Profile-sensitive adaptation of role-simulation tasks across non-linguistic specializations in English for specific purposes

Ozoda Zohid qizi Nazirova

doi:10.18860/jetle.v8i1.45048

Profile-sensitive adaptation of role-simulation tasks across non-linguistic specializations in English for specific purposes

Ozoda Zohid qizi Nazirova

Abstract

Adapting role-simulation tasks across professional profiles is an English for Specific Purposes task-design problem because disciplinary relevance must be increased without reducing adaptation to terminology change or shifting the instructional focus toward specialist expertise. This conceptual-comparative study examines profile-sensitive task transformation across engineering, information and communication technologies, economics and management, and architecture and construction. Drawing on English for Specific Purposes, task-based language teaching, simulation-based learning, and genre-oriented pedagogy, the analysis organizes profile transformation through five dimensions: professional communicative event, role responsibility, profile-relevant language functions and resources, genre-based communicative product, and observable profile-relevant language performance. Two boundary conditions, language-learning primacy and cross-variant comparability, are used to assess whether disciplinary variation remains pedagogically appropriate. The analysis distinguishes three outcomes: superficial adaptation, functional profile adaptation, and over-technical adaptation. It also proposes a comparative transformation audit for examining what changes between profile variants, whether those changes are communicatively substantive, and whether linguistic support and performance demands remain comparable. The resulting framework provides a structured procedure for designing and reviewing profile-sensitive role-simulation tasks while keeping communicative language objectives explicit.

Keywords

English for Specific Purposes; professional communication adaptation; profile-sensitive task; role-simulation tasks; task design

Full Text:

PDF

References

Anderson, K. A. (2025). Integrative genre-based pedagogy: Enhancing social responsiveness in English medium of instruction and STEM education. Journal of English for Academic Purposes, 74, Article 101483. https://doi.org/10.1016/j.jeap.2025.101483

Basturkmen, H. (2025a). Core concepts in English for Specific Purposes. Cambridge University Press. https://doi.org/10.1017/9781009376723

Basturkmen, H. (2025b). Learning a specialized register: An English for Specific Purposes research agenda. Language Teaching, 58(1), 57–68. https://doi.org/10.1017/S0261444823000472

Bauer, E., Heitzmann, N., & Fischer, F. (2022). Simulation-based learning in higher education and professional training: Approximations of practice through representational scaffolding. Studies in Educational Evaluation, 75, Article 101213. https://doi.org/10.1016/j.stueduc.2022.101213

Chan, C. S. C. (2009). Forging a link between research and pedagogy: A holistic framework for evaluating business English materials. English for Specific Purposes, 28(2), 125–136. https://doi.org/10.1016/j.esp.2008.12.001

Chernikova, O., Sommerhoff, D., Stadler, M., Holzberger, D., Nickl, M., Seidel, T., Kasneci, E., Küchemann, S., Kuhn, J., Fischer, F., & Heitzmann, N. (2025). Personalization through adaptivity or adaptability? A meta-analysis on simulation-based learning in higher education. Educational Research Review, 46, 100662. https://doi.org/10.1016/j.edurev.2024.100662

Douglas, D. (2001). Language for Specific Purposes assessment criteria: Where do they come from? Language Testing, 18(2), 171–185. https://doi.org/10.1177/026553220101800204

Duchatelet, D., Jossberger, H., & Rausch, A. (2022). Assessment and evaluation of simulation-based learning in higher education and professional training: An introduction. Studies in Educational Evaluation, 75, Article 101210. https://doi.org/10.1016/j.stueduc.2022.101210

Erlam, R., & Tolosa, C. (2022). Pedagogical realities of implementing task-based language teaching. John Benjamins. https://doi.org/10.1075/tblt.14

Hyland, K. (2002). Specificity revisited: How far should we go now? English for Specific Purposes, 21(4), 385–395. https://doi.org/10.1016/S0889-4906(01)00028-X

Hyland, K. (2022). English for specific purposes: What is it and where is it taking us? ESP Today, 10(2), 202–220. https://doi.org/10.18485/esptoday.2022.10.2.1

Kalkayeva, A., Golovchun, A., Irgatoglu, A., Turlybekova, A., & Ferens, Y. (2025). Interdisciplinary ESP course design for tertiary engineering students using professionally oriented situations. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 44(2), 209–220. https://doi.org/10.21831/cp.v44i2.71163

Liu, Y., & Doss, C. Y. (2026). Using AI in task-based needs analysis for nurse-patient English course design: A case study to improve methodological effectiveness. Humanities and Social Sciences Communications, 13, Article 825. https://doi.org/10.1057/s41599-026-06913-w

Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell.

McGrath, L., Negretti, R., & Feak, C. B. (2026). Writing beyond the academy: Towards tasks that promote genre knowledge and transfer across contexts. English for Specific Purposes, 81, 169–183. https://doi.org/10.1016/j.esp.2025.10.005

Nunan, D. (2004). Task-based language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667336

Sari, L. I., Sari, R. H., & Amrullah, Y. F. (2024). Empowering ESP learners through business meeting simulations: Insights on challenges and opportunities. English Review: Journal of English Education, 12(2), 537–546. https://doi.org/10.25134/erjee.v12i2.9267

Sasayama, S., Malicka, A., & Norris, J. M. (2025). Second language cognitive task complexity: A research synthesis. John Benjamins. https://doi.org/10.1075/tblt.18

Yasuda, S. (2017). Toward a framework for linking linguistic knowledge and writing expertise: Interplay between SFL-based genre pedagogy and task-based language teaching. TESOL Quarterly, 51(3), 576–606. https://doi.org/10.1002/tesq.383

Zhai, X., & Razali, A. B. (2023). Triple method approach to development of a genre-based approach to teaching ESL/EFL writing: A systematic literature review by bibliometric, content, and scientometric analyses. SAGE Open, 13(1). https://doi.org/10.1177/21582440221147255

DOI: https://doi.org/10.18860/jetle.v8i1.45048