From Real-World Communication and Critical Reflection in English for Specific Purposes for Stimulating Job Readiness

Abstract

The integration of pragmatic as part of real-world communication in English for Specific Purposes (ESP) that specifically enhance work readiness and promote transformational thinking are still limited. To fill the gap, this study explores what are the learners’ needs in English for specific classes particularly for some non-English departments, how to develop ESP learning model that integrate Critical Reflection and Real-World Communication (RWC) to support work readiness. How do RWC and Critical Reflection affects learners' job readiness. This study applies research and development by distributing open and closed surveys that evaluate non-English study program learners' job readiness for the workforce and focus groups and interviews with educators and practitioners. In analyzing the data, thematic analysis and descriptive statistic were employed to reveal the themes and dataset including mean, median, mode and visualized them in charts and tables. Findings reveal that learners' confidence and competency in professional situations are increased by implementing pragmatic methods, such as speech act, politeness strategies, cultural sensitivity, cultural awareness, context-sensitive communication, critical reflection, and adaptive language use. This study also finds the value of transformative thinking in cultivating an attitude that values flexibility. The learners were given the tools they need to take an active role in their professional growth by encouraging critical thinking on language use and its consequences in diverse circumstances. Finally, efficient communication techniques can improve work preparation and foster life-changing learning opportunities.