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Assessed or non-assessed
A compulsory EAP course, where learners’ performance in English is assessed along with other 
subjects at the end of a semester or academic year, has definite advantages: It raises the status of 
the subject and should ensure that it is taken seriously by both students and the departments. It 
does, however, bring responsibilities. Where different groups are taught by different teachers but 
take the same test, it is vital that teachers coordinate to unsure that the testing is valid and fair. 
This inevitably means some loss of freedom in the choice of topics and material used on the 
course. 
Assessed courses in EOP 
Short intensive EOP are not usually concerned with testing learners’ proficiency. There are, 
however, various standardized tests of proficiency in business and professional communication 
and many learners will find that passing one of these examinations enhances their career 
prospects. It is clearly for such a test to be built in on longer intensive and extensive EOP 
courses.
 
Teachers as provider or as facilitator/consultant 
Teachers as provider of input 
The question of the role of the ESP teacher is a very important and a controversial one. In many 
situations the teacher expects, or is expected, to control the class, to provide information about 
skills and language, to control the activities, possibly moving into pair of group work for part of 
the class, but always at the suggestion of the teacher. In these situations the role for the teacher 
generally matches the expectations of the learners. We define this teacher role as teacher as 
provider of input and activities. 
Teacher as facilitator or consultant. 
In other situations the ESP teacher manages rather than contros. S/he may not make decisions 
about the course design but will negotiate with the leaners about what is most appropriate to 
include, and when to include it. S/he will often get members of the class to bring material for 
exploitation in class. A development of this is where the teacher knows relatively little about the 
content or the skill that is being taught in the ESP class, and proceeds by pulling together and 
organising the information that the learners, and – if possible thier lecturers or instructors, are 
able to provide about the language or skill.
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