Evaluating ESP Programs for Non-English Majors: A Case Study from a Vietnamese Higher Education Institution

Background/purpose. As English for Specific Purposes (ESP) programs expand across Vietnamese higher education, evaluating their effectiveness becomes crucial for improving learner outcomes and aligning instruction with professional demands. This study aims to evaluate the perceived effectiveness, strengths, and limitations of an ESP program at a multidisciplinary university in Vietnam, focusing on curriculum content, teaching practices, materials, assessment, and learner support.

Materials/methods. A mixed-methods approach was employed to gain a comprehensive understanding of the ESP program. Quantitative data were collected via a student questionnaire (n = 1463) that measured perceptions of content relevance, skill development, teaching methods, assessment, and support. Qualitative data included classroom observations, document analysis (e.g., syllabi and LMS content), and semi-structured interviews with eight lecturers and four focus group discussions of 41 students. Data were triangulated to identify converging themes and discrepancies across sources.

Results. Quantitative results showed generally positive student perceptions of the program, particularly regarding teaching methods, feedback, and perceived necessity. However, areas such as confidence in applying language in professional settings and the alignment of assessment tasks with workplace demands suggested room for improvement. Qualitative findings revealed challenges, including generic course content, insufficient time for productive skills, inconsistent use of digital tools, and varied assessment practices.

Conclusion. This study highlights the importance of aligning ESP programs with learner needs and professional contexts. Findings call for more discipline-specific materials, expanded speaking/writing practice, enhanced digital integration, and stronger assessment guidance. A learner-centered evaluation approach is essential for continuous improvement of the ESP program.

Keywords: ESP, program evaluation, Vietnamese higher education, non-English majors

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