Multilingual Realities in ESP Context: Learner Perspectives on Effective ESP Pedagogy in Diverse Classrooms

Jeihn Novita Chirstanty  Budiman; Nindy Nource   Ganap; Devilito Prasetyo   Tatipang

doi:10.31849/w5cffj04

Authors

Jeihn Novita Chirstanty Budiman Politeknik Pelayaran Sulawesi Utara, Minahasa Selatan, Indonesia
Nindy Nource Ganap Politeknik Pelayaran Sulawesi Utara, Minahasa Selatan, Indonesia
Devilito Prasetyo Tatipang Universitas Negeri Makassar, Makassar, Indonesia

DOI:

https://doi.org/10.31849/w5cffj04

Keywords:

English for specific purposes (ESP), Multilingualism in education, Translanguaging pedagogy, Learner-centered instruction, Collaborative learning, Second language acquisition (SLA)

Abstract

In an era where global communication increasingly depends on multilingual competence, ESP classrooms are no longer linguistically uniform spaces but dynamic sites of negotiation between languages, identities, and professional demands. Yet, despite this reality, ESP pedagogy continues to be shaped largely by monolingual assumptions that overlook how learners actively navigate multiple linguistic resources in meaning-making. Existing studies have predominantly focused on needs analysis and material design, with limited attention to learners’ situated voices in multilingual vocational contexts. Moreover, prior research has rarely extended extensive listening theory beyond traditional reading while listening paradigms, leaving a critical gap in understanding how listening-oriented meaning construction operates in multilingual ESP environments. Addressing this gap, the study adopts a mixed-method case study design involving 45 cadets at Politeknik Pelayaran Sulawesi Utara from diverse linguistic backgrounds. Data were collected through structured questionnaires and open-ended responses, analyzed using descriptive statistics and thematic analysis. Results show 70% of participants prefer bilingual instruction combining English and Indonesian, while 20% favor full English and 10% support inclusion of local languages. Regarding pedagogical preferences, Task-Based Learning (25%), Collaborative Learning (20%), and Role Play (18%) emerged as most effective approaches, whereas lecturing (5%) and grammar translation (10%) were less favored. Furthermore, 49% of students perceived the multilingual environment as supportive, 29% as neutral, and 22% as challenging. These findings position multilingualism as a pedagogical resource facilitated through translanguaging and interactive practices. The study contributes by advancing learner-centered ESP pedagogy and recontextualizing extensive listening within multilingual contexts, with implications for adaptive curriculum design, teacher development, and inclusive language policy in global education.

Author Biographies

Jeihn Novita Chirstanty Budiman, Politeknik Pelayaran Sulawesi Utara, Minahasa Selatan, Indonesia

Jeihn Novita Christanty Budiman is a senior lecturer at Politeknik Pelayaran Sulawesi Utara, Indonesia, where she also serves as Vice Director II, playing a strategic role in strengthening institutional governance and advancing academic quality. Her expertise lies in Maritime English and pedagogical innovation tailored to the needs of maritime cadets. Her scholarly work focuses on enhancing language proficiency, communicative competence, and adaptive learning strategies within specialized maritime contexts. Through her active engagement in research and academic publication, she consistently contributes to the development of high-quality maritime education and the professional readiness of future seafarers in Indonesia.
Nindy Nource Ganap , Politeknik Pelayaran Sulawesi Utara, Minahasa Selatan, Indonesia

Nindy Nource Ganap is an academic at Politeknik Pelayaran Sulawesi Utara, Indonesia, with a strong background in English education and language studies. Her research interests include social criticism, cultural representation, and comparative literature, reflecting an interdisciplinary approach that integrates language, literature, and cultural discourse within both educational and research contexts.
Devilito Prasetyo Tatipang, Universitas Negeri Makassar, Makassar, Indonesia

Devilito Prasetyo Tatipang is a PhD candidate in English Education at Universitas Negeri Makassar, Indonesia, with a strong academic trajectory in research, teaching, and scholarly publication within the field of English Language Teaching. His research interests encompass Translanguaging in ELT, plurilingual education, language pedagogy, and the integration of artificial intelligence in both language learning and literary studies. He is actively engaged as a reviewer and editor for several reputable journals, demonstrating his critical role in maintaining academic rigor and publication quality. His work reflects a sustained commitment to advancing innovative, technology-driven, and evidence-based pedagogical practices that contribute to the evolving landscape of ELT in both national and international contexts.

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