ALIGNING ESP MATERIALS WITH PROFESSIONAL NEEDS: READABILITY, RELEVANCE, AND COMMUNICATIVE SUPPORT IN INSURANCE ENGLISH

Abstrak

English for Specific Purposes (ESP) has become increasingly significant in professional domains where specialized communication is essential. In the insurance industry, learners require materials that not only enhance linguistic competence but also align with real-world professional demands. This study examines the extent to which ESP materials, specifically Daily Insurance English, support learners through three key dimensions: readability, relevance, and communicative support. A mixed-methods approach was employed, combining quantitative survey data from insurance Englih learners with qualitative insights from open-ended responses. Readability was assessed through learners’ perceptions of vocabulary accessibility, grammatical clarity, and instructional comprehensibility. Relevance was evaluated in terms of topical alignment with insurance practice, authenticity of case scenarios, and motivational impact. Communicative support was analyzed through learners’ experiences with role-plays, case studies, and opportunities for professional interaction. Findings indicate that learners generally perceive the materials as readable and relevant, with strong support for vocabulary development and contextual applicability. Role-plays and case studies were highlighted as effective in fostering confidence in professional communication. However, challenges emerged in multimedia integration and listening skill development, where responses were more neutral, suggesting areas for pedagogical improvement. This study contributes to ESP pedagogy by emphasizing the need for instructional materials that balance linguistic accessibility with professional communicative demands. It also underscores the importance of multimodal resources to enhance learner engagement and skill transfer. The implications extend beyond insurance English, offering insights into the design of ESP materials across professional domains where clarity, relevance, and communicative competence are critical.