Keywords
Abstract
This study examines effective ways to teach English for Specific Purposes (ESP) in energy studies, focusing on diverse-ability classrooms. Using classroom observations, surveys, and performance data, it evaluates individualized methods such as differentiated tasks, adaptive materials, and personalized feedback. Findings show that tailored instruction boosts student motivation, vocabulary mastery, and technical understanding, especially for lower-proficiency learners. The research highlights the value of flexible, technology-supported pedagogy in promoting equal learning outcomes and advancing ESP teaching for future energy professionals.
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