Enhancing Business Writing Competence in Higher Learning Institutions: The Role of English for Specific Purposes as a Mediating Factor in Professional Communication Outcomes

In today’s globalized business environment, effective professional communication is a critical skill for graduates. However, many higher learning institutions struggle to design business writing curricula that fully align with workplace expectations, leaving graduates underprepared for industry demands. This study explores the role of English for Specific Purposes (ESP) as a mediating factor between curriculum design for business writing and graduates’ professional communication competence. Adopting a narrative review methodology, data was collected from peer-reviewed literature in Scopus database. Findings reveal that a well-structured ESP-integrated business writing curriculum significantly enhances students’ ability to produce clear, persuasive, and contextually appropriate communication. The theoretical implications of this study contribute to ESP and business writing pedagogy by conceptualizing a framework that integrates curriculum design, ESP methodologies, and professional communication outcomes. From a practical perspective, the study highlights the importance of ESP-driven curriculum reform, faculty training, and stronger university-industry partnerships to ensure graduates acquire workplace relevant writing skills. Limitations include institutional challenges in ESP implementation and lack of standardized assessment tools. Future research should explore longitudinal studies on ESP impact, AI-driven writing instruction, and cross-cultural variations in ESP-based business writing. By addressing these gaps, ESP frameworks can be further optimized to enhance business writing competence and professional communication skills in higher education.