ESP program evaluation framework: Description and application to a Taiwanese university ESP program

• We aim to develop and evaluate an ESP evaluation framework.
• We update existing language models with discussions in authenticity, learner autonomy, and learning transfer.
• The model was applied to evaluate a university ESP program to identify its strengths and weaknesses.

Program evaluation, a crucial process in ESP, ensures adequate planning, implementation, and continuous improvement of the program. Despite its importance, the literature related to ESP program evaluation is still scarce and somewhat dated. The present paper describes a combined, updated model for ESP program evaluation and reports on how the model worked when it was applied to evaluate an ESP program in a university in Taiwan. To update the model for higher education ESP program evaluation, this research combined Hutchinson and Waters’ 1987 model and the comprehensive framework for foreign language (FL) program evaluation developed by Watanabe, Norris, and Gonzalez-Lloret (2009), while also incorporating recent findings from emerging research on ESP learning and teaching that include topics such as authenticity, learner autonomy and learning transfer. When the model was applied to evaluate a university ESP program, the findings enabled the researchers to identify strengths and weaknesses of the updated model. It is the researchers’ hope that the discussions of both the updated model and the evaluation process provide valuable insights into the design and implementation of ESP program evaluation.