The development of an AI enhanced ESP learning model grounded in growth mindset pedagogy: Evidence from Indonesian undergraduate students’

Abstract

Workplace situations Modern higher education relies heavily on English for Specific Purposes (ESP), especially for students majoring in Management-Business and Information Systems, who need to be able to adapt their language skills to work in more globalized environments. The purpose of this exploratory mixed-method study was to investigate the learning requirements of ESP among 150 undergraduates (75 from Management-Business and 75 from Information Systems). The study's empirical basis was to develop a pedagogical model based on Growth Mindset principles and the integration of Artificial Intelligence (AI). Information was collected by means of a structured questionnaire that probed the following areas: technology preparedness for AI-enhanced education, learning modalities preferences, language skill goals, and professional communication scenarios. According to descriptive statistics, the most highly regarded ESP skills are speaking (88%) and writing (82%), particularly for job presentations (76%), online communication platforms (72%), and formal report writing (69%). In addition, there was a strong emphasis on resilience and adaptability in dealing with language challenges, which is indicative of a growth mindset orientation, and 79% of respondents were very enthusiastic about AI-mediated learning environments that improve personalization and formative feedback mechanisms. On a 5-point scale, the average ESP learning readiness score was 4.21, showing high levels of motivation and readiness. In order to foster language competence, psychological agency, and global readiness in line with the needs of twenty-first-century professions, our results highlight the importance of developing an ESP instructional model that cohesively incorporates growth mindset principles and AI-driven innovation.