COMMUNICATIVE ESP TEACHING IN ARMENIA AND LEARNER NEEDS IN CONTEXT
DOI:
https://doi.org/10.46991/FLSP.2026.26.134Keywords:
ESP, communicative language teaching, experiential learning, needs analysis, assessmentAbstract
The paper examines communicative and experiential teaching practices in the ESP context at two universities in Armenia. It highlights both the advantages of this methodology and the cultural peculiarities that pose challenges to achieving the desired learning outcomes, as well as proposes practical strategies for addressing these challenges. Analysing prior studies in ESP, constructivism, and experiential learning and drawing on classroom-based evidence, the paper explores the practical implementation of these theoretical models in real teaching contexts. To help reconsider the existing ESP practices, the study also conducts a student needs analysis.
The study focuses on three major questions: 1) How do ESP students benefit from communicative and experiential learning? 2) What insights does the needs survey offer? 3) How can identified learner needs be translated into communicative and experiential ESP classroom practices in the Armenian context?
Overall, the survey results support classroom observations and academic discussions, pointing to topical issues and areas of concern in ESP teaching in the Armenian higher education context.
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CONSTRUCTIVISM_AND_ITS_CONTRIBUTIONS_TO_THE_CURRENT_ENGLISH_LANGUAGE_TEACHING_PRACTICES
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