














































 
 

ISSN #2331-6845 

 
A Comparison of English for Academic 

Purposes and English for Business Purposes 
for English Language Learners 

By Melissa D. Caspary 
Georgia Gwinnett College, Lawrenceville, Georgia 

mcaspary@ggc.edu  
Clifton D. Wickstrom 

Educational Pathways International 
Clif.wickstrom@hotmail.com 

Diane Boothe 
Boise State University, Boise, Idaho 

dianeboothe@boisestate.edu 
 
 

Learning and teaching methodologies and approaches require innovation and 
relevancy for 21 century occupations and lifestyles.  In this paper the authors 
compare and contrast English for Specific Purposes (ESP) strategies for 
English learners in the business and academic communities.  The uses of 
problem based-learning (PBL) and information and communications 
technology (ICT) methodologies are explored as valuable tools for English 
educators and learners. 
 
Keywords:  English for Academic Purposes; English for Business Purposes; 
English for Specific Purposes; English Language Learners; Information 
Communications Technologies; Problem-Based Learning 
 

 
The English for Specific Purposes (ESP) community has grown at a near 

exponential rate over the past two decades.  This is due in part to the parallel 

1                                                                      GATESOL in Action, Vol. 2, Fall 2014 

mailto:mcaspary@ggc.edu
mailto:clif.wickstrom@hotmail.com
mailto:dianeboothe@boisestate.edu


growth of Information and Communications Technologies (ICT) that support 

rapid and global transmission of the messages and data in multiple formats.  

Altbach (2007) has argued that the creation of the internet and its multiple 

international networking platforms has led to a form of English hegemony in 

global communications in academic settings.  Following a similar path, English 

now dominates the discourse of business on an international level.  Therefore, 

we have observed the emergence of myriad on-line references for ESP 

program offerings and ICT-based courses.   The authors were prompted to ask 

how does ESP compare in business and academic communities.  Problem-

based learning (PBL) lenses and ICT contexts were used to examine 

similarities and differences in the ESP arena.  

The PBL Context 

PBL has its origins in medical education in Britain, and thus has roots in 

a discipline where ESP is an integral part of the educational process.  It quickly 

attracted attention and usage in the Canadian medical education community, 

and spread into post-secondary settings in the United States (US).  PBL 

anchors learning and instruction in real-world problems.  Learning content 

and processes become student-centered and collaborative and encourage the 

participants to find a common language to address concrete problems. 

Students are introduced to a climate and setting and are challenged to clearly 

2                                                                      GATESOL in Action, Vol. 2, Fall 2014 



state what those issues are in language that is meaningful in the context of the 

problem.  They are also charged with devising solutions and required to 

evaluate the problem in a post-problem reflection period (Barrows, 1988).  

This mode of teaching allows self-directed learning strategies and levels of 

collaboration that are naturally reinforced in the ICT context due to the nature 

of independent, activity-driven resources in the technology-enhanced 

curriculum.  John-Steiner and Mahn (1996) noted that when a problem is 

imbedded in a larger cultural context, it allows the learner to be both 

transforming and transformed, and this contextual framework can be highly 

effective in reaching ESP students. 

Although the sources of problems and the contexts for their classroom 

use may vary, PBL has common features: problems should engage students’ 

interest and motivate learning, require students to develop a line of reasoning 

that is backed by evidence, be complex enough to motivate participation of a 

group of students rather than just a single individual, be open-ended enough 

at the outset to allow participation by all students, incorporate the learning 

objectives of the course, and allow for many legitimate paths to a single 

resolution (Duch,1996).  PBL methods also resonate strongly with science 

educators and their students because they parallel the universal protocol of 

employing the scientific method, cornerstone of all scientific research.  The 

3                                                                      GATESOL in Action, Vol. 2, Fall 2014 



scientific process involves making an observation, forming a hypothesis, 

testing that hypothesis, and rejecting or accepting the hypothesis based on 

analyzing the results.  Placing students in the active role of problem-solvers in 

a demanding situation simulates the kind of complex circumstances they are 

likely to face in international business or academic communities. 

PBL is ideally suited for English language learners (ELLs) because it 

requires students to play the active role of problem-solvers. For students 

struggling with language acquisition, tacit learning, grounded in 

experimentation and experience, is the optimal mode for gaining expertise in 

a given subject. According to Evenson and Hmelo (2000), this mode of 

education places the responsibility in the hands of the students which is a role 

that has the potential to create life-long learners. It also places the instructor 

in the position of being a listener which is important for bridging 

communication gaps (Shultz, 2003).  

Lee (2005) argued that current educational policies and practices do not 

support desired outcomes with ELLs.  The authors would argue that education 

oriented toward the future ought to prepare students to function in a 

multicultural society with permeable borders.  PBL can provide students with 

an inquiry-based approach for solving real-world problems. Students working 

hard to gain proficiency in English speaking and literacy gain an 

4                                                                      GATESOL in Action, Vol. 2, Fall 2014 



understanding of a discipline through performance.  It has been demonstrated 

that inquiry-based methods personalize classroom-based projects, increase 

relevance, and create ownership (Johnson & Kean, 1992).  Problem-based 

classroom projects enable students to make a personal investment in their 

education and in the projects, where they are more likely to use their total 

support network of classmates, teachers, friends and the community of the 

specific application to help them meet project goals.  ELLs who participate in 

such projects thrive in a cooperative learning environment which strengthens 

peer relationships.  The hands-on nature of a project creates a sense of 

ownership among specific classroom project participants and caters to a wide 

range of skills and ability levels.   

PBL can be utilized to select constructive problems purposefully 

designed to address the desired learning outcomes for the English for 

Academic Purposes (EAP) and English for Business Purposes (EBP) 

communities.  These problems are often influenced by social and contextual 

factors. Cummins (2000, p. 39) stated “conceptual knowledge developed in 

one language helps to make input in the other language comprehensible.” 

Careful lesson planning is necessary in terms of language learning and content 

knowledge. When using the PBL model, content is introduced in the context of 

real world problems.  The learners’ acquisition of knowledge is achieved 

5                                                                      GATESOL in Action, Vol. 2, Fall 2014 



through a combination of learning strategies that are self-directed, 

independent, and collaborative, while also emphasizing communication skills 

and providing ongoing reinforcement. 

The ICT Context 

The teaching of ESP and more specifically EAP has taken on global 

significance.  As early as 1996, Gillett (1996) offered a precise description of 

the growing EAP field identifying the four essential elements (reading, 

writing, listening and speaking) noting EAP’s increasing importance within 

the global higher education community. As Altbach (2007, p. 2) noted, “Until 

the mid-twentieth century, most countries used their national languages for 

academic university teaching and for science and scholarship.”  Since the 

1950s, English has assumed an ever increasing role as the predominant 

language for academic communication across the globe.  It is now the 

language of choice for virtually all major peer-reviewed academic journals in 

international distribution, and the preferred language of presentation at 

academic conferences and colloquia (Altbach, 2007).  

EAP entails training students, usually in a higher education setting, to 

use language appropriately for study, research and publication.  It includes 

developing skills in the rigorous, rhetorically and grammatically correct 

modes demanded by the now globalized academy.  It is a challenging and 

6                                                                      GATESOL in Action, Vol. 2, Fall 2014 

http://en.wikipedia.org/wiki/Higher_education


multi-faceted area within the wider field of ELL, and is one of the most 

common forms of ESP.  EAP is now a common part of the curriculum at 

universities around the globe, and is even being offered in the commercial 

marketplace, especially in Asia (Canagarajah, 2014). 

More specifically, academic language differs from everyday language 

and other ESP language uses in very specific ways.  For EAP learners, these 

differences take on even more significance. These learners are frequently 

required to read, write, listen to, and speak about relatively unfamiliar topics 

using technical language and drawing upon semantic resources that routinely 

differ from the language practices they use in the home or in social or 

business contexts.  As such, EAP teachers need to make explicit the workings 

of academic language and the critical differences between every day and 

academic language. 

The EAP community has had to develop its own systems to promote this 

more rigorous curriculum focused form of language learning. An EAP program 

focuses instruction on skills required to perform well in an English-speaking 

academic context across core subject areas generally encountered in a 

university setting.  Programs may also include a more narrow focus on the 

specific linguistic demands of a particular area of study; business subjects are 

but one example. Sometimes EAP courses may be intended to raise students' 

7                                                                      GATESOL in Action, Vol. 2, Fall 2014 



general English proficiency to facilitate university entrance. In the US, this can 

mean helping students attain a score of 70 or greater on the Test of English as 

a Foreign Language (TOEFL).  In the United Kingdom (UK), this often means 

endeavoring to help students get a score of 6 or above in the International 

English Language Testing System (IELTS) examination. Frequently, these 

courses take on a specialty school atmosphere, where students can spend 

from a single semester to a year or two working on their English and academic 

skills before starting degree courses. EAP courses taught with other degree 

courses may be based on the British or American English and Composition 

models, or may employ content-based instruction, using material from the 

students' degree subjects.   

ICT has had and continues to have a major and distinct role to play in 

facilitating the success of EAP instruction.  This role has expanded in both its 

breadth and depth, with the increasing proliferation of such tools, globally.  

While computers were first used principally to process data within closed 

environments, interestingly, once users found they could be used for 

communication and information sharing, this became the major use of the 

technology.  Educators who had been using computer-assisted tools such as 

word-processing soon began to recognize the potential of the communication 

tools, as well.  The ICT tools that support human-to-human interaction are 

8                                                                      GATESOL in Action, Vol. 2, Fall 2014 

http://en.wikipedia.org/wiki/TOEFL
http://en.wikipedia.org/wiki/IELTS


commonly referred to as computer-mediated communication (CMC).  CMC can 

be divided into synchronous (real-time) and asynchronous (non-real-time) 

applications, with chat being the most typical synchronous and blogs and e-

mail the most typical asynchronous examples, respectively.  A variety of 

modes of communication constitute CMC, including e-mail, chat, IM (instant 

messaging), computer conferencing, listservs, bulletin boards, blogs, MUDs 

(multi-user dungeon, an interactive virtual game played on the Internet by 

several people at the same time) and MOOs (multi-object-oriented MUDs), to 

name a few.  The macroscopic view of all of these ICT tools in the language 

education setting is referred to as Computer-assisted Language Learning 

(CALL).  Over the past ten plus years, a distinct literature related to these tools 

has emerged, and is widely available on the world-wide web (Hubbard, 2009). 

However, CMC and CALL are not without their drawbacks.  With the 

exception of most e-mail systems, they do not provide flags for spelling, 

grammar or syntactic errors, and prevent learners from receiving timely 

feedback to correct them.  The language of CMC may not provide appropriate 

models that language learners need in other contexts.  Research had 

demonstrated that CMC incorporates both characteristics of written and 

spoken language (Murray, 2008).  The abbreviated shorthand of texts and 

“tweets” has further exaggerated this differentiation.  This informal language 

9                                                                      GATESOL in Action, Vol. 2, Fall 2014 



is quite different from that used in other contexts, such as school and work.  

Thus language learners need to acquire a range of CMC proficiencies, outside 

of the academic environment, so they can use both the simplified language 

structures of social networks, as well as, for example, the formal emails for 

requesting time off from a manager, applying for a job or raising arguments 

when contributing to a discussion in an on-line chat.  In addition, 

technological tools that facilitate synchronous use favor conversational 

fluency and community building over accuracy and scholarly discussion 

(Murray, 2008). 

CALL and CMC resources in common use are also not typically geared to 

the more rhetorically demanding contexts of EAP and the lexicons contained 

in these programs are not geared to the more specialized content of EAP.  

While some word-processing programs now have the flexibility to choose the 

writing contexts among British or American spelling, and normal, business or 

academic grammar, these capabilities are not yet frequently found in other 

generic CALL software for ELLs.  Use of specific programs and even ESP 

courses are the norm.  Moreover, CALL and language translation programs 

continue to have frequent problems with poly-semantic words, particularly 

verbs, as Iacob (2009, p.147) describes in her discussion of the effectiveness 

of CALL tools.  She notes by way of example that they are not capable of 

10                                                                      GATESOL in Action, Vol. 2, Fall 2014 



differentiating among the several legitimate uses of the verb “to take”.  At this 

point the critical terms within CMC and CALL remain “mediated” and 

“assisted”.  Thus, at this point, the language teacher still retains the key role in 

achieving ELL, ESP, and EAP student success. 

A command of the English language is a defining factor in the 

dynamically changing 21st century multicultural workplace and ICT is a tool 

that is being used to effectively bridge communication gaps.  ESP capability is 

required in business and industry for competitive and contractual 

responsibilities.  Highly skilled employees with ESP competence will excel in 

collaborative and individualized endeavors and gain the experiences needed 

to forge strong networking relationships.  ICT is serving a crucial role in 

successful language learning that focuses on an innovative pedagogical 

delivery system.  There are challenges and opportunities regarding the 

implementation and workplace acceptance of mobile learning platforms. 

Mobile devices and digital interactive language learning incorporating 

strands of instructional technology with ESP software will encourage people 

to power up rather than power down in the workplace.  ELL takes place in 

colloquial, informal exchanges in the majority of workplace settings with the 

exception of legal structured vocabulary required for judicial related 

strategies and practices.  In the business world, research and design (R&D), 

11                                                                      GATESOL in Action, Vol. 2, Fall 2014 



supply chain management, finance, operations management, and software 

engineering are a few examples of areas where ESP coupled with ICT is 

appropriate in our increasingly multidimensional and global society.  Multi-

touch learning devices challenge learners, analyze their progress and 

maximize engagement resulting in seamless language learning reinforced by 

impressive pedagogical aspects that will boost comprehension as well as 

stimulate and enrich accomplishments.  In the field of medicine, ICT is 

demonstrating strong support for ESP students.  A study conducted on 60 

second-year medical students, comparing ICT and traditional methods, 

concluded that instruction based on ICT is a more effective method for 

teaching ESP to the students of medicine, linguistically and methodologically 

(Arani, 2004). Altbach (2007) noted that the prevalence of the Masters of 

Business Administration degree has led to the dominant role of English on the 

world stage of business. 

It is possible to customize ESP learning to address specific needs with 

leading edge technologies that may not be available in traditional classroom 

settings such as lecture capture and screen capture.  These successful 

language learning processes and strategies will complement traditional 

English language acquisition models and target specific skills.  Opportunities 

exist for the utilization of cutting edge technology that will enhance workplace 

12                                                                      GATESOL in Action, Vol. 2, Fall 2014 



skills and spark inspiration and innovation.  ESP learning is supported for 

unique populations integrating workplace requirements, language learning 

and transformative linguistic rigor.  Not only is spoken language reinforced, 

but reading comprehension and content retention is boosted by using ICT 

tools effectively to amplify instruction.  In reference to the workplace, 

Marschan-Piekkari, Welch and Welch (1999) suggest that the free exchange of 

information relies on an understanding of the context and social norms 

reinforced in communicating with others.  ELAN (2006) confirms that with 

the growth of business and the installation of multinationals around the 

world, foreign language knowledge (English) is not only crucial for sales, 

marketing and export operations, but for enhancing socialization with others.  

Technology offers the necessary support resulting in data-driven decisions, 

re-conceptualizing and restructuring strategic utilization of solutions for 

transformative and leading edge quality instruction.  This instruction flows 

from ESP to workplace competency and is flexible and collaborative and 

allows learners to accomplish learning objectives and gain a competitive 

advantage.   Learning should and will take place in whatever setting is 

presented transforming longstanding reliance on traditional methods and 

broadening existing program delivery. 

13                                                                      GATESOL in Action, Vol. 2, Fall 2014 



When focusing on ICT in virtual and online environments, ESP business 

learning situations offer contextual focus for learning.  Students are able to 

grasp language skills and content more quickly.  Learning can take place 

anywhere and rather than static learning that is more traditional in scope, the 

open and personalized learning is more flexible and collaborative using 

interactive tools as well as digital curriculum content providing a portal to the 

digital world and a more complex environment.  Traditional ESP instruction is 

fundamentally changed and becomes more student-centered.  Broad concepts 

that previously existed drive down to a focus on details coupled with 

reinforceable language learning.  The opportunity exists to pilot innovative, 

digital structures and online resources building a model for ESP program 

improvement.  The implementation of coupling ESP and ICT may seem 

daunting at first as digitalization takes a leading role in the instructional 

process, but focused training and professional development will expand the 

comfort zone and increase awareness resulting in deeper usage and increased 

access.  Flipping the classroom with hybrid and online, mobile learning 

methodology will expand digital fluency and ESP in order to effectively teach 

English language even when blended with traditional face-to-face courses in 

hybrid settings blended with online segments.  It will also provide increased 

14                                                                      GATESOL in Action, Vol. 2, Fall 2014 



access to content and learning focused on the multicultural business 

community. 

A new program aimed at improving international student EBP 

performance is now being offered to students at one US University.  Golden 

Gate University (GGU) in San Francisco, California, is offering a specialized 

business oriented English language program for ELL students.  The GGU 

Preparation in Language and University Studies (PLUS) program has been 

designed specifically for ELL students who have limited speaking and writing 

skills and who participate in a collaborative process to improve their business 

related English proficiency.  GGU has a large Asian international student 

population within its business programs with students from Mongolia, South 

Korea, Japan, China and Taiwan needing to increase their proficiency in 

written and spoken English.  PLUS is designed to encourage students to work 

in collaborative sessions, geared to solving common problems associated with 

the business curriculum, in which most students are enrolled (GGU, 2014).  It 

employs the same PBL and ICT approaches that the student will confront in 

the business classroom.  The program has a remarkably high 80-85% success 

rate as reported by Karin Fischer (2011) in her Chronicle of Higher Education 

article on PLUS. 

15                                                                      GATESOL in Action, Vol. 2, Fall 2014 



Comparative Conclusions 

ICT has made important and ground-breaking strides in the academic 

and business worlds.  Social success, problem-solving, linguistic rigor, PBL, 

ICT applications availability, and ICT applications are compared below for 

academic and business purposes. Table 1 lists a comparison between EAP and 

EBP across the six parameters of social contexts, problem contexts, linguistic 

rigor, PBL contexts, ICT applications availability, and ICT applications 

characteristics.  

Table 1. Comparison Between EAP and EBP Against Six Parameters 
 
Parameter EAP EBP 
Social contexts Collaborative/Collegial Competitive/contractual 

Problem contexts Theoretical/Rhetorical Real world/Practical 

Linguistic rigor Precise/formal, 
grammatically  and 
syntactically complex 

Colloquial/except legal or 
contractual materials 

PBL contexts Research design, execution  
and evaluation 

Customer/client contact 
and internal data 
management 

ICT Applications 
Availability 

Abundant Limited to the corporation 
or corporate community 

ICT Applications 
Characteristics 

Generic Word Processing 
and Data Analytics 

Task specific/ largely 
finance or  focused on 
specific industry 

 
ELLs, both in an academic and business context, have been using ICT to 

further their educational and professional goals.  While in the academic world, 

16                                                                      GATESOL in Action, Vol. 2, Fall 2014 



advances in ICT can have significant impacts on collaborative interchange.  In 

a business context, ICT provides an edge necessary to make a competitive 

difference.  In academics, ICT supplies a trial-run platform to address 

theoretical problems that will later become practical and real in the business 

world.  Linguistic rigor may be a challenge both in business and academia, but 

improved communication technology will facilitate the ESP acquisition.  

Partnering PBL with ICT leads to the development of creative strategies for 

educating in an ESP and EBP environment.  A challenge in incorporating ICT 

into the workplace or classroom is the availability and willingness of the 

community to integrate these newly available technologies.  This acceptance 

will largely be based on the character of the institution or nature of the 

industry, but any investment in the improvement of ICT infrastructure is a 

step toward facilitating communication among all the involved players. 

The emphasis on reading, writing, listening and speaking in generic EAP 

situations will likely limit PBL-ICT applications to vocabulary building and 

language mechanics.  However, when the EAP situation changes to one of 

subject matter specificity, the environment quickly shifts to one that is rich in 

potential PBL-ICT applications.  Whether the subject matter be the sciences, 

technology, engineering or mathematics (STEM) related, or more attuned to 

17                                                                      GATESOL in Action, Vol. 2, Fall 2014 



business, social sciences or even the humanities, PBL applications enriched 

with ICT tools are proliferating rapidly. 

One area will continue to challenge ICT applications in ESP in all of its 

senses.  The spelling, usage, pronunciation, punctuation and grammatical 

variations among the native English speaking nations, and the associated 

publishing and ICT tool building communities, continue to challenge ELLs, be 

it in an EAP, EBP or any other ESP environment.  Some widely used word-

processing tools are now equipped with “translating” subroutines to shift 

between British and American English, but these are only of use in the writing 

portion of EAP.   Native and non-native English speakers will continue to be 

challenged by these variations in “common” English, but this too will likely be 

overcome in the near future using ICT to its fullest. 

While ICT has provided a considerable advantage, especially for those 

who are trying to harness proficiency with the English language for business 

or academic purposes, it is essential to remember to take a step back and take 

a first principles approach for improved communication across language 

barriers.  The goal has always been a commitment to strengthen and solidify 

that bond, so that, regardless of the specific outcome, understanding is 

achieved between or among the contributing parties.  ICT will serve as a 

critical enabler in these attempts, but should not stand alone in an effort to 

18                                                                      GATESOL in Action, Vol. 2, Fall 2014 



bridge the linguistic gaps between/among exchanges of information for 

whatever purposes.  Technology has yet to provide us with the “universal 

language translator” which is of sufficient power to function without error 

across a multiplicity of purposes.  Until that version of ICT is available to us, 

ELL will remain a dynamic and vigorous global effort, with EAP and EBP 

serving major roles within.  PBL and ICT will provide valuable tools for that 

effort. 

  

19                                                                      GATESOL in Action, Vol. 2, Fall 2014 



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