Artificial Intelligence and ESP: Rethinking Professional English Education in Cameroonian Universities

This paper examines the transformative potential of Artificial Intelligence (AI) in the teaching and learning of English for Specific Purposes (ESP) within Cameroonian universities. As Cameroon continues to position itself as a bilingual nation with growing economic and technological ambitions, the demand for professionally-oriented English language instruction has never been greater. However, traditional ESP pedagogies in Cameroonian higher education institutions face significant challenges, including limited resources, outdated curricula, and a growing disconnect between classroom instruction and real-world professional communication needs. Drawing on recent developments in generative AI, natural language processing, and adaptive learning technologies, this study argues for a fundamental rethinking of ESP education in Cameroon. Through a critical analysis of existing literature and policy documents, combined with an evaluative framework for AI integration, the paper proposes a roadmap for incorporating AI-driven tools into ESP curricula. The findings suggest that AI can personalize learning experiences, provide authentic professional communication scenarios, and bridge the gap between academic English instruction and workplace language demands. However, the successful implementation of AI in Cameroonian ESP contexts requires addressing infrastructural deficits, teacher training needs, and ethical considerations related to data privacy and algorithmic bias. This paper contributes to the emerging discourse on AI in language education within the African context and offers practical recommendations for policymakers, curriculum designers, and ESP practitioners in Cameroon and beyond.