Biography
Dr. Sameer Babu M is an Associate Professor in the Department of Educational Studies at Jamia Millia Islamia, New Delhi, and a Research Fellow at INTI International University, Malaysia. He holds a PhD in Educational Technology and has taught or held academic appointments at several universities in India and abroad. His research interests include instructional design, online and blended learning, educational multimedia, teacher education, and digital pedagogy. His scholarship includes research projects, academic books, publications, educational tools, and patents. He also supervises doctoral researchers and contributes to scholarly peer review. His work explores how educational technologies can improve teaching practices and learner engagement.
Conference contributions 1
RETHINKING ENGLISH FOR SPECIFIC PURPOSES (ESP) PEDAGOGY IN THE AGE OF AI:
A systematic review of applications, outcomes, and challenges in higher education
The rapid adoption of Artificial Intelligence (AI) into higher education is transforming pedagogical methodologies, especially in language instruction. English for Specific Purposes (ESP), a needs-oriented methodology centred on discipline-specific communication, is particularly shaped by these advancements. despite increasing interest, a systematic synthesis of empirical evidence regarding AI applications in ESP contexts is still scarce. This study offers a systematic review of research published from 2020 to 2026, adhering to the PRISMA framework. The review examines three primary inquiries: (1) What categories of AI tools are employed in English for Specific Purposes (ESP) within higher education? What learning experiences and outcomes have been documented? What advantages and obstacles arise from their utilization? A systematic search of the Scopus database identified 15 peer-reviewed studies that fulfilled the inclusion criteria. Data relevant to AI tools, research methodologies, educational outcomes, and implementation obstacles were systematically extracted and synthesized. The results demonstrate a rapidly changing AI environment, characterized by a significant increase in publications from 2024 to 2026, indicative of the ascendance of generative AI technologies. The findings indicate that the AI ecosystem in ESP has evolved from conventional corrective tools to generative AI applications like ChatGPT, in addition to specialized tools that facilitate research and oral communication. Secondly, learning outcomes are significantly influenced by pedagogical design: a structured and guided application of AI correlates with enhancements in writing proficiency, critical thinking, and learner autonomy, while unguided use may result in overreliance, diminished skill development, and issues related to academic integrity. Third, AI exerts a dual influence, providing personalized feedback, enhancing motivation, and alleviating language anxiety, while simultaneously introducing challenges concerning accuracy, disciplinary relevance, teacher-student perception discrepancies, and socio-emotional engagement. The review asserts that the efficacy of AI in ESP is contingent not solely on technology but also on its pedagogical integration.