Constructing the “Teachable Real” in Vocational EOP

Abstract

Authentic workplace tasks can make vocational English learning more relevant (Basturkmen, 2022), but students do not all need the same support to engage with them (Hung & Nguyen, 2022). This study explores how fashion design students at different English proficiency levels experience the balance between occupational authenticity and instructional scaffolding(Wood et al., 1976). Drawing on focus group interviews with 18 students following an eight-week English for Occupational Purposes (EOP) module, the study uses a qualitative approach informed by codebook-oriented thematic analysis (Braun & Clarke, 2023). Participants were organised into three groups: advanced (Group A), intermediate (Group B), and foundational (Group C). Three findings stand out. First, students' preferences for support varied across proficiency groups. Foundational learners valued clear preparation and peer assistance, intermediate learners preferred flexible language support, and advanced learners appreciated strategic guidance during more demanding workplace simulations. Second, students linked supportive classroom conditions with greater confidence (Bandura, 1994) and a stronger willingness to participate in English communication tasks (Gilmore, 2019; MacIntyre et al., 1998). Third, they valued occupational realism most when task demands were matched with the support needed to participate meaningfully. These findings inform the concept of the “Teachable Real”, which brings workplace authenticity and learner readiness together in vocational EOP task design. Rather than treating authenticity as an all-or-nothing feature, the study presents it as something teachers can shape through task complexity, preparation, and interactional support. The study offers a learner-sensitive perspective on authentic task design and practical guidance for making workplace English communication both meaningful and accessible.