DEVELOPING ESP STUDENTS’ SKILLS THROUGH FOSTERING THEIR STRATEGIC BEHAVIOUR

Abstract

Developing ESP students’ skills through fostering strategic behaviour is increasingly recognized as essential for achieving higher learning outcomes. This paper investigates the effects of explicit and implicit strategy instruction on the development of ESP students’ strategic behaviour and language skills. The study included 120 tertiary-level students divided into two experimental groups (explicit and implicit) and one control group. The explicit group received direct instruction in cognitive and metacognitive strategies, while the implicit group engaged in strategy use through task-based activities. Data were collected through pre-test and post-test language scores, a strategy questionnaire, and qualitative instruments. Results indicate that explicit instruction led to the greatest improvement in language performance and strategic awareness, while implicit instruction contributed to moderate gains. The findings highlight the importance of integrating structured strategy instruction into ESP curricula to foster self-regulated learning and transferable skills.