Three Decades of ESP Innovation: A Review of Research Across Specialized and Underexplored Domains

Abstract

This study seeks to fill a gap in the English for Specific Purposes (ESP) literature by conducting a systematic review (SR) of the author’s research studies published between 1994 and 2025. This SR synthesizes ten studies that examine the teaching of English for legal, polytechnic, art education, Islamic, and translation for specific purposes, interpreting for tourism purposes and using artificial intelligence to translate common names of chemical compounds. For conceptual clarity, the ten studies were organized into three thematic clusters (i) the ESP course design (5 studies); (ii) interpreting and translation for specific purposes (2 studies); and (iii) Teaching approaches for ESP (3 studies). Across these three clusters, the findings revealed that effective ESP instruction is based on a deep understanding of the learners’ academic and professional needs, the communicative demands of their domain, and the skills and cognitive processes required to process specialized texts and tasks. This SR highlights the importance of integrating language skills with domain knowledge, designing instruction that matches real world communicative practices, and using authentic materials that represent the students’ area of specialization. Additionally, this SR shows that ESP instruction is shaped by technological innovation. Online learning environments, digital resources, and AI assisted tools expand students’ access to specialized content and support the development of reading, vocabulary, translation, and research skills. At the same time, the studies underscore the need for digital literacy and instructional purpose to ensure that technology enhances rather than replaces thoughtful instructional design. Together, the studies in this SR contribute to a more extensive and inclusive understanding of ESP, one that embraces under represented disciplines, integrates multimodal resources, and highlights the connection between language skills and elements, cognitive competencies, and domain knowledge. This SR does not only synthesize a substantial body of research, but it also outlines a path forward for future research, curriculum development, and pedagogical innovation in ESP.