Digitizing ESP beyond chalk and talk in the English for tourism classroom

Abstract This study explores faculty members’ perceptions in tourism education programs regarding the use of digital technologies to enhance English language proficiency among learners preparing for careers as tourist guides. The study sample consisted of sixty-five instructors from tourist guide training institutions. Data were collected through semi-structured interviews. The research instrument was developed with reference to English for Specific Purposes (ESP) frameworks to ensure alignment with the linguistic and professional demands of the tourism sector. Data were analyzed using thematic analysis to identify prevailing pedagogical approaches and patterns of technological integration. The findings reveal that faculty members recognized the value of incorporating advanced digital tools, such as simulations, virtual tours, digital assessments, and interactive platforms, into language instruction. These tools were perceived by participants to support learners’ fluency, context-specific vocabulary, self-confidence, and motivation. Moreover, participants perceived the shift to digital methodologies as improving instructional relevance and better aligning educational experiences with industry expectations, potentially increasing students’ preparedness for real-world interactions. The study concludes by emphasizing the need for targeted professional development to equip instructors with the digital competencies required for effective English instruction in tourism contexts.