Adopting a Service-Learning approach in developing English for Specific Purposes communicative competence in Indonesia: A Sociocultural Theory-based mediational study

Indonesian universities have introduced the Applied English study program as a part of English for Specific Purposes (ESP) to address the growing demand for skilled workers in industries such as business and tourism. In line with ESP principles, it is crucial to analyse approaches that help students effectively apply language skills in practical and professional settings (Basturkmen, 2010; Belcher, 2009). This study examines the Service-Learning (S-L) approach, a course-based, credit-bearing program where students engage in community service while reflecting on their academic content to enhance their communicative competence (Bringle et al. 2006, p. 12). The study adopts a case study mixed-method (CS-MM) (Guetterman & Fetters, 2018) involving 59 students, a lecturer, and 12 community partners over six months. Grounded in Sociocultural Theory (SCT) (Vygotsky, 1978), the study first evaluates how S-L enhances ESP communicative competence through statistical and linguistic analyses. It then explores how S-L mediates this development using Engeström's second-generation Activity Theory (Engeström, 1999). By incorporating participant and stakeholder feedback, the study also highlights the importance of reflective learning, a core element of the S-L approach. The findings reveal that S-L significantly improves ESP communicative competence by fostering multiple forms of mediation—material, psychological, and human—thus providing students with essential real-world applications of their skills. Participants reported positive perceptions of S-L with the students expressed increased motivation for learning as they appreciated the opportunity to apply classroom knowledge in meaningful and real-world contexts, distinguishing S-L from other forms of experiential learning. Additionally, the study identifies a new mediation, "division of labour mediation," where S-L provides flexibility that makes students adapt to the tasks according to their interests and abilities, aligning with Vygotsky's Zone of Proximal Development (ZPD). Beyond communicative competence, this study also found that S-L fosters intercultural and professional competencies, which are essential for ESP learners.