CURRENT METHODOLOGIES IN UNIVERSITY-LEVEL ESL INSTRUCTION: A CRITICAL REVIEW

This article examines contemporary methodologies employed in teaching English as a Second Language (ESL) at the university level. Through a critical analysis of current research, the study investigates the efficacy of communicative language teaching, content-based instruction, task-based language teaching, and technology-enhanced language learning in tertiary ESL contexts. The findings suggest that effective university-level ESL instruction requires an integrated approach that combines multiple methodologies while considering learners' specific academic needs, linguistic backgrounds, and career aspirations. This article proposes a framework for implementing adaptive methodological approaches that address the unique challenges of university ESL instruction, including academic language proficiency development, discipline-specific language acquisition, and preparation for professional communication. Implications for pedagogical practice, curriculum design, and faculty development are discussed, with recommendations for creating more responsive and effective ESL programs in higher education settings.