Reframing Learner Motivation in ESP Contexts: Theoretical Insights from Scenario-Based Instruction
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Abstract
This article provides a renewed perspective on learner motivation within the domain of English for Specific Purposes (ESP), with a particular emphasis on Business English, by examining the pedagogical value of Scenario-Based Instruction (SBI). Rooted in key theories from educational psychology and applied linguistics, the study presents SBI as a theoretically and practically grounded solution to the ongoing challenge of low motivation frequently encountered in ESP classrooms. By embedding language learning within authentic, context-rich professional scenarios that require decision-making and problem-solving, SBI enhances learner engagement, supports greater autonomy, and aligns instructional objectives with learners’ career-oriented goals. The discussion draws upon well-established motivational frameworks such as expectancy-value theory, self-determination theory, and the L2 Motivational Self System to build a strong theoretical foundation for understanding how scenario-based tasks can positively influence learner motivation. These theoretical insights are enriched by empirical data collected over a twelve-month implementation of SBI in an English for Business course at an Algerian university. The results demonstrate that SBI not only strengthens instrumental motivation but also promotes reflective thinking, collaborative skills, and the development of a professional identity relevant to business contexts. Based on these findings, the article proposes a structured model for integrating SBI into ESP curricula in a way that is both pedagogically sound and adaptable to varying educational environments. It also outlines implications for curriculum design, teacher training, and assessment strategies, emphasizing the need for alignment between instructional methods and broader program objectives. Ultimately, this study highlights how Scenario-Based Instruction can serve as a transformative approach that reinvigorates learner motivation and improves the effectiveness of ESP programs.
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