The increasing integration of extended reality (XR) into language education has highlighted the need for pedagogically grounded approaches to its use in English for Specific Purposes (ESP). This article presents a case study based on the development of an application aiming to enhance ESP competence in educational and professional contexts via augmented reality (AR) and focusing on three specialized domains (medical, business, and legal English). The study addresses the pedagogical and material-design requirements guiding the development of AR-supported ESP learning environments, including design, interaction modes, and corpus-informed material development. More specifically, it examines how ESP-specific pedagogical principles can be operationalized through AR-based tasks, how technological and interaction design choices support these principles, and how corpus-informed procedures can be used to develop ESP learning materials. The article contributes to current discussions on the role of XR in ESP by outlining a design-oriented framework that connects instructional requirements, material development, and technological implementation.
DESIGNING EXTENDED REALITY FOR ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY OF THE ESP-XR SYSTEM
Falcone M.;
2026-01-01
Abstract
The increasing integration of extended reality (XR) into language education has highlighted the need for pedagogically grounded approaches to its use in English for Specific Purposes (ESP). This article presents a case study based on the development of an application aiming to enhance ESP competence in educational and professional contexts via augmented reality (AR) and focusing on three specialized domains (medical, business, and legal English). The study addresses the pedagogical and material-design requirements guiding the development of AR-supported ESP learning environments, including design, interaction modes, and corpus-informed material development. More specifically, it examines how ESP-specific pedagogical principles can be operationalized through AR-based tasks, how technological and interaction design choices support these principles, and how corpus-informed procedures can be used to develop ESP learning materials. The article contributes to current discussions on the role of XR in ESP by outlining a design-oriented framework that connects instructional requirements, material development, and technological implementation.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
