Reading still remains a core skill in English for specific purposes (ESP). It is essential for professional communication and gaining new knowledge, from comprehensive reading of technical manuals to research articles and case studies. Yet, engaging today’s learners at universities – Generation Z – requires new approaches. As digital natives (Prensky, 2001), they prefer short, interactive and visually supported texts, often struggling with sustained attention and dense professional materials. For ESP teachers, the challenge lies in combining effectiveness with relevance, ensuring students see the practical application of reading. Otherwise, they get easily distracted or bored, which does not support effective learning . . .
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