Most, if not all, studies in English for specific purposes (ESP) mainly focus on discourse analysis, needs analysis, and curriculum or material development to figure out what should be done to benefit students the most. There remains a lack of interest in discover students' and teachers' perceptions of ESP teaching. There has been found no publication on the pedagogical framework for ESP. This study aims to compare the teachers' and students' perceptions and classroom performances to establish a pedagogical framework for ESP. This study involved 32 ESP teachers (of different nationalities) and 52 students having taken ESP within a year. The theoretical frameworks for explaining discrepancies in perceptions between the students and teachers by Borg (2003) and explaining discrepancies between perceptions and practices (Reber, 2001) were applied. The questionnaire in a Likert scale of 1-5 was delivered to these participants. They were also invited to semi-structured and face-to-face interviews. Despite differences in their rating, the teachers and students highly appreciated the use of English in ESP teaching, and believed grammar teaching was the least significant. The participants also appreciated explicit instructions and corrective feedback. While the teachers believed communicative language teaching strategies should be applied, students thought that ESP teaching should focused on professional and academic English. They expected the teachers to be qualified in the relevant field of study or profession. Implications for stakeholders are given.

Bui Phu Hung is the Dean at Faculty of Foreign Languages - Van Hien University, Vietnam. He obtained a B. A in ELT by Vietnam National University, post-graduate diploma in TESOL by RELC in Singapore, M. A in TESOL by Victoria University and finally a PhD in TESOL. His research interests are various, including applying cognitive linguistics in ELT, EFL program evaluation, content-based instruction, cooperative learning and ESP teaching. He is also looking into other areas in TESOL such as EFL teacher professional development, language testing and assessment, and pedagogy for ELT. He has a number of publications indexed in SCOPUS and Web of Science. His profile can be obtained from Researcher ID: Q-7685-2019 and ORCID: