VietTESOL International Convention 2026

This study examines how English education in a non-English-major university context can move beyond language acquisition to support disciplinary knowledge co-construction. Grounded in sociocultural theory and English for Specific Purposes (ESP) pedagogy, the research investigates recent reforms at the National Economics University (NEU), Vietnam, including the shift from General English to ESP, the expansion of English as a Medium of Instruction (EMI), and the adoption of a lecture-seminar model. Using a mixed-methods design, data were collected from classroom observations, student surveys, and lecturer interviews to explore how these changes influence student engagement, academic communication, and participation in disciplinary discourse. Findings indicate that while students initially experience linguistic challenges in EMI environments, the integration of ESP and interactive pedagogy enables them to interpret discipline-specific materials, articulate arguments, and engage in collaborative meaning-making. The lecture-seminar model, in particular, creates conditions for dialogue, critical questioning, and peer interaction, supporting the transition from passive knowledge reception to active co-construction. The study offers practical implications for curriculum design, teaching strategies, and institutional policy, suggesting that aligning language, discipline, and pedagogy is essential for enhancing students’ ability to participate in global academic communities.