Abstract:

Even though educators around the world have been familiarized with the concepts of computer-assisted learning (CAL) and computer-assisted language learning (CALL), as well as more recently online learning, blended learning and flipped classroom, all of which emerged in parallel with the developments in information and communication technology (ICT), they were prompted by the urgency of the COVID-19 pandemic to extensively employ these pedagogical concepts and diverse digital tools in their everyday teaching practice, which previously might have been used as occasional complementary tools in their conventional classrooms, primary, secondary and higher education alike. The new, exclusively online learning environment during the COVID-19 pandemic presented both teachers and students with numerous opportunities as well as obstacles, which has not only transformed the nature of traditional teaching and studying before the pandemic, but it has also encouraged educators to rethink their curricular objectives and teaching methodology in the post-pandemic era, where hybrid and more frequently blended learning environments seem to offer the most balanced approach.

Considerable amount of research has been devoted to various aspects of teaching and studying during the pandemic, while equal emphasis is not placed on the future of online learning in the post-pandemic era. Given the specifics of ESP classroom at the Faculty of Economics and Business, University of Zagreb, this paper aims to analyse the teaching and learning experiences in the business English courses during the COVID-19 pandemic and in the post-pandemic period. More precisely, 171 students were surveyed between September 2021 and June 2023 in exclusively online, hybrid and blended learning courses. They were asked to evaluate teaching methodology, course content, learning materials and assignments, development of students' language and business communication skills, as well as digital and media literacy, student workload, student engagement and motivation, continuous assessment of student work, social interaction and interactive communication, as well as student-teacher communication. Finally, they were asked to comment on additional aspects that they considered relevant and make recommendations for future improvement. In addition to students' opinions, this paper will also consider the teachers' perspectives when it comes to various elements of ESP classroom such as course content and course objectives, teaching materials, digital tools, teaching methodology and classroom management and their effects on students' performance and learning outcomes, as observed during the COVID-19 pandemic and in the post-pandemic period through personal insights and shared experiences with colleagues teaching ESP courses at the Faculty of Economics and Business, University of Zagreb.

The findings of this research will be compared to studies focusing on similar dilemmas, which may contribute towards efficient modifications and improvements of the course objectives and teaching methodology within the specific requirements of the ESP classroom.

Keywords:

Online learning, blended learning, flipped classroom, ESP classroom, learning outcomes, post-pandemic higher education setting.