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It emphasizes learner facilitation, needs-analysis driven relevance, action research for professional identity, teamwork with subject colleagues, and fair assessment aligned with academic and professional achievements. 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licensee Asian Online Journal Publishing Group  \nExploring the multifaceted roles of English for specific purposes practitioners within the transformative paradigm in higher education  \nTraithana Chaovanapricha 1   \nWilawan Champakaew2 􀀣   \n1,2School of Liberal Arts, Mae Fah Luang University, Chiang Rai, 57100, Thailand. 1Email: [traithana.cha@mfu.ac.th](traithana.cha@mfu.ac.th)  \n[2](2Email: wilawan.cha@mfu.ac.th)[Email:](2Email: wilawan.cha@mfu.ac.th)[ ](2Email: wilawan.cha@mfu.ac.th)[wilawan.cha@mfu.ac.th](2Email: wilawan.cha@mfu.ac.th)  \n(􀀣 Corresponding Author)  \nAbstract  \nThis academic article, utilizing an analytical literature review, aimed to explore the multifaceted  \nroles of English for Specific Purposes (ESP) practitioners. It was found that there were five key  \nroles responsible by the practitioners: (1) teaching; (2) course designing and material providing; (3)  \nresearching; (4) collaborating; and (5) evaluating. Performing the teaching role, practitioners  \nfacilitate learning, integrate subject-specific content, and foster authentic communication. As course  \ndesigners and material providers, ESP practitioners adopt language-centered, skills-centered, and  \nlearning-centered approaches, as well as the cyclical process of needs analysis, ensuring relevance  \nand authenticity in their courses. ESP practitioners, in their role as researchers, actively participate  \nin action research to develop their professional identities within the ESP context. Collaboration  \nwith subject teachers and colleagues also emerges as a crucial aspect, ranging from cooperation to  \nteam-teaching, with associated challenges. Lastly, ESP practitioners serve as evaluators, assessing  \nteaching methods, materials, and student learning outcomes, emphasizing fair and constructive  \nevaluation aligned with academic and professional achievements. The discussion highlights the  \ndynamic and comprehensive nature of ESP practitioners' responsibilities, requiring ongoing  \nadaptation and improvement in response to the evolving demands of ESP instruction. Moreover,  \nclear national educational and language policies of English as a Foreign Language (EFL) countries  \nshould be emphasized to succeed in their ESP education.  \nKeywords: Challenges of ESP practitioners, ESP course design, ESP education, ESP professional development, ESP, Roles of ESP practitioners.  \nCitation | Chaovanapricha, T., & Champakaew, W. (2024) . Exploring the multifaceted roles of English for specific purposes practitioners within the transformative paradigm in higher education. Asian Journal of Education and Training, 10(2), 131–140. 10.20448/edu.v10i3.5845  \nHistory:  \nReceived: 19 February 2024  \nRevised: 3 April 2024  \nAccepted: 30 April 2024  \nPublished: 25 July 2024  \nLicensed: This work is licensed under a Creative Commons Attribution 4.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This research is supported by the Mae Fah Luang University, Thailand (Grant number: 7702(6)/787) .  \nInstitutional Review Board Statement: Not applicable.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing.  \nCompeting Interests: The authors declare that they have no competing interests.  \nAuthors’Contributions: Both authors contributed equally to the conception and design of the study. Both authors have read and agreed to the published version of the manuscript.  \nContents  \n1. Introduction ..................................................................................................................................................................................","cbCaitiMhhiSbj4Q","https://ap.wps.com/l/cbCaitiMhhiSbj4Q","pdf",728625,"English","# Introduction\n# Key Roles of ESP Practitioners\n# Discussion\n# Conclusion\n# References\n# Contribution of this Paper to the Literature","[{\"question\":\"What are the five key roles of ESP practitioners identified in the article?\",\"answer\":\"The article identifies five roles: teaching; course designing and material providing; researching; collaborating; and evaluating.\"},{\"question\":\"How do ESP practitioners ensure course relevance and authenticity?\",\"answer\":\"They use language-centered, skills-centered, and learning-centered approaches and follow a cyclical needs analysis process to maintain relevance and authenticity.\"},{\"question\":\"Why is collaboration important for ESP practitioners?\",\"answer\":\"Collaboration with subject teachers and colleagues is crucial, ranging from cooperation to team-teaching, though it may involve associated challenges.\"}]","Exploring the Multifaceted Roles of English for Specific Purposes Practitioners within the Transformative Paradigm in Higher Education | PDF",1792076983,25]