linguistics Studies
ISSN 2640-9836 (Print) ISSN 2640-9844 (Online)

Vol. 6, No. 6, 2024
www.scholink.org/ojs/index.php/eltls

1

Original Paper

AReview of Researches on English for Specific Purposes and

the Implications for Its Development in China
Meisong Chen1, Xia Zhao1 & Jiegen Zhang2

1 College of Liberal Arts, Nanjing University of Information Science & Technology, Nanjing, China
2 School of Foreign Studies, Hefei University of Technology, Hefei, China

Funding

This study is supported by the Teaching Reform Research & Practice Project of Higher Education in

Jiangsu Province, China, titled “Research on the Innovation of Talent Training Mode for Foreign

Language Majors in Science and Technology Universities under the Background of ‘Four New’

Construction” (2023JSJG767), and is also supported by the Institute of National and Regional Culture,

Nanjing University of Information Science & Technology.

Received: August 29, 2024 Accepted: October 25, 2024 Online Published: November 07, 2024

doi:10.22158/eltls.v6n6p1 URL: http://dx.doi.org/10.22158/eltls.v6n6p1

Abstract

This paper provides a comprehensive review of English for Specific Purposes research, comparing the

characteristics and trends of both international and Chinese studies. Drawing on a selection of papers

from English for Specific Journal, the internationally leading ESP journal, and Chinese Social

Sciences Citation Index (CSSCI) publications, the analysis reveals several key findings. Internationally,

ESP research is characterized by a focus on the use of English as a lingua franca, the development and

application of English for Academic Purposes (EAP), and English for Occupational Purposes (EOP).

Studies delve into the complexities of language use across diverse fields, examining the impact of

cultural differences, communication challenges, and the evolving nature of ESP teaching and learning.

In China, ESP research has evolved to emphasize the need for localized approaches tailored to the

country’s specific educational context. There is a clearer orientation in EAP and EOP related studies,

and a rapid development of studies on classroom teaching. Research in China also highlights the role

of information technology in transforming ESP teaching, with a growing emphasis on the integration of

digital tools and platforms. The paper identifies several implications for ESP research in China. Firstly,

there is a need for greater investment in research, both in terms of quantity and quality, to address the

increasing demand for ESP expertise. Secondly, Chinese scholars should continue to explore teaching



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
2

and research models that are contextually relevant, particularly in the context of the “Belt and Road”

initiative. Thirdly, greater engagement with the international academic community is crucial for

promoting Chinese perspectives and contributing to global ESP discourse. Finally, research methods

should be enhanced, with a greater emphasis on empirical studies and the use of quantitative and

qualitative approaches.

Keywords

Review, English for Specific Purposes, China

1. Introduction

In the era of globalization, English has emerged as a lingua franca, playing a pivotal role in various

domains such as business, science, technology, and education. This has given rise to the field of

English for Specific Purposes (ESP), which tailors language instruction to meet the specific needs of

learners in different professional and academic contexts.

Originating in the 1960s in Western countries, ESP has gradually developed into an emerging discipline.

So far, the development of ESP has gone through six stages: register analysis, discourse/rhetorical

analysis, situational goal analysis, skill analysis, learner-centered approaches, and genre research and is

now mature with distinct research areas (Paltridge & Starfield, 2013). ESP entered the English

education field in China relatively late and only began to receive attention in the late 1970s; Afterwards,

it was once popular domestically. However, due to unclear positioning of ESP, doubts and

misunderstandings about ESP teaching and research, as well as insufficient follow-up of teaching staff,

its popularity waned in the 1990s. After entering the 21st century, with the continuous expansion of

ESP demand and its importance gradually recognized in the education and academic circles, ESP

research in China has begun to show diversified development, and the research fields have become

more abundant and in-depth. Some scholars in China have introduced and summarized the research on

ESP, but most of them focused on domestic research and did not make comparisons between domestic

and foreign researches. In order to reveal the recent developments in this field of research, highlight the

characteristics of ESP research in China, and identify its shortcomings, this article examines the

publication of ESP research papers. By reviewing research papers on the theme of “ESP” published in

recent years, this article analyzes the hotspots and topics of ESP research at home and abroad,

compares the similarities and differences between domestic and foreign research, and hopes to help

Chinese researchers better grasp research trends and directions. The journals referred to include the

international ESP research professional journal English for Specific Purpose and eight key relevant

Chinese journals in the list of Chinese Social Sciences Citation Index (CSSCI), a database used to

retrieve the collection of papers and citations of literature in the field of Chinese social sciences, and a

landmark project in the evaluation field of humanities and social sciences in China.



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
3

2. Characteristics of ESP Research Internationally

With a collection of 260 research papers published in English for Specific Purpose, it was found that

ESP related research internationally in recent years has particularly focused on the use of English as a

lingua franca, the development status of ESP, English for Academic Purposes (EAP), English for

Occupational purposes (EOP), and highlighted the importance of needs and communication in the

teaching process.

Firstly, there is a focus on the study of the use of English as a lingua franca. The overall development

of ESP has reached a mature stage, and the importance of ESP research is widely accepted. In recent

years, research on ESP mainly focuses on a more detailed examination of the characteristics and

influences of English as a lingua franca in different countries, fields, occasions, and disciplines. For

instance, Kwan and Dunworth (2016) examined the use of English by Filipino and Hong Kong

employees in the workplace, distinguishing between positive and negative pragmatic strategies,

highlighting the importance of pragmatic competence, and emphasizing the necessity of reflecting on

the current state of ESP teaching. Camiciottoli (2020) used as data the financial information of large

Italian and Japanese companies in the field of international investment to investigate their preferred

communication styles in investment relations communication. The results showed that the former

highlighted social relationships while the latter emphasized the normative aspects of financial

communication, reflecting distinct cultural differences. Based on this, relevant suggestions for ESP

teaching were proposed. Scholars have also studied the challenges and opportunities faced by ESP (e.g.,

Kim et al., 2018). Their research showed that although the concept and practices of ESP were generally

mature, there was still a need for enhancing people’s understanding of ESP and the implementation

conditions of ESP projects in some countries and regions (such as South Korea, Brazil, China, etc.).

Secondly, research on English for Academic Purposes has become a focal point(accounting for 31%).

Hutchinson and Waters (1987, p. 30) divided ESP into English for Academic Purposes (EAP) and

English for Professional Purposes (EOP). Researches relating to EAP in recent years covered a wide

range of academic texts, including published academic papers, doctoral and master’s theses, book

reviews, academic seminars, manuscript reviews, project proposals, and textbooks. The scope of study

has become increasingly comprehensive and detailed, encompassing the diversity of text organization,

research methods, critical expressions in literature reviews, cross-cultural or cross-register comparisons

of introductions, conclusions, etc. (Cheng, 2012; Bruce, 2014; Kanoksilapatham, 2015; Geng &

Wharton, 2019; Chien & Li, 2024). In the mean time, it is recognized that the dominant position of

English in international publishing can indeed lead to some inequalities for researchers who write in

English as a second language, making it a hot issue for scholars from many countries to study how to

improve one’s academic writing skills in order to gain more equal opportunities for international

academic publications. For instance, Monteiro and Hirano (2020) analyzed the marginalization

phenomenon in the internationalization process of academic publishing, and believed that there were

not only semi marginalized countries, but also marginalized academic fields. Among them, publications



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
4

in the fields of humanities and social sciences were at a clear disadvantage, with education, language,

and literature being the particularly advantaged subjects. EAP research also included issues of oral

communication, mainly focusing on the specific use of English in international conference paper

presentations and discussion sessions (such as Fernandez Polo, 2014). In addition, EAP research is no

longer limited to text analysis. Scholars have begun to focus on the study of writing processes,

cognitive characteristics, identity construction, influencing factors (Xu, 2013), authors’ self identity

construction (Zareva, 2013; Işık-Taş, 2018) and the analysis of teachers discourse for classroom

identity construction (Tao & Gao, 2018).

Thirdly, EOP researches display a high level of breadth and depth. On the one hand, EOP studies

extensively examines the use of language in various fields such as business, finance, law, medicine,

aviation, and technology (e.g., Koester, 2014; Spence & Liu, 2013; Pryor & Woodward, 2014, et al.).

On the other hand, the use of various analytical methods, mainly including needs analysis, genre

analysis, discourse analysis, rhetoric, etc., to examine the specific use of English not only delves into

the functions of language, but also fully embodies the interdisciplinary nature of ESP in the studies of

EOP. Koester (2014), for example, examined hypothetical indirect speech (HRS), which often appears

in negotiations, and believed that HRS first has a persuasive function and can establish close

interpersonal relationships in negotiations, thereby better achieving negotiation goals; Spence and Liu

(2013) found that process integration engineers need to deal with a large number of communication

situations mediated by the use of English, including both reading and writing forms such as emails,

work reports, and memos, as well as regular meetings, conference calls, and business presentations.

And these demands were constantly growing with the development of global high-tech and the

increasingly fierce competition; Pryor and Woodward (2014) carried out genre analysis to examine the

workplace setting of doctors’ oral communication during telephone consultations, identified and

analyzed the genre structure of effective communication. They believed that this effective

communication lies in doctors’ initiative in communication which can increase patients sense of

security and comfort.

Fourthly, ESP classroom research is given due importance, mainly involving curriculum design,

classroom actions and teaching methods, etc.. Researches on curriculum design focuses on issues such

as the content, the implementation and the evaluation of curriculum, and topics relating to talent

cultivation, highlighting the importance of needs analysis of learners. It was proposed that ESP

curriculum should focus on the needs of language users and use corpus in the process of evaluation and

analysis (Staples, 2019; Smith, etc., 2022). Flowerdew (2010), in particular demonstrated through case

analysis that the design and implementation of business courses should be based on the analysis of the

current situation and target scenario analysis when it comes to needs analysis. Many scholars also

studied the selection, composition and evaluation of textbooks, emphasizing the need to combine

teaching with research and practical application. As Sznajder (2010) claimed, although many scholars

believe that metaphors should be included in the ESP curriculum and acknowledge that metaphors can



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
5

pose potential difficulties for successful language learning, it was unclear which metaphors should be

included in the teaching content. Through comparative analysis of business English textbooks and

business journals, She found that there were only a few metaphorical repetitions in the two sets of data

and proposed that the selection of metaphors in teaching plans should consider the examples in the

corpus and cater to the actual use of language. Classroom action research mainly focuses on

communicative teaching, with some studies emphasizing learner-centeredness, cognitive factors of

learners, and collaborative behavior among learners. For instance, Weninger and Kan (2013) discussed

and evaluated in detail the practice of integrating the principle of critical language awareness into

business communication teaching, and tracked changes in learners’ metalinguistic awareness,

particularly their recognition that language helps build social relationships. There are also studies on

classroom behavior in writing, such as Friginal’s (2013) discussion on the use of corpora in the writing

process. Furthermore, the research on teaching methods mainly analyzed the characteristics and

practical considerations of needs analysis, genre analysis, content analysis, and problem-based teaching

methods (Arias-Contreras & Moore, 2022; Outemzabet & Sarnou, 2023 et al.). Among which, many

studies explored the importance of analyzing the needs of teachers and students from multiple

perspectives such as communication, textbooks, and the workplace in teaching(Chan, 2019; Peters &

Fernández, 2013). There was relatively few research on teachers, but it reflected the dilemma faced by

EAP teachers, namely the contradiction between professional knowledge and teaching requirements, as

well as the lack of EAP teacher training. Atai and Fatahi-Majd (2014) conducted a comparative study

on the inter- and intra- group similarities and differences in EAP teaching practice and cognition

between Iranian English teachers and professional teachers. They found that professional teachers can

greatly benefit from training on applied linguistics theories. However, due to the lack of systematic

EAP teacher training programs, English teachers had to rely on their own efforts to keep up with the

latest developments in language teaching and EAP teaching.

3. Characteristics of ESP Research in China

Through China National Knowledge Infrastructure (CNKI) (Note 1), the search in eight core foreign

language CSSCI journals, including Journal of Foreign Languages, Computer-assisted Foreign

Language Education, Foreign Language Teaching and Research, Journal of the Foreign Language

World, Foreign Language Research, Foreign Languages Research, Foreign Languages and Their

Teaching, Modern Foreign Languages, resulted in a total of 73 ESP related papers published from 2010

to 2023. As can be seen from Figure 1, the annual publication volume was relatively low and it showed

a downward trend since 2016. Considering the ever-increasing demand for talents with international

communication skills, ESP has not been given due attention in China.



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
6

Figure 1. Publications of ESP in CSSCI Journals in China from 2010 to 2023

Further reading of the papers reveals that recent ESP research in China was characterized by the

devotion to combine with the nation’s specific educational context, clearer orientations, rapid

development of studies on classroom teaching, and an emphasis on the role of information technology

in ESP teaching.

Firstly, ESP researches are devoted to exploring the development of ESP suitable for China’s national

conditions. The early research on the rationales and theories of ESP in China mainly reflected in

introducing and bringing foreign theories and experiences, discussing the similarities and differences

between ESP teaching and general English teaching, the theoretical basis, disciplinary nature, and

problems faced by ESP. For example, Wang (2012) reviewed a new book in the field of ESP published

by the University of Michigan Press, introduced the key research topics, current research status and

trends of ESP, and pointed out the future development direction of this field. Later researches show that

Chinese scholars have shifted to comparative analysis and discussion of ESP development patterns that

are suitable for China’s national conditions. While emphasizing the status and importance of ESP

teaching, some scholars such as Cai (2015) pointed out the enormous obstacles and pressures faced by

ESP teaching, such as lack of formal recognition from the education department, doubts about its

necessity from the leadership of universities, and a considerable number of university English teachers

and scholars even did not possess proper knowledge about ESP, and suggested that significant changes

were urgently needed in both cognition and practice .

Secondly, there evolved clearer orientations in ESP branches. On the one hand, college English

teaching experienced a shift from general English to EAP. For example, Cai (2014) proposed that,

given the peculiarities of college English teaching in China, the focus should be EAP, replacing the

current college English curriculum, for the reason that the former emphasizes real needs, teaching

content, competence, project driven, student-centered, and purpose-oriented, which cannot be achieved

by the latter in terms of teaching philosophy and methods. On the other hand, higher vocational

education was tailored to meet the needs of the country and society for a large number of

application-oriented professionals in production, service, and management, and strive to achieve the



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
7

EOP shift in vocational English teaching. Lin (2014), for instance, affirmed the academic status of EOP

and believed that it is necessary to conduct researches on business linguistics within the scope of

applied linguistics, expand into the construction of the field of business language research as an applied

interdisciplinary field, and clarified the research direction, object, and scope of theory and application

of business language.

Thirdly, research on practical ESP teaching has gained prominence. The research and development on

curriculum design and teaching syllabus in China started later than international counterparts, but it has

developed rapidly due to government policy support. The specific studies include fundamental issues in

teaching reform, such as what to teach and how to teach (Sun & Li, 2011), and the operational process

of new teaching models (Chen, 2013). There is relatively few research on textbooks and teachers, but

scholars are deeply aware of the problems existing in current textbook and teacher staff construction,

and have tried some tentative explorations both in theory and practice (Wen & Mo, 2013; Cai, 2013). In

addition, ESP teaching method is also a hot topic in domestic ESP discussions, with particular emphasis

on the effective organization of ESP classroom teaching (such as Chen, 2011; Zhang, 2015; Cai, 2023;

Fan, etc., 2023). Most of the research on exploring specific elements and sections of teaching in China

is combined with specific professional English teaching, such as Ren and Ding (2012), Liu (2016) and

Wu (2014). Ren et al. (2012) explored the basic elements of ESP teaching in the practice of English

teaching in both Chinese and Western medicine, including teaching objectives, teaching content,

teaching staff, teaching timing, placing and teaching methods, and summarized some basic strategies

and principles for non English majors to carry out ESP teaching activities.

Fourthly, there is a full recognition of the important role of information technology, which has brought

new changes to traditional college English teaching. Literature analysis shows that recent theoretical

explorations of ESP in China are increasingly related to modern information technology and exhibit a

trend towards interdisciplinary research. Scholars believe that ESP teaching based on educational

information technology is an inevitable trend in the development of foreign language teaching in higher

education. In particular, Wang and Chen (2015) reviewed the domestic and international development

and research status of information technology within this field, analyzed the advantages and

characteristics of ESP teaching, studied the current situation and problems of ESP teaching in Chinese

universities, pointed out the trends of university ESP teaching in China under the condition of

information technology, and proposed measures to strengthen and improve ESP teaching in Chinese

universities. Some scholars are actively exploring interdisciplinary collaboration in ESP teaching, such

as Gu (2012) who attempted to analyze the current situation and problems of the teaching ecological

environment of ESP in universities from an ecological perspective, and proposed targeted suggestions

for improving teaching effectiveness.

4. Implications to ESP Research in China

A comparative examination of the characteristics of ESP research, both domestically and internationally,



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
8

underscores the growing scholarly interest in this field. Theoretical explorations have seen consistent

refinement, while teaching methodologies have become increasingly standardized and systematic,

exhibiting emerging trends such as internationalization and the integration of information technology.

Our analysis reveals that while Chinese researchers have effectively assimilated foreign theories and

practices, there remains room for improvements in terms of research efforts, content, and

methodologies. This underscores the need for further development and refinement within the Chinese

ESP research landscape.

First and foremost, it is imperative to elevate the prominence of ESP research within China. As

previously discussed, the theoretical underpinnings and pedagogical applications of ESP have matured

significantly on the international stage, establishing a standardized and systematic framework that is

widely recognized and esteemed. The flourishing development of ESP in countries like the UK and the

US can, in part, be attributed to the robust English language proficiency of native speakers and the

pressing need for international students to surmount language barriers in their academic pursuits. In

contrast, the discourse on ESP within China predominantly centers around its positioning within the

educational landscape and the exploration of suitable development pathways. While it is undeniable

that a wealth of discussions and studies exist, the paucity of high-quality publications and the observed

decline in recent years raise concerns. Moreover, research activities tend to be concentrated among a

limited number of authors and institutions. Considering the escalating demand for individuals

proficient in ESP, it is imperative for China to bolster its research endeavors in both quantity and

quality. Prioritizing the timely acknowledgment of ESP’s significance and fostering a synergy between

theory and practice are crucial steps towards nurturing a cadre of skilled professionals equipped with

the necessary language competencies for success in the global arena.

It’s is still very important to continue the efforts in exploring in depth ESP teaching and research

patterns that are suitable for China’s national conditions. The country’s ESP research does not

necessarily have to follow the trend or even copy the theories and practices in other countries or

regions, but should explore more localized formula based on the actual situations. In particular, in light

of the national strategic needs under the “Belt and Road” initiative, it is important to discuss issues and

strategies for implementing EAP and EOP teaching by considering the current educational status in

vocational and higher education institutions, training objectives, societal talent demands, and student

learning needs. This includes organically integrating variables such as curriculum development,

textbook construction, teaching methods, teaching evaluation, and teacher training with the goals,

nature, and connotations of EOP.

Thirdly, Chinese scholars should communicate more and share their views with overseas counterparts

in the international academic community. As for the branches within the ESP field, international

researches mainly focus on genre analysis of EAP, while Chinese publications center on EOP,

especially business English. With the increasing interaction of China with other countries in the

international political and economic fields, Chinese scholars need to actively participate in international



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
9

academic dialogues and do their part in promote Chinese culture, academic ideas, and scientific

research achievements to foreign countries. Xu (2017), for example, proposed that Chinese scholars

must deal with the issue of how they can make a voice in the international publishing circle. In order to

comply with the trend of academic internationalization integrate China’s talent demands into the global

sphere, it is obvious that China should increase its research efforts on EAP. It is not only necessary to

highlight the importance of EAP research, but also to introduce the results into EAP classroom teaching,

especially to promote the cultivation of writing and reading abilities, so as to cultivate learners ability

to hold academic exchanges with people around the world.

Fourthly, research methods need to be strengthened. Most foreign research were empirical studies

(accounting for 88%), with a variety of methods, including quantitative, qualitative, and a combination

of both. Among which, corpus based studies was the most common, accounting for 33%, which is often

combined with genre analysis and quantitative research, and is more based on specialized corpora. This

shows that the employment of corpus technology into ESP researches has become an academic hotspot

in this field. In comparison, qualitative research is significantly more common than quantitative

research. On one hand, qualitative research accounts for 24%, including case studies, ethnographic

researches, and interviews. On the other hand, quantitative research accounts for 15%, including

questionnaire surveys, teaching experiments, etc. In addition, an increasing number of studies choose to

combine these two together, accounting for 16%.

Last but not the least, it is true that Chinese scholars have come to realize the importance of

quantitative, qualitative, and corpus technologies in ESP research. For example, Wang(2012) believes

that using corpus analysis methods to supplement traditional manual critical discourse analysis can

break the boundaries between quantitative and qualitative research, making research results more

comprehensive and reliable. ESP research publications in China, however, is still dominated by

non-empirical studies (accounting for 79%), and research methods need to be improved (Huang & Xie,

2015). Therefore, it is necessary to have more empirical studies, combining quantitative and qualitative

methods in particular, to make the research findings more scientific and persuasive. It is also necessary

to construct relevant databases composed of naturally occurring structures and patterns of language use

rather than intuitions or perceptions.

5. Conclusive Words

This comparative analysis of ESP research, spanning both international and Chinese scholarly

contributions, unveils a tapestry of diverse perspectives and evolving trends. While Chinese scholars

have adeptly integrated and adapted foreign theories and practices, they have also forged their own path,

exploring ESP within the unique contours of China’s educational landscape. The burgeoning focus on

EOP, particularly within vocational education, reflects a pragmatic approach to addressing the nation's

demand for skilled professionals equipped with specialized language abilities. Conversely, the growing

emphasis on EAP in higher education signals a strategic move to align with the demands of academic



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
10

globalization and foster a generation of scholars capable of engaging in international discourse.

Despite these advancements, the field in China faces challenges that necessitate further exploration and

refinement. A notable gap lies in the underrepresentation of EAP research, which is crucial for

equipping students with the skills to navigate the complexities of academic writing and discourse in

English. This lacuna requires attention, as it hinders the nation's potential to contribute meaningfully to

the global academic community. Furthermore, the research landscape would benefit from a more robust

engagement with empirical methodologies. The current dominance of non-empirical studies limits the

field's capacity to generate data-driven insights and evidence-based practices. Embracing a wider array

of research methods, including quantitative and qualitative approaches, would enhance the rigor and

credibility of ESP research in China. The integration of information technology holds immense promise

for transforming ESP teaching and learning. The utilization of digital tools and platforms can create

dynamic and interactive learning environments, catering to diverse learning styles and fostering

collaborative engagement among students.

In conclusion, the field of ESP in China stands at a pivotal juncture. By addressing the identified

challenges and capitalizing on emerging opportunities, Chinese scholars can contribute significantly to

the advancement of ESP globally. By embracing empirical research, fostering international

collaboration, and leveraging technology, the field can continue to evolve, empowering learners to

navigate the complexities of language in specific professional and academic contexts.

References

Arias-Contreras, C., & Moore, P. J. (2022). The role of English language in the field of agriculture: A

needs analysis. English for Specific Purposes, (65), 95-106.

Atai, M. R., & Fatahi-Majd, M. (2023). Exploring the practices and cognitions of Iranian ELT

instructors and subject teachers in teaching EAP reading comprehension. English for Specific

Purposes, (33), 27-38.

Bruce, I. (2014). Expressing criticality in the literature review in research article introductions in

applied linguistics and psychology. English for Specific Purposes, (36), 85-96.

Cai, J. G. (2013). The impact of subject-based English and its teaching materials on ESP teaching in

China. Foreign Languages and Their Teaching, (2), 1-4.

Cai, J. G. (2015). ESP development in mainland China: Review, problems and tasks. Journal of Xi'an

International Studies University, (1), 68-72.

Cai, J. G. (2023). The basis for the design of the School-based college English curriculum in China: On

the orientation of EGP and ESP in college English Education. Foreign Languages Research, (5),

58-62+112.

Cai, J. G. (2014). Brand new teaching philosophy and methodology: a study of English for academic

purposes and College English. Foreign Language Learning Theory and Practice, (2), 1-7+45.

Camiciottoli, B. C. (2020). Using English as a lingua franca to engage with investors: An analysis of



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
11

Italian and Japanese companies' investor relations communication policies. English for Specific

Purposes, (58), 90-101.

Chan, C. S. C. (2019). Long-term workplace communication needs of business professionals: Stories

from Hong Kong senior executives and their implications for ESP and higher education. English

for Specific Purposes, (56), 68-83.

Chen, J. X. (2011). Interactive approach to teaching ESP reading in the autonomous learning

classroom-A corpus-based discourse information analysis. Journal of the Foreign Language World,

(5), 31-39.

Chen, D. C. (2013). Study on the business-based college English teaching model for language

performance improvement. Journal of the Foreign Language World, (4), 40-47.

Cheng, S. W. (2012). “That’s it for today”: Academic lecture closings and the impact of class size.

English for Specific Purposes, (31), 234-248.

Chien, S. C., & Li, W. Y. (2024). Perceptions of supervisors and their doctoral students regarding the

problems in writing the doctoral dissertation results section. Foreign Languages Research, (76),

14-27.

Fan, Y., Sun, Q. X., & Ji, P. Y. (2023). Exploring collaborative interdisciplinary team teaching for EPS

courses in the context of the “Four New” Construction: A case study of Fudan University’s

academic English course for medical students. Journal of the Foreign Language World, (5), 8-15.

Fernandez-Polo, F. J. (2014). The role of I mean in conference presentations by ELF speakers. English

for Specific Purposes, (34), 58-67.

Flowerdew, J., & Wan, A. (2010). The linguistic and the contextual in applied genre analysis: The case

of the company audit report. English for Specific Purposes, (29), 78-93.

Friginal, E. (2013). Evaluation of oral performance in outsourced call centres: An exploratory case

study. English for Specific Purposes, (32), 25-35.

Geng, Y. F., & Wharton, S. (2019). How do thesis writers evaluate their own and others’ findings? An

appraisal analysis and a pedagogical intervention. English for Specific Purposes, (56), 3-17.

Gu, Z. Z. (2012). Research on ESP ecologic environment: a case study at AUFE. Computer-assisted

Foreign Language Education, (6), 47-51+59.

Huang, P., & Xie, S. Y. (2015). An exploration of the factors affecting distribution and citation

frequency of ESP journal articles in China. Chinese Journal of ESP, (1), 1-13+120.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-centred Approach.

Cambridge University Press.

Işık-Taş, E. E. (2018). Authorial identity in Turkish language and English language research articles in

Sociology: The role of publication context in academic writers' discourse choices. English for

Specific Purposes, (49), 26-38.

Kanoksilapatham, B. (2015). Distinguishing textual features characterizing structural variation in

research articles across three engineering sub-discipline corpora. English for Specific Purposes,



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
12

(37), 74-86.

Koester, A. (2014). We’d be prepared to do something, like if you say. hypothetical reported speech in

business negotiations. English for Specific Purposes, (36), 35-46.

Kwan, N., & Dunworth, K. (2016). English as a lingua franca communication between domestic

helpers and employers in Hong Kong: A study of pragmatic strategies. English for Specific

Purposes, (43), 13-24.

Lin, T. H. (2014). An appeal for establishing the discipline of business linguistics. Journal of the

Foreign Language World, (2), 2-9.

Liu, B. (2016). Medical English flipped classroom teaching model: Construction and practice[J].

Foreign Language Education, (5), 62-65.

Monteiro, K., & Hirano, E. (2020). A periphery inside a semi-periphery: The uneven participation of

Brazilian scholars in the international community. English for Specific Purposes, (58), 15-29.

Outemzabet, B., & Sarnou, H. (2023). Exploring the significance of English-based communication for

a community of medical academics in a public university teaching hospital in Algeria. English for

Specific Purposes, (70), 116-130.

Paltridge, B., & Starfield, S. (Eds.). (2013). The Handbook of English for Specific Purposes Research.

New Jersey: Wiley-Blackwell, a John Wiley & Sons, Ltd., Publication: xiii + 577.

Peters, P., & Fernández, T. (2013). The lexical needs of ESP students in a professional field. English for

Specific Purposes, (32), 236-247.

Pryor, E., & Woodward, K. R. (2014). International medical graduate doctor to doctor telephone

communication: A genre perspective. English for Specific Purposes, (35), 41-53.

Ren, R. Z., & Ding, N. Q. (2012). An analysis of the key factors in ESP teaching with the “5W1h”

method. Journal of the Foreign Language World, (2), 58-64+65.

Smith, G. F., Jung, H., & Zenker, F. (2022). From task-based needs analysis to curriculum evaluation:

Putting methodological innovations to the test in an English for academic purposes program.

English for Specific Purposes, (66), 80-93.

Spence, P., & Liu, G. Z. (2013). Engineering English and the high-tech industry: A case study of an

English needs analysis of process integration engineers at a semiconductor manufacturing

company in Taiwan region. English for Specific Purposes, (32), 97-109.

Staples, S. (2019). Using corpus-based discourse analysis for curriculum development: Creating and

evaluating a pronunciation course for internationally educated nurses. English for Specific

Purposes, (53), 108-120.

Sun, Y. Z., & Li, L. W. (2011). CBI, ESP and reform orientation of English education in Chinese

universities. Foreign Languages Research, (5), 1-4.

Sznajder, H. S. (2010). A corpus-based evaluation of metaphors in a business English textbook. English

for Specific Purposes, (29), 30-42.

Tao, J., & Gao, X. S. (2018). Identity constructions of ESP teachers in a Chinese university. English for



www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 6, No. 6, 2024

Published by SCHOLINK INC.
13

Specific Purposes, (49), 1-13.

Wang, J. K., & Chen, J. (2015). The application and development of educational IT in ESP teaching.

Computer-assisted Foreign Language Education, (1), 62-66..

Wang, L. (2012). ESP research after 50 years: Trends and directions: A review of new directions in

English for specific purposes search. Journal of the Foreign Language World, (6), 90-94.

Wen, X., & Mo, Q. Y. (2013). College English Textbooks: Problems and Reflections. Foreign

Language Research, (6), 97-101.

Weninger, C., & Kan, K. H. (2013). (Critical) Language awareness in business communication. English

for Specific Purposes, (32), 59-71.

Wu, C. H. (2014). An IT-based approach to legal translation education: With corpus and database

retrieval system as cases. Computer-assisted Foreign Language Education, (6), 18-24.

Xu, F. (2013). A Review of Studies on Processes and Perceptions of Academic English Writing.

Foreign Language Learning Theory and Practice, (3), 61-66.

Xu, F. (2017). International publishing and professional identity construction by Chinese researchers on

foreign language teaching. Foreign Languages and Their Teaching, (1), 26-32.

Zareva, A. (2013). Self-mention and the projection of multiple identity roles in TESOL graduate

student presentations: The influence of the written academic genres. English for Specific Purposes,

(32), 72-83.

Zhang, W. (2015). The Interactive Model of Cognitive Pedagogy in ESP Teaching. Foreign Language

Research, (2), 108-111.

Note

Note 1. An information technology construction project aimed at achieving the dissemination, sharing,

and value-added utilization of knowledge resources


	Original Paper
	A Review of Researches on English for Specific Pur
	Figure 1. Publications of ESP in CSSCI Journals in