INDUSTRY-BASED LEARNING AS A PEDAGOGICAL BRIDGE: EFL LECTURERS’ VIEWS ON ESP FOR SUSTAINABLE HOSPITALITY
DOI:
https://doi.org/10.33649/iconmths.v2i1.791Keywords:
English for specific purposes, Industry-based learning, EFL lecturers, sustainable hospitalityAbstract
This study explores English as a Foreign Language (EFL) lecturers’ perception of the relevance of Industry-Based Learning (IBL) in teaching English for Specific Purposes (ESP) within the sustainable hospitality context. The background of this inquiry lies in the need to ensure that English instruction in tourism polytechnics not only delivers theoretical knowledge but also equips students with practical communicative competence required in professional hospitality settings. Employing a qualitative approach, semi-structured interviews were conducted with six informants, including five EFL lecturers from Makassar and Lombok Tourism Polytechnics and one hospitality industry representative. Thematic analysis was applied to identify recurring themes and patterns across the data.
Findings reveal that EFL lecturers consistently perceive IBL as a highly relevant and effective pedagogical model for ESP. They emphasized that IBL bridges the gap between classroom-based instruction and authentic workplace communication, providing students with opportunities to internalize language use through real tasks such as interacting with international guests, writing reservation emails, and producing promotional content. Lecturers also highlighted that IBL enhances students’ motivation, confidence, and professional attitudes, which are essential for employability in the global hospitality industry. Importantly, the integration of sustainability-oriented tasks—such as explaining eco-friendly hotel policies—further strengthens the contextual relevance of ESP instruction by aligning linguistic learning with industry transformation. This research concludes that IBL holds significant relevance for ESP in sustainable hospitality, not only for improving linguistic competence but also for nurturing professional readiness and sustainability awareness. The findings contribute to theoretical discussions on experiential learning and task-based pedagogy, while offering practical insights for curriculum design in hospitality education.
References
Belwal, R., & Badi, A. Al. (2020). Project-based learning ( PBL ): outcomes of students ’ engagement in an external consultancy project in Oman. C. https://doi.org/10.1108/ET-01-2020-0006
Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real‐world learning opportunities in sustainability: from classroom into the real world. International Journal of Sustainability in Higher Education, 11(4), 308–324. https://doi.org/10.1108/14676371011077540
Hasrul, H., Atmowardoyo, H., & Noni, N. (2021). The Students’ Perception towards English for Tourism and Hospitality in Terms of Task English Teaching Materials at Tourism Polytechnic of Makassar. Celebes Journal of Language Studies, 1(2), 155–165. https://doi.org/10.51629/cjls.v1i2.58
Huang, X., & Huang, X. (2023). Putting Real Work Practice into Class : A Case Study on the Application of Project-Based Learning to Teaching English for Professional Purpose. 6(6), 36–39. https://doi.org/10.25236/FER.2023.060608
Hyland, K., & Jiang, F. (Kevin). (2021). Delivering relevance: The emergence of ESP as a discipline. English for Specific Purposes, 64, 13–25. https://doi.org/https://doi.org/10.1016/j.esp.2021.06.002
Ilyas, I. P. (2017). Industrial-Based Learning (IBL): Promoting Excellent on Polytechnics and Vocational Higher Education. Jurnal Vokasi Indonesia, 5(1). https://doi.org/10.7454/jvi.v5i1.107
Khalida, A., & Refnaldi. (2020). Vocational High School Students’ Needs on English Speaking Learning Materials for Hospitality Study Program. 411(Icoelt 2019), 231–236. https://doi.org/10.2991/assehr.k.200306.039
Kolb, D. (1984). Experiential Learning: Experience As The Source Of Learning And Development. In Journal of Business Ethics (Vol. 1).
Learning, T., & Model, C. (2010). Kolb ’ s Experiential Learning Model. 030023(December), 1–3.
Legrand, W., Sloan, P., Delgado-Krebs, R., & Tooman, H. (2011). Sustainable tourism & hospitality management education: An empirical study on educational experiences in preparation for professional life. In Advances in Hospitality and Leisure (Vol. 7). Emerald Group Publishing Ltd. https://doi.org/10.1108/S1745-3542(2011)0000007014
Li, B. (2022). Boosting EFL learners’ commitment and enjoyment in language learning through social networking: A literature review. Frontiers in Psychology, 13(September), 1–8. https://doi.org/10.3389/fpsyg.2022.999586
Machmud, M., & Saputri, F. (2024). Bridging The Gap Between The Students ’ Needs And The English Teaching Material Used In Tourism Polytechnic. 30(6), 2905–2912. https://doi.org/10.53555/kuey.v30i6.5918
Masuram, J., & Sripada, P. N. (2020). Developing speaking skills through task-based materials. Procedia Computer Science, 172(2019), 60–65. https://doi.org/10.1016/j.procs.2020.05.009
Model, P., & World, W. (2020). Implementation of project-based learning method to increase transferable skills of vocational high school students Implementation of project-based learning method to increase transferable skills of vocational high school students. https://doi.org/10.1088/1757-899X/830/2/022065
Özer, S. (2018). A Qualitative Study to Determine Expectations of Students Studying at a Faculty of Tourism from Vocational English Course. International Journal of Progressive Education, 14(4), 15–25. https://doi.org/10.29329/ijpe.2018.154.2
Pathway, A. T., & Ouarniki, O. (n.d.). Specialized Training Workshops for Algerian EFL Teachers . 134–156.
Qiu, X. yue, Chiu, C. K., Zhao, L. L., Sun, C. F., & Chen, S. jie. (2023). Trends in VR/AR technology-supporting language learning from 2008 to 2019: a research perspective. Interactive Learning Environments, 31(4), 2090–2113. https://doi.org/10.1080/10494820.2021.1874999
Ratnah, R., & Saputri, F. (2023). Designing English Teaching Materials for Students of the Food and Beverage Service Study Program based on industry needs. Journal La Edusci, 3(6), 217–223. https://doi.org/10.37899/journallaedusci.v3i6.855
Ruhanen, L., Axelsen, M., & Bowles, L. (2020). Sport & Tourism Education Engaging students through authentic learning : Connecting with international tourism partners. Journal of Hospitality, Leisure, Sport & Tourism Education, xxxx, 100291. https://doi.org/10.1016/j.jhlste.2020.100291
Saputri, F.-, Ampa, A. T., & Nappu, S.-. (2023). The The Implementation of Standard Operating Procedures of Restaurant Services in Developing English Material. Pusaka: Journal of Tourism, Hospitality, Travel and Business Event, 5(1), 33–47. https://doi.org/10.33649/pusaka.v5i1.122
Wahyuni, D. S., B, Y. R., Ardi, H., & Mukhaiyar, M. (2023). Integrating Sustainability in ELT. Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-054-1
Zahedpisheh, N., B Abu bakar, Z., & Saffari, N. (2017). English for Tourism and Hospitality Purposes (ETP). English Language Teaching, 10(9), 86. https://doi.org/10.5539/elt.v10n9p86
Zarei, A. A., & Baharestani, N. (2014). Language Learning Strategy Use Across Proficiency Levels. I-Manager’s Journal on English Language Teaching, 4(4), 27–38. https://doi.org/10.26634/jelt.4.4.3027
