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Vol.10, Issue 1, 2024, pp. 59-72 Full text

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Albena Stefanova

Affiliation: University of National and World Economy, Sofia, Bulgaria 017ph0934

Developing academic ESP courses in a hybrid mode has come to the forefront of the educational agenda due to social and economic reasons: technological advance followed by the emergence of new communication, business and education technologies; new generations of learners who grow up in virtual reality rather than in real life; commercialisation of education; changes in workplaces and business organisations; a pandemic that resulted in increased use of the electronic and hybrid modes of interacting and working. In light of these circumstances, the research on the key actors in the educational process - learners and teachers - has gained importance and has become the reason to initiate a study of these actors' attitudes and perceptions with regard to the academic ESP courses in a hybrid mode. The article presents and discusses the results from a survey conducted within this study and related to the preparation of reference criteria for course design in terms of parameters. Data analysis has implications for the educational sector in terms of language and subject course development, as well as of the introduction of relevant policies in higher education.

Keywords: hybrid mode, academic ESP courses, ESP, ESP courses, hybrid ESP courses

Article history:
Submitted: 8 March 2024
Reviewed: 10 April 2024
Accepted: 10 May 2024
Published: 22 June 2024

Citation (APA):
Stefanova, A. (2024). Academic ESP Courses in a Hybrid Mode: Attitudes and Perceptions. English Studies at NBU, 10(1), 59-72.

Copyright © 2024 Albena Stefanova

This open access article is published and distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. If you want to use the work commercially, you must first get the authors' permission.

Funding: This work was supported by the UNWE Research Programme (Research Grant n28/2023). 017ph0934



1. Reviewer's name: Name undisclosed
Review Content: Undisclosed
Review Verified on Publons

2. Reviewer's name: Name Undisclosed
Review Content: Undisclosed
Review Verified on Publons

Handling Editor: Stan Bogdanov, New Bulgarian University
Verified Editor Record on Publons

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