Publication Details
Abstract
In the context of globalization and rapid advancements in agricultural sciences, the role of English for Specific Purposes (ESP) in educating agronomy students has gained paramount importance. This comprehensive review synthesizes evidence from high-impact, indexed databases such as Google Scholar, ResearchGate, ERIC, and ScienceDirect to examine the pedagogical frameworks, challenges, and innovative strategies for teaching English tailored to agronomy curricula. By focusing on needs analysis, curriculum design, and hybrid learning models, the study highlights how ESP equips students with domain-specific vocabulary, reading comprehension, and communication skills essential for engaging with international research, technical documentation, and professional networks in agronomy. The methodology involves a systematic literature review of over 50 peer-reviewed articles, case studies, and empirical investigations spanning various global contexts, including Chile, Indonesia, Latvia, and Ukraine. Key findings reveal that targeted ESP interventions significantly enhance language proficiency, with hybrid approaches yielding up to 30% improvements in student engagement and comprehension compared to traditional methods. Discussions delve into barriers such as limited teacher expertise, resource constraints, and cultural differences, while proposing multifaceted strategies like authentic material integration and technology-enhanced instruction. The conclusions underscore the scientific urgency of reforming agronomy education to incorporate robust ESP components, fostering global competitiveness and sustainable agricultural practices. This expanded analysis, sixfold in depth, provides a rigorous foundation for educators and policymakers to optimize language teaching in technical agricultural fields, emphasizing empirical evidence and practical implications for curriculum enhancement.