Synchronous Model in Teaching ESP during Emergency Remote Teaching in Indonesia

This study examines the effectiveness of synchronous and asynchronous learning models in the delivery of English for Specific Purposes (ESP) during Emergency Remote Teaching (ERT) in Indonesian higher education amid the COVID-19 pandemic. Based on survey responses from 20 ESP lecturers, the research explores how these two instructional modes influenced student engagement, interaction patterns, and learning outcomes, as well as the pedagogical adjustments required under emergency conditions. The findings indicate that synchronous learning promotes real-time communication, reinforces teacher–student interaction, and encourages learner autonomy. However, its effectiveness is frequently constrained by unstable internet connectivity, unequal access to devices, and varying levels of digital readiness. In contrast, asynchronous learning offers flexibility, encourages self-paced study, and allows students to revisit materials; however, it often leads to decreased motivation, limited participation, and delayed feedback cycles. Despite these contrasting strengths and weaknesses, lecturers agreed that combining the two models offers greater instructional adaptability and supports the development of ESP content more relevant to students’ disciplinary contexts. Key challenges reported include restricted physical workspace, insufficient technological literacy, digital inequality, and declining student motivation over time. The study emphasizes the need for instructional strategies that promote active learning, sustained interaction, and continuous formative feedback. It concludes that future hybrid learning environments should be designed not only for temporary crisis response but for long-term sustainability, integrating technology while addressing cognitive, emotional, and infrastructural dimensions of learning.