Designing And Assessing Independent Learning Tasks For Economics Students In ESP Classes

Abstract

Independent learning has become a central component of higher education, particularly in English for Specific Purposes (ESP) courses for Economics students. With the growing demand for learner autonomy and digital literacy, designing and assessing independent learning tasks requires new pedagogical approaches. This study explores effective ways of planning, implementing, and evaluating independent tasks in ESP contexts, emphasizing the integration of technology, project-based learning, and formative assessment. Practical examples are presented to illustrate how such tasks can develop linguistic, cognitive, and professional competencies. The findings show that carefully designed independent learning tasks promote motivation, responsibility, and communicative competence in English for Economics.