From Need Analysis to Humanistic Course book: An ESAP Model for Insurance English in the Iranian Context

Abstract

Background: In recent years, English for Specific Academic Purposes (ESAP) education in Iranian universities has faced persistent challenges, including outdated textbooks, lack of contextual authenticity, and misalignment with learners’ actual academic and professional needs. These issues have hindered students’ ability to comprehend specialized texts, engage in relevant communication, and acquire language skills effectively.

Purpose: This study aimed to design an ESAP coursebook grounded in a humanistic and text-driven approach, with a focus on creating content that is linguistically practical, pedagogically engaging, and professionally authentic. The primary goal was to respond to learners’ academic and motivational needs by offering a more relevant and effective educational resource.

Method: A mixed-methods design was adopted. Data were collected through surveys, semi-structured interviews, and classroom/workplace observations. A total of 220 participants—including students, instructors, and field professionals—contributed to a comprehensive needs analysis. Quantitative data were analyzed using descriptive statistics in SPSS, while qualitative data underwent inductive content analysis.

Results: The findings revealed a considerable gap between existing ESAP materials and learners’ real needs. In response, a new coursebook was developed using authentic domain-specific texts and tasks, with attention to learner engagement, emotional involvement, and autonomy.

Conclusion & Implications: The study highlights the potential of needs-based and humanistically-oriented ESAP material design to enhance language instruction, increase learner motivation, and develop communicative competence in academic and professional settings. The outcomes provide practical insights for teachers, curriculum designers, and policymakers, and can inform future ESAP material development across disciplines.