Reconceptualizing ESP Reading Comprehension In Economics Education: A Sociolinguistic And Construction–Integration Perspective

This study examines the cognitive and emotional factors influencing English for Specific Purposes (ESP) reading comprehension within a sociolinguistic context among first-year economics students. In modern higher education, reading in English for Specific Purposes (ESP) contexts is frequently undervalued, despite its essential contribution to developing professional discourse competence and productive language abilities. The study used a mixed-methods approach, integrating quantitative questionnaire data with qualitative pedagogical observations to investigate students' reading habits, preferences, and comprehension difficulties.

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