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The present study aims at analyzing the benefits and drawbacks of knowledge management of the ESP class through the use of technology. Being in constant contact with technology, it is unavoidable to use it for teaching foreign languages. For this reason, both CALL (Computer Assisted Language Learning) and mobile apps prove useful in the demarche for better teaching and learning process. Nevertheless, managing blended learning ESP class implies a different approach to technology that goes beyond the classic use of Web 2.0 tools and proposes a new generation of mobile technology that facilitates and even simplifies the acquisition of all the four competencies (for ESP): reading, writing, listening and speaking for students ranging A2 to C1 (usually few students are absolute beginners and other few have native-like English level) in compliance with the Common European Framework of Reference for Languages whose guidance aids instructors prepare students for the competitive labor market
The article aims to reveal the challenges both ESP learners and teachers encounter during learning/teaching specific content and specific vocabulary of English for Legal studies. The main issue which is anticipated to be a challenge for teachers in this course is often inadequate knowledge of a specialist field. As far as learners are concerned we anticipate that in most ESP courses they are not prepared for professional communication in English on the area of their field. These anticipated results are the basic hypothesis of our manuscript to focus on. The study is aiming at finding out and answering these two questions. For this purpose the survey was carried out at SEEU, English for Legal Studies faculty. Both teachers and learners were asked about their attitude and preparedness towards ESP course