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A Focus on Technical English for High School Students Pursuing a
Specialized Career in Hotel Services
Inglés técnico para estudiantes de bachillerato que desean especializarse en servicios hoteleros
Sonia Lucía Torres Lituma, Juanita Catalina Argudo-Serrano
https://doi.org/10.46652/runas.v5i10.185
ISSN 2737-6230
Vol. 5 No. 10 July-December 2024, e240185
Quito, Ecuador
Submitted: April 11, 2024
Accepted: June 13, 2024
Published: June 28, 2024
Continuous Publication
Sonia Lucía Torres Lituma
Universidad Católica de Cuenca | Cuenca | Ecuador | sonia.torres.90@est.ucacue.edu.ec
http://orcid.org/0009-0005-0981-1541
Juanita Catalina Argudo-Serrano
Universidad Católica de Cuenca | Cuenca | Ecuador | junita.argudo@cuenca.edu.ec
http://orcid.org/0000-0002-3337-7803
Abstract
e study delves into the pertinent literature on English for Specic Purpose (ESP) in Hotel Services and
the existing research and educational practices in this domain. Examining relevant literature, encompassing
scientic articles and empirical studies yields insights into students’ language needs, teachers’ challenges, and
teachers’ perceptions of ESP when teaching in Hotel Services. ese results are signicant for educators, cu-
rriculum developers, and policymakers, as they can enhance ESP education and equip students for successful
careers in the hotel industry. Moreover, the study could pave the way for further research on ESP education in
other specialized elds, building on the ndings of this study.
Keywords: Learning; Teaching profession; Vocational education; Technical school teachers; Hotel industry.
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Resumen
El estudio profundiza en la bibliografía pertinente sobre el inglés con nes especícos (ESP) en los servicios
hoteleros y las investigaciones y prácticas educativas existentes en este ámbito. El examen de la bibliografía
pertinente, que abarca artículos cientícos y estudios empíricos, arroja luz sobre las necesidades lingüísticas de
los estudiantes, los retos a los que se enfrentan los profesores y sus percepciones del ESP cuando enseñan en
Servicios Hoteleros. Estos resultados son importantes para los educadores, los responsables de la elaboración
de planes de estudios y los responsables políticos, ya que pueden mejorar la enseñanza de la ESP y preparar a
los estudiantes para una carrera profesional de éxito en el sector hotelero. Además, el estudio podría allanar el
camino para futuras investigaciones sobre la enseñanza de la ESP en otros campos especializados, basándose
en las conclusiones de este estudio.
Palabras clave: Aprendizaje; Profesión docente; Formación profesional; Profesores de escuelas técnicas; Indus-
tria hotelera.
Introduction
English is the most widely spoken language in the world, and the number of speakers is
still growing (Asrifan et al., 2020). It is used in many places and for many reasons (Roy, 2020).
Asrifan et al. (2020), mentioned that one of the elds in which English has become increasingly
important is Hotel Services. e ability to speak English has become a requirement for workers
in the hotel industry (ompson, 2010), for that reason, ESP is a topic that needs to be analyzed
(Dudley-Evans and St John, 1998).
ESP concentrates on developing communicative competence within a specic discipline; for
example, business, accounting, academics, teaching, or Information Technology (IT), and Engli-
sh language skills are essential in today’s interconnected world, especially in specialized sectors
such as Hotel Services because eective communication in English is crucial (Armas et al., 2022),
teaching ESP in the classroom ensures that students can use the language appropriately. When
implementing this approach, students must possess general English language skills, a targeted
vocabulary, and language prociency relevant to their future careers (Tunaz & Ataç, 2023). High
school students pursuing careers in this eld must acquire technical English skills to eectively
engage with international clients and institutions, by focusing on ESP, students can develop the
language competence necessary to navigate the intricacies of the hospitality sector, including
customer service, reservations, front desk operations, concierge services, and hotel management
(Luka, 2015). Speaking English can increase the prosperity of the local people because many tou-
rists come from dierent countries, and the hotel sta can practice this language when dealing
with their guests or clients (Erazo et al., 2019).
Taking into account the importance of the need for English ability in the Hotel Services in-
dustry, the curriculum outlined by the Ministry of Education in Ecuador wants to equip students
to use English accurately in professional interactions with international individuals and organiza-
tions; English is taught to Hotel Service students to meet the language requirements of the indus-
try before they enter the workforce (Ministerio de Educación, 2015).
A Focus on Technical English for High School Students Pursuing a Specialized Career in Hotel Services
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S. L. Torres Lituma & J. C. Argudo-Serrano
Kırkgöz and Dikilitaş (2018), recommend that teachers use ESP to allow students to unders-
tand the topics and develop their foreign language abilities. Teachers must consider language,
skills, and genre-appropriate content for specic learning activities for students (Armas et al.,
2022). Furthermore, educators can enhance teaching approaches, curriculum design, and ma-
terials to meet students’ language learning needs when pursuing a career in the Hotel Services
industry (Rahman, 2023).
is research provides an overview of the literature supporting ESP and improving ESP edu-
cation. It aims to delve into the reported specic students’ language needs, challenges faced by
teachers, and teachers’ perceptions of ESP education in the Hotel Services industry.
Literature review
ESP, as dened by Sukying et al. (2023), is the English language knowledge and subject con-
tent in a specic eld of study that learners eectively use for their specic employment.
ESP has gained signicant attention in language education, as it caters to the specic langua-
ge needs of learners in various specialized domains (Hijuelos-Cruz et al., 2020). According to Me-
rine (2019), ESP is always focused on teaching language to a particular group of learners who need
the English language for academic, occupational, or professional purposes; ESP is based on the
learners’ language needs, who are placed at the center of teaching and learning. Nazim and Haza-
rika (2017), state that ESP focuses on the learners eectively communicating in real-life situations.
The ESP Approach
ESP appeared in the 1960s (Armas et al., 2022) in response to the evolving global market
landscape, the intensication of international trade, and the advancement of technology, which
collectively necessitated the ability to communicate in English. It is related to the specic purpose
of learning English, and itis dividedinto two branches (1) English for Academic Purposes (EAP)
and (2) English for Occupational Purposes (EOP) (Baştürkmen, 2010). ere is a dierence be-
tween these two branches since EAP focuses on using English in the academic eld; meanwhi-
le,EOP allows learners to communicate eectively in English (Cummins, 2008). Some essential
characteristics of ESP mentioned by Armas et al. (2022), are (1) it must address the learners’ spe-
cic needs, (2) it is a language-centered approach, and (3) it applies a methodology and activities
specic to the discipline it focuses on; it uses a dierent methodology for English learning than
general English. Using the ESP approach, students can be actively engaged in the learning process
and apply it in real-life situations because communicating among people in terms of business,
commerce, and hospitality has made English the new “lingua franca” of the world (Armas et al.,
2022).
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e role of ESP is to help students acquire necessary language skills in specic elds (Dud-
ley-Evans and St John, 1998), and it has to be built on a solid base of General English (GE) (Moha-
med & Alani, 2022). According to Mohamed and Alani (2022), the word «specic» in ESP means
the exact objective for learning the English language, meaning learners study English in the eld
in which they are involved in work or education. Besides, ESP seems more complicated than GE
for teachers because they have to acquire and study the vocabulary and knowledge of a certain
profession unknown to him/her (Mohamed & Alani, 2022).
Importance of ESP in the Hotel Industry
ESP is a branch of teaching or studying English in a particular eld (Hasyim et al., 2022), and
the hotel industry prioritizes comfort and hospitality in its services, so ESP plays a crucial role in
the industry. As Hasyim et al. (2022), state, the importance and usefulness of ESP in this context
can be understood from various perspectives.
Enhance communication skills
Eective oral communication in English is vital in the hotel industry, as it involves inte-
racting with guests, colleagues, and management from diverse cultural backgrounds (Husin et
al., 2023). ESP equips students with the necessary language skills to handle customer inquiries,
provide excellent customer service, and eectively communicate information related to hotel ope-
rations (Erazo et al., 2019), in this sense, students need to address the linguistics requirements for
success in school. Moreover, eective communication is a crucial aspect of the hospitality and
tourism industries (Chumphong & Chuai-in, 2020). e hospitality industry depends upon provi-
ding exceptional service by quality employees (Luka, 2015). In order to ascertain the competence
of a student in the English language, it is necessary to understand the student’s English prociency
level and the specic sub-skills they possess (Al-Malki et al., 2022). Furthermore, aligning this
prociency with the Common European Framework of Reference for Languages (CEFR) (Kuse-
vska, 2014) can provide descriptors of general language competence such as listening, speaking,
reading, and writing skills that can be adapted to ESP (Athanasiou et al., 2016)
Industry-Specic Terminology
e hotel industry has its own unique set of terminology (Poldrugovac et al., 2016). ESP pro-
vides students with the vocabulary and language prociency required to accurately understand
and use industry-specic terms (Fitria, 2020) since students believe these specic words are not
common daily. Using the correct and appropriate vocabulary and language, students can master
courses such as law, economics, political sciences, and geopolitics (Tunaz & Ataç, 2023). In addi-
tion, Ma’yah and Sumardiono (2023), also stated that by introducing related topics and vocabu-
lary, students can understand the content related to Hotel Services and communicate eciently
and eectively with guests.
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S. L. Torres Lituma & J. C. Argudo-Serrano
Zahedpisheh et al. (2017), say that second-language speakers of English must acquire specic
vocabulary to improve their language skills and use it in a particular situation to increase the qua-
lity of the service to guests. Mastering English provides learners with the linguistic tools needed
for traveling or working in various professions in the hospitality sector (Zahedpisheh et al., 2017).
ESP challenges for teachers
ESP learning process is vital for students to understand the target situation, where they must
know what types of English language they need to learn and use in their future workplace (Set-
yarini, 2018; Sukying et al., 2023). According to Ho (2011), a teacher also confronts challenges
regarding the design of the curriculum, the tasks, the assignments, and the instructional strategies,
all of these processes take place in a classroom environment and the main component for these
practices to be successful is the role of an ESP teacher.
Moreover, an ESP teacher must be clear about which skills receptive (listening and reading)
or productive (speaking and writing) are in demand for their career or occupation (Ma’yah and
Sumardiono, 2023) and how teaching these skills can be more interesting than teaching GE (Suk-
ying et al., 2023). Furthermore, Alhumaidan and Alghamdi (2023), state that speaking and liste-
ning skills are very important in the Hotel Services eld because they are needed to interact with
the guests; furthermore, Bisena et al. (2021), say that the hotel sta needs to use English pro-
ciently—more specic learning materials for particular work roles in hotels (Purwanti, 2019). ESP
teachers in Hotel Services must develop or adapt their materials (Ho, 2011). In addition, Skril
(2018), delineates a lesson plan with objectives and goals for the planned activities. Developing a
curriculum model tailored to hospitality education is expected to improve students’ English lan-
guage skills (Lin et al., 2014). Employing authentic materials to bolster English prociency is seen
as possessing both tangible and intrinsic worth and is believed to signicantly inuence ESP tea-
ching methods (Asmari & Gulzar, 2015).In addition, teachers must direct their attention not only
to the contemporary world but also to the development of language skills essential for navigating
the complexities of modern life (Ēvele & Komarovska, 2019).
High School Students’ Language Needs
Authors such as Alhumaidan and Alghamdi (2023), Guntoro (2021), Pham (2023), Poed-
jiastutie and Oliver (2017), and Tunaz and Ataç (2023), have highlighted the specic language
needs of high school students pursuing a career in Hotel Services. ese needs encompass a range
of language skills, including customer service communication (making reservations by phone,
internet inquiry), eective handling of guest inquiries and complaints (room service, check-in,
and check-out times, etc), professional interaction with colleagues, understanding hotel mana-
gement terminology facilitates the interaction with service personnel and other customers, and
these needs can be summarized as communication skills the students need to communicate eec-
tively (Kandampully et al., 2017).
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According to Guntoro (2021), English has become a primary competence in serving guests;
for example, when a visitor stays in a hotel, English must be used. In that workplace setting, com-
munication is vital and depends on the degree to which participants are satised. As Van (2015),
says, communicative success depends on the degree to which participants exchange information
with the guests meaningfully, which means how intelligible the message is between the speaker
and the hearer in a given situation.
ESP Perceptions in Teaching
e ecacy of simulation-based teaching has led many researchers and teachers to inves-
tigate the promotion of learner autonomy in the teaching and learning nexus (Jilani & Yasmin,
2016), and it has a pivotal signicance regarding experimentation with interactive learning situa-
tions. Furthermore, implementing online platforms, such as YouTube, as a medium for language
learning has been demonstrated to enhance English language skills and elicit positive feedback
regarding the training (Bisena et al., 2021). It is; therefore, evident that future professionals will be
able to communicate in the target language on a global scale by demonstrating appropriate Engli-
sh language prociency in the hospitality industry (Zou et al., 2019).
e perceptions regarding ESP emphasize using authentic materials to facilitate the enhance-
ment and engagement of learners (Purwanti, 2019). Furthermore, Asmari and Gulzar (2015), con-
ceive that using authentic materials enhances English language skills for undergraduate students
by using newspapers and other materials to simulate authentic language. In addition, creating a
well-structured lesson plan is conducive to achieving not only the desired learning outcomes and
successful learning goals for students and teachers but also plays a role in fostering an organized
and eective learning environment (Skril, 2018). Lin et al. (2014), propose a collaborative curricu-
lum that bridges the needs of academic institutions and industry, emphasizing the importance of
an organized learning environment to foster cooperative and reective practices from classroom
learning to workplace application. As a result, the learners are empowered to apply their knowle-
dge in real-life situations (Zahedpisheh et al., 2017).
As it could be seen, it is imperative to address the growing need for comprehensive research
in the domain of ESP. ese programs are crucial in equipping students with language skills tai-
lored to their professional and academic needs, and understanding their eectiveness requires a
detailed analysis of existing studies. In this context, there are specic challenges and opportunities
for ESP instruction that have not been fully explored. A research synthesis would provide valua-
ble insights into best practices, highlight successful practices, and identify gaps in current regar-
ding the ESP approach implementation. is synthesis would not only contribute to the academic
community but also support local educators and policymakers in enhancing the quality of ESP
education, ultimately leading to better educational outcomes and improved career prospects for
students in the city.
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S. L. Torres Lituma & J. C. Argudo-Serrano
Methods
e literature search was conducted as an exploratory research synthesis to analyze the stu-
dents’ language needs and teachers’ challenges and perceptions when implementing ESP in their
classes. Suri (2011), states that exploratory research synthesis is descriptive, evaluative, informati-
ve, and connective. An exploratory research synthesis aims to get insights by comparing and con-
trasting individual studies. e process involves careful selection, review, analysis, and synthesis
of primary and related studies (Suri, 2011). e articles consist of empirical studies providing
insight into students’ language needs, teachers’ challenges, and perceptions.
Specic criteria were used to select the studies for this research synthesis. ese criteria en-
sured the inclusion of relevant and high-quality studies that contribute to understanding ESP in
Hotel Services. First, the studies should address the topic of ESP in the hotel industry. Second,
they should demonstrate a comprehensive research methodology to ensure the reliability and va-
lidity of the ndings. ird, studies published within the last ten years were considered to ensure
the inclusion of up-to-date research and current insights into ESP in the hotel industry. is crite-
rion allows for considering recent developments, trends, and advancements in ESP education. By
applying these selection criteria, the research synthesis ensured the inclusion of relevant and hi-
gh-quality studies that contribute to a comprehensive understanding of ESP in the context of stu-
dents’ language needs and teachers’ challenges and perceptions of studying Hotel Services. ese
studies were selected through databases such as Research Gate, Google Scholar, and Pro-Quest.
e research terms used for this search were the following: a) Hotel Services, b) ESP education, c)
ESP teachers, d) Hotel Industry, e) teaching-learning ESP, and f) challenges in ESP.
Data sources and strategies
As mentioned in the methodology section, the articles were selected according to the inclu-
sion and exclusion criteria presented in the following chart.
Table 1. Inclusion and exclusion criteria.
Criteria Inclusion Exclusion
Scientic Articles ESP teaching/ESP hotel services/
language needs for Hotel Services
Articles that do not talk about teaching ESP in
hotel services. Articles that use ESP in other elds.
Date of Publication 2014-2024 Before 2014
Language English Other languages will not be included
Type of publication Journal articles, scholarly articles Non-academic publications
Own source.
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Development
ese ndings can help the understanding of dierent language needs within an ESP class-
room, especially in Hotel Services, as highlighted by several studies; they can be summarized in
three aspects (1) students’ language needs, (2) teachers’ challenges, and (3) teachers’ perceptions
of ESP classes.
Students’ language needs
Recent studies have shed light on the specic language requirements faced by students aspi-
ring to pursue careers in Hotel Services. ese studies have explored the nuances of these langua-
ge needs, encompassing various skills essential for success in the hospitality industry. erefore,
some of the most important language needs studied by some authors are referenced in Table 2,
which shows the ESP students’ language needs.
Table 2. Students’ needs in ESP.
Aspect Description Author/year #articles Percentage
Students’
language
needs
Speaking and listening skills
Alhumaidan and Alghamdi (2023); Al-
Malki et al. (2022); Guntoro (2021); Pham
(2023); Van (2015)
5 50%
Communication skill Athanasiou et al. (2016) 1 10%
Writing skills Kandampully et al. (2017) 1 10%
Reading skill 0 0%
Language system (grammar and
vocabulary) Fitria (2020); Poldrugovac et al. (2016) 2 20%
Total 10 100%
Own source.
As illustrated above, according to the studies focused on the students’ needs associated with
ESP, speaking and listening skills represent a signicant proportion of the analyzed articles. e-
se studies were conducted by Alhumaidan and Alghamdi (2023); Al-Malki et al. (2022); Pham
(2023); Guntoro (2021); Van (2015), who stated that communication is pivotal in the Hotel Ser-
vices eld because people involved in this area are constantly interacting with guests. ey need
to have good communication skills. Pham (2023), mentioned that speaking and listening are es-
sential skills as a receptionist constantly interacts with people from dierent countries, and they
sometimes do not speak the native language of the country they are visiting; Guntoro (2021),
emphasizes that speaking and listening are primary skills for a receptionist or front desk job, for
that reason, it is crucial that the front desk sta can respond to the conversation in the check-in
or check-out situation, explain where a specic place in the hotel is, or the facilities they oer to
foreign guests, they need to have prociency in English to communicate eectively with guests.
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S. L. Torres Lituma & J. C. Argudo-Serrano
Furthermore, Alhumaidan and Alghamdi (2023), maintain that speaking and listening are
the utmost skills, in their study, they showed diculties in these specic skills; to solve this issue,
they presented a new approach to teaching English in this eld, they introduced Agile English for
Specic Purposes (AESP) by conducting some interviews to students, teachers, and employees
from dierent sectors, and they could realize the students’ English needs. Not having good com-
munication presents a disadvantage to functioning eciently, Athanasiou et al. (2016) imply that
they need to contemplate in their study the CEFR tool to assess language prociency and provide
descriptors of general language competence; however, the alignments of courses with CEFR must
be faced by teachers or educators, Al-Malki et al. (2022), state that understanding tourists’ details
is the most problematic area (eective communication) because of the English prociency levels
of the students, and they recommend dividing and teaching process into dierent groups accor-
ding to their prociency level in the English language.
For Van (2015), communication success is contingent on the participants’ satisfaction and
the extent to which they reach the required purpose or purposes.
e process of identifying the students’ language needs of high school students pursuing
careers in Hotel Services is crucial for ESP; Kandampully et al. (2017), state that speaking and
listening are the most essential skills of communication; however, they also highlight the impor-
tance of developing other language skills such as the writing skill since it can help to write correct
reservations, or respond to guests’ inquiries and complaints by writing. Similarly, Poldrugovac
et al. (2016), and Fitria (2020), say that using appropriate grammar and vocabulary is crucial for
eective interaction with service personnel and other customers. According to Pham (2023), hotel
receptionists must employ these skills, but listening and speaking are signicantly more critical in
this sector since they interact with foreign people.
e studies above demonstrate the importance of communication skills and eective com-
munication with guests and service personnel. In this sense, it is imperative to identify and ad-
dress ESP students’ language needs in the Hotel Service eld, as this enables them to develop the
skills needed for their careers.
Despite the growing importance of ESP in the hospitality sector, signicant bodies have yet
to explicitly focus on reading skills related to Hotel Services in ESP. Existing research primarily
addresses oral and listening skills for direct interaction with guests. However, reading skills in
ESP are essential for understanding technical documents in the hotel industry, and they have been
overlooked in academic literature.
ESP Teachers’ Challenges
It is important to recognize the challenges teachers face in the teaching process. Table 3 re-
ferences some of these challenges teachers face in this eld and illustrates the diculties teachers
have in teaching ESP.
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Table 3. ESP Teachers’ Challenges.
Aspect Description Author/year #articles Percentage
Challenges
Time-consuming to
prepare materials
Lin et al. (2014); Ma’yah and Sumardiono (2023);
Setyarini (2018); Skril (2018) 4 50%
Limited material for
Hotel Services
Ēvele and Komarovska (2019); Purwanti (2019);
Tunaz and Ataç (2023) 3 37,5%
Traditional teacher Sukying et al. (2023) 1 12,5%
Total 8 100%
Own source.
Most of the diculties encountered by teachers engaged in ESP instruction can be attributed
to the time-consuming preparation of materials. Setyarini (2018), says that teachers must either
create their own materials or utilize the existing ones. She asserts that ESP teachers face more
signicant challenges in the classroom due to additional preparatory work, including creating
a syllabus. Furthermore, she emphasizes the importance of ensuring that the teaching-learning
process is eective and successful, and the role of an ESP teacher is multifaceted, encompassing
the responsibilities of a traditional teacher, course and material designer, collaborator, researcher,
and evaluator. In addition, she mentions that ESP teachers are expected to select and create the
teaching materials or provide the necessary materials if they cannot nd any suitable ones.
Ma’yah and Sumardiono (2023), state that teachers must align students’ language needs
in the context of Hotel Services to create teaching materials that incorporate language functions
and interactions between the hotel sta and guests. Additionally, Skril (2018), emphasizes the
importance of practical usage of lesson plans by setting objectives to enhance the use of English. It
examines various conditions, stages, and organizational forms within the process of teaching ESP.
In addition, she says that the process of lesson planning enables teachers to focus their teaching
on students, dening it as a description or outline of the goals or objectives that teachers have set
for a lesson, the activities and procedures that teachers will use to achieve them, the time to be
allocated to each activity, and the order to be followed. However, despite the potential benets of
lesson planning, it can seem overwhelming and laborious, according to Skril (2018).
Consequently, Lin et al. (2014), argue that curriculum and course content design are critical
in academic institutions and the hospitality industry; furthermore, this ESP curriculum should
foster collaboration, teamwork, and a self-reective attitude among educational institutions.
However, this process is lengthy (Skril, 2018).
According to Ēvele and Komarovska (2019), teachers need more material for Hotel Services
in ESP teaching. ey state that the eld of tourism and hospitality is undergoing rapid expan-
sion, presenting new challenges, both in terms of foreign language acquisitions and the ability to
communicate eectively with international clients is utmost importance, and the creation and
utilization of materials that allow for the acquisition and practice of various languages are based
A Focus on Technical English for High School Students Pursuing a Specialized Career in Hotel Services
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S. L. Torres Lituma & J. C. Argudo-Serrano
on the existing language levels. Moreover, Tunaz and Ataç (2023) posit that the development of
English language materials necessitates the production of several presentations to enhance spea-
king abilities and numerous videos for students to utilize as listening and speaking to enable stu-
dents to enhance their oral communication, which is an essential talent for success in their chosen
elds. However, Purwanti (2019), in her study asserts that the limitation of material is a challenge
for teachers because they need to provide high-quality materials that meet the learners’ needs and
wants. Identifying an appropriate book oen aligns with the desired topic, register, or content the
readers wish to explore in Hotel Services. Consequently, developing the compilation of materials
is a process in which an ESP coursebook should specically contain materials to provide learning
support.
e next challenge identied in ESP teaching is the traditional teacher role, as Sukying et al.
(2023), outlined. ey argue that language teachers continue to adopt a traditional, teacher-cente-
red approach and the grammar-translation method, which enhance learners’ ability to remember
linguistic traits and provide a target language system. Furthermore, they suggest that ESP teachers
should assume the role of teaching subject areas in English rather than teaching the English lan-
guage. As stated by Setyarini (2018), an ESP teacher must assume the roles of a language teacher,
content expert, researcher, and material provider to address the challenges of teaching ESP eec-
tively.
In conclusion, the challenges faced by the teachers involved in ESP arise from the need to
adapt teaching materials to the specic language needs and contexts of students in the Hotel Ser-
vices sector.
ESP Teachers’ Perceptions
e studies have highlighted the most important perceptions in the eld of Hotel Services
by exploring some of the teachers’ perceptions when teaching ESP. Teachers can gain valuable
insights into engaging students in a productive learning environment. erefore, some of them
are referenced in Table 4, which shows these critical perceptions.
Table 4. Teachers’ Perceptions in ESP.
Aspect Description Author/year #articles Percentage
Teachers’
Perceptions
Eective communication Chumphong and Chuai-in (2020); Luka
(2015); Zou et al. (2019) 3 50%
Interactive learning Asmari and Gulzar (2015); Bisena et al.
(2021) 2 33,33%
Simulation-based learning Jilani and Yasmin (2016) 1 16,67%
Total 6 100%
Own source.
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As shown in the table above, according to ESP teachers’ perceptions, eective communica-
tion is one of these essential keys, as Chumphong and Chuai-in (2020), mention, the main eco-
nomic component of a country is the tourism industry, and English plays a vital role in this eld,
and English communication skills are pivotal for employees not only in Hotel Services, but also in
any workplace that has direct contact with customers. For that reason, as an ESP teacher, as sug-
gested by Zou et al. (2019), it is necessary to implement ESP instruction in classes with students
of intermediate to advanced English level since tourism is the most signicant sector demanding
excellent oral communication skills; otherwise, not having good communication presents a di-
sadvantage to function eciently. However, Luka (2015), mentions that in addition to this, the
Hospitality industry relies on quality employees to provide exceptional service to its guests, and
teachers must include interculturally relevant tasks in their lectures to create a more natural lear-
ning environment.
e subsequent perception identied is interactive learning, with Bisena et al. (2021), pro-
posing online training to improve workforce quality, and YouTube was identied as a potentially
eective platform for this purpose. e research team observed a positive impact on guest service,
facilitated by using English in online training, which reinforces the teachers’ perception of the
ecacy of incorporating interactive learning tools to improve language skills in the hospitality
industry. In addition, the authors mentioned other online platforms, including Kahoot, Google
Forms, and Live Worksheets, which were used to deliver the English language training.
In addition, Asmari and Gulzar (2015), examine the role of authentic material in under-
graduate studies and conclude that students need to be exposed to the English language, which
results in poor English language skills. ey suggested that teachers simulate real-life situations in
the classroom to facilitate learning a foreign language. is could be achieved using authentic ma-
terials such as newspapers, magazines, TV programs, radio talk, menus, brochures, and recipes,
contributing to the student’s progress.
Simulation-based learning is the next perception found in the studied articles by Jilani and
Yasmin (2016). e authors mention that this approach is benecial as it allows for a more com-
prehensive understanding of learner autonomy. ey emphasize the role of simulation as an expe-
riential learning mode in which independent, peer, and collaborative learning can be facilitated in
conjunction with realia, with minimum teacher talk time (TTT) and maximum learning opportu-
nities, while monitoring the rate of learners’ progress and considering the pros and cons of their
learning outcomes.
To conclude, the perceptions of ESP in the Hotel Services eld provide valuable guidance
for eective pedagogy. is is achieved by creating dynamic and impactful learning environments
through eective communication, interactive learning, and simulation-based learning. ESP tea-
chers can engage students in productive learning experiences that facilitate their growth and suc-
cess in the hospitality industry.
A Focus on Technical English for High School Students Pursuing a Specialized Career in Hotel Services
13
S. L. Torres Lituma & J. C. Argudo-Serrano
Conclusion
is research analysis provides a multifaceted landscape shaped by diverse students’ langua-
ge needs, teachers’ challenges, and perceptions of ESP in Hotel Services education. ese ndings
highlight the importance of speaking and listening skills to facilitate eective communication with
guests. Also, good writing skills and correct terminology ensure accurate communication and ser-
vice delivery. Likewise, the challenges teachers face in ESP, such as the time to prepare materials or
the limited materials, do not allow them to enhance students correctly in ESP classes; besides, the
traditional teacher role does not allow them to create dynamic and impactful learning environ-
ments. However, using interactive learning tools or authentic materials can signicantly improve
the situation, engaging students and promoting learner autonomy and collaborative learning.
It is crucial to note that the importance of speaking, listening, and writing skills in ESP in
Hotel Services education extends beyond their signicance. ese skills are essential for eective
communication with guests and serve as the foundation for developing reading and critical thin-
king skills in this context.
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Authors
Sonia Lucía Torres Lituma. Studied English at university, and she got her bachelor’s degree at Universidad de Cuenca.
During her studies, she worked in a high school in Gualaceo, teaching English to teenagers.
Juanita Catalina Argudo-Serrano. Holds a PhD diploma in Education, she is an Associate Professor at the English
teaching training program at Universidad de Cuenca, Ecuador. Juanita is a researcher at the same university and colla-
borates on several projects at dierent universities in Cuenca. Her teaching and research areas of interest are in-service
and preservice teachers’ development, language evaluation, content and language-integrated learning for preservice
and in-service teachers, expressive writing to relieve stress, and critical language pedagogy.
Declaration
Conict of Interest
We have no conicts of interest to declare.
Funding
No nancial support from parties outside this article.
Notes
e article is original and has not been previously published.
