Aligning Tourism English Learning With Workplace Tasks Through College-Enterprise Partnerships

Abstract

College–enterprise partnerships offer access to work, but that access does not specify what students learn in English. This framework-development study combines project document analysis with descriptive secondary analysis of 896 student, 63 enterprise, and 57 vocational English teacher questionnaire records. An ESP-informed audit examines whether the instruments and teaching resources identify communication purposes, audiences, genres, opportunities for English use, learning support, and performance criteria. The documents specify occupational activities more clearly than language demands; the surveys provide contextual signals about participation and mentoring rather than measures of English needs or project effects. The proposed framework links each identified gap to a language task, a responsible mentor, a feasible participation arrangement, and evidence for assessment. Its contribution is a context-specific integration of ESP task design and work-integrated learning under seasonal, staffing, and supervision constraints. Policies issued in 2025–2026 guide prospective alignment rather than explain earlier data. The framework requires local needs analysis and pilot evaluation, given the uncertain survey provenance and lack of implementation evidence.