Abstract

The demand for professional translators in business and commerce has increased the importance of English for Specific Purposes (ESP) training at universities. In these contexts, ESP is generally defined as an approach that aims to address learners’ needs and the professional situations in which the language is used. However, the selection of ESP materials in Vietnam is still limited, especially in the field of business translation. This study examined the teaching materials used in the Business English Translation course at Thang Long University, a Vietnamese higher education institution, and suggested a practical model for improving them. The study employed a mixed-methods case study through data from the course outline, an in-house textbook, expert validation (n = 4), a student survey (n = 150), and a lecturer survey (n = 5). The qualitative data were analyzed by manually coding survey responses into key themes, while quantitative data were analyzed using descriptive statistics to evaluate the effectiveness of the course materials. The findings showed that the current materials were highly authentic and professionally relevant, but they did not sufficiently support self-directed learning, teamwork, or digital usability. Based on ESP and translation theories, the study proposed a three-pillar framework including authenticity, professional relevance, and digital usability as key criteria for material design and evaluation. This framework adds digital readiness and learner-centred skills to existing ESP material evaluation models and helps strengthen the connection between language teaching and professional practice.

Keywords: Authenticity, business translation, digital usability, ESP, professional relevance.