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Case studies. 
Case studies are a feature of many professional courses such as business, law, engineering and 
medicine. Their purpose is to present students with some aspect of a real- life scenario, through 
which they can apply and integrate knowledge, skills, theory and any experience. The role of 
case studies varies from one profession to another: in law, cases establish precedent; in medicine, 
case conferences can take the form of an enquiry as to whether there is anything else that can be 
done. On business courses, the students are presented with data concerning some organization’s 
business and a brief which could comprise some questions, a specific problem or a decision 
about where would you go, what would you do now? These case studies are carried out in 
syndicates which provide experience of team work and develop students` abilities to fulfill 
various team functions and roles. The results may be written up as a report or poster and 
presented orally. Evaluation considers the accuracy of the analysis, the appropriacy of any 
models applied and the business rationale behind the proposed solution. 
The business case study approach fits comfortably within ESP principles since it is activity 
based, often uses authentic material and involves learners in both individual and group work. On 
the negative side, business case studies can involve a large amount of background reading, 
difficult texts and difficult concepts. Data overload is a feature of their constructions, so the time 
to read, understand and absorb the data can be over- ling when the students` aim is to develop 
language and skills. They could easily do the following tasks: 

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·
Design an advertisement / a marker research questionnaire/ a poster; 
·
Write a letter/ a report; 
·
Draw up a business plan; 
·
Design an announcement for display on computer screen; 
The case study approach can be broken down into three main stages: 
·
Data input; 
·
Data processing; 
·
Output presentation; 
Both the cases and the way it is used can reflect the learner’s professional world. However, each 
of the three stages may be handled slightly differently for ESP purposes; there may be more 
structuring of activities than usual and more of the work may be carried out in class so that 
language work can be undertaken as required.