AI-Assisted ESP Course Design and Implementation
This paper positions AI as a useful tool in the creation and implementation of ESP courses. The paper argues that many course developers and instructors face a difficult challenge in understanding the needs of target learners, deciding learning objectives, creating relevant materials, and evaluating...
Gardado en:
| Publicado en: | URI:https://journals.openedition.org/asp, |
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| Autor Principal: | |
| Formato: | Article ou chapitre numérique |
| Publicado: |
ASp
2025
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| Acceso en liña: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | This paper positions AI as a useful tool in the creation and implementation of ESP courses. The paper argues that many course developers and instructors face a difficult challenge in understanding the needs of target learners, deciding learning objectives, creating relevant materials, and evaluating the success of learners when the specialist subject area of the learners diverges significantly from their own area of expertise. Traditionally, course developers and instructors may have turned to specialist informants to guide the process, but such a team-oriented approach to ESP can often be limited due to diverging interests, a difference in vision for pedagogy, power differences, and even simple logistics. This paper proposes using AI tools as support assistants for the ESP expert, serving in multiple roles through the design and implementation stages. As examples, the paper will describe how AI can serve in a useful role when creating and analyzing stakeholder surveys. It can also be used to synthesize the results of needs analysis into a well-formed set of learning objectives. It can also be used directly by learners in the classroom, supplementing traditional data-driven approaches with a natural language query system that greatly facilitates the access to target language and interpretation of language patterns. Finally, it can be used to assist in the evaluation of learner outputs, judging the appropriacy of learner language in highly specialized domains. |
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