Rethinking language assessment: the integration of neurolanguage coaching (NLC) for transformative learning in the ESP context

Abstract

Traditional language assessment in English for Specific Purposes (ESP) often relies on standardized metrics that, while useful for benchmarking, fail to capture the nuanced communicative competence and psychological readiness required in high-stakes professional contexts. This paradigm can trigger stress and anxiety, inhibiting the brain's higher cognitive functions and ultimately hindering long-term retention and intrinsic motivation. This paper proposes a fundamental rethinking of assessment through the lens of Neurolanguage Coaching (NLC), which integrates principles from neuroscience and coaching psychology. NLC shifts assessment from a static event that merely records outcomes to a dynamic, interactive, and learner-centered process-an ongoing conversation for reflection, exploration, and conscious goal-setting. The core focus transitions from testing knowledge to facilitating awareness and from evaluation to empowerment.