THE MISMATCH BETWEEN ESP INSTRUCTION AND WORKPLACE REQUIREMENTS AT A VIETNAMESE TECHNICAL UNIVERSITY

Abstract

In the context of global economic integration, English for Specific Purposes (ESP) is essential for engineering graduates; however, a significant gap remains between academic training and professional requirements. This study explores the misalignment between institutional ESP instruction and workplace linguistic demands at a technical university in Vietnam. Using an explanatory sequential mixed-methods design, the research carried out a survey of 209 engineering students, a systematic analysis of university documents, and semi-structured interviews with ESP lecturers and alumni. The results reveal a clear mismatch between the curriculum’s theoretical focus and the industry's practical needs. While document analysis and stakeholder feedback highlight an emphasis on technical reading and translation, the professional environment requires proficiency in oral communication and task-based language use. Key pedagogical and institutional barriers identified include disproportionately low credit allocations, a lack of standardised materials, and the absence of language pedagogy training for content-specialist instructors. The study concludes that bridging this gap requires a demand-driven realignment, recommending curriculum standardization based on workplace task analysis, along with professional development for non-language specialists to ensure academic standards meet global engineering expectations.