Agronomy Students’ Preferences for English Learning Methods and Implications for ESP Syllabus Design in Beni City
DOI:
https://doi.org/10.47941/ejl.3722Keywords:
English for Specific Purposes, Agronomic English, Learning Preferences, Interactive Learning, ESP Syllabus Design, Higher EducationAbstract
Purpose: This study examines agronomy students’ preferences for English learning methods. It also explores their implications for the design of an effective English for Specific Agronomic Purposes (ESAP) syllabus in the higher education context of Beni City. Specifically, it seeks to identify pedagogical approaches that align with students’learning styles and support communicative competence development within an ESP framework.
Methodology: The study adopted a descriptive-analytical research design combining Needs Analysis, syllabus document analysis and student questionnaires. Data were collected from agronomy students across the first to third year to capture variations in learning preferences and engagement.
Findings: The findings indicate that existing English syllabuses lack sufficient disciplinary relevance, progression and alignment with students’ preferred learning methods. Students demonstrate a strong preference for interactive, communicative and media-based learning activities, while traditional grammar-focused, individual and abstract problem solving tasks generate lower engagement. These results suggest that an effective ESAP syllabus should integrate agronomy-specific content, progressive skill development and contextualized tasks, supported by interactive and collaborative pedagogical approaches. Task-Based Learning, Collaborative Learning and carefully scaffolded Project-Based Learning emerge as the most appropriate instructional frameworks for agronomic English instruction.
Unique Contribution to Theory, Policy and Practice: The work contributes to ESP theory by empirically confirming that learner preferences and pedagogical practices are central to effective syllabus design in discipline-specific contexts. At the policy level, it challenges the continued dominance of grammar-centered English curricula in agronomic higher education. Practically, it offers evidence-based guidance for developing a learner-centered, progressive ESAP syllabus model syllabus tailored to agronomic programs in Beni City.
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Copyright (c) 2026 Prof. Kambale Muhyana Baha Innocent, Kakule Kavulikirwa Edmond, Prof. Tembue Zembele wa Ololo, Prof. Malala Tambue David
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