• Melissa D. Caspary Georgia Gwinnett College
  • Diane Boothe Boise State University
  • Clif Wickstrom




English for Academic Purposes, English for Business Purposes, English for Specific Purposes, English Language Learners, Information Communications Technologies, Problem-Based Learning


The English for Specific Purposes (ESP) community has grown at a near exponential rate over the past two decades.  This is due in part to the parallel growth of Information and Communications Technologies (ICT) that support rapid and global transmission of the messages and data in multiple formats.  Altbach (2007) has argued that the creation of the internet, and its multiple international networking platforms has led to a form of English hegemony in global communications in academic settings.  Following a similar path, English now dominates the discourse of business on an international level.  Therefore, we have observed the emergence of myriad on-line references for ESP program offerings and ICT-based courses.   The authors were prompted to ask how does ESP compare in business and academic communities.  Problem-based learning (PBL) and ICT contexts were applied as lenses to view manifesting similarities and differences in the ESP arena.

Author Biography

Melissa D. Caspary, Georgia Gwinnett College

Melissa Caspary is an Assistant Professor of Biology at Georgia Gwinnett College where she teaches integrated science, introductory cellular and organismal biology, mycology, botany, and conservation biology. Her research interests include biogeographic change due to climate change and disturbance, plant conservation and restoration, and science education. She has published and presented on native plant propagation and habitat restoration in the Southeastern United States, regional landscape disturbance, and the role of problem based learning in science education.



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How to Cite

Caspary, M. D., Boothe, D., & Wickstrom, C. (2015). A COMPARISON OF ENGLISH FOR ACADEMIC PURPOSES AND ENGLISH FOR BUSINESS PURPOSES FOR ENGLISH LANGUAGE LEARNERS. GATESOL Journal, 24(2). https://doi.org/10.52242/gatesol.28



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