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ABSTRACT
In the context of globalization, Vietnamese non-English major students are increasingly required to achieve VSTEP B1 proficiency and develop practical English skills for workplace communication. However, preliminary findings indicate that many students remain below the expected proficiency level despite years of English study. This paper proposes an ESP-VSTEP Engagement-Dependency Framework aimed at enhancing student engagement while reducing over-dependence on teachers, templates, LMS platforms, and AI-supported tools. The framework follows a three-stage scaffolding process: high scaffold, medium scaffold, and low scaffold. It is designed to promote behavioral, cognitive, and affective engagement through VSTEP-aligned tasks such as professional email writing, meeting role-plays, and workplace presentations. The expected outcomes suggest improvements in speaking confidence, vocabulary application, self-regulated learning, and workplace communication readiness. The study contributes to ESP pedagogy by repositioning VSTEP as both an assessment framework and a practical tool for developing learner autonomy and employability.
Keywords: ESP, VSTEP, student engagement, learner dependency, workplace communication
