This study is part of ongoing research on integrating Information and Communication Technology (ICT) into English for Specific Purposes (ESP) classes at a technical university, focusing on effective teaching methods to support the transition from traditional CALL (Computer-Assisted Language Learning) classrooms to BYOD (Bring Your Own Device) environments. Recently, many universities have abolished aging CALL classrooms rather than renovate them, shifting to BYOD. CALL classrooms have facilitated two-way communication via clicker systems, simultaneous distribution of materials, and real-time evaluation. Previous studies showed students responded positively to such systems, especially clickers. However, this university decided to discontinue CALL classrooms, resulting in the loss of these systems. While transitioning to BYOD is necessary for continued ICT integration, budget and logistical constraints prevent immediate adoption of cloud-based teaching support systems. Therefore, this study compared ESP classes using CALL teaching support systems with those conducted in regular classrooms without such systems. In regular classrooms, where not all students could bring their own devices, task-based active learning strategies were implemented to approximate CALL methods. Instead of clickers, students wrote reaction papers, and prompt feedback was provided. Results showed that students in regular classrooms without teaching support systems performed better on final exams than those in CALL classrooms, despite studying the same subject with the same textbook at the same proficiency level. This suggests that with careful lesson design and activities equivalent to those using ICT, similar or even superior learning outcomes can be achieved without technology.

Additionally, this study considered lesson design in the BYOD context. Approximately 20 years ago, when all first-year students were loaned PCs, a voice recognition system with TTS (text-to-speech) was introduced. To make passive activities more active, students practiced pronunciation using voice recognition, created materials with TTS, and gave presentations. Creating materials on topics of personal interest and presenting them promoted inquiry-based learning, aligning with approaches emphasized in high school education. This study thus proposes lesson designs incorporating such activities to foster inquiry-based learning in ESP classes. These findings suggest that while ICT use enhances learning, lesson design plays an even more critical role in achieving effective outcomes. Although students and teachers may feel anxious about transitioning to BYOD, effective pedagogical design can compensate for the absence of teaching support systems. Ultimately, while technology enriches learning environments, it is thoughtful, intentional, and inquiry-driven lesson design that has the greatest impact on student success in ESP education.

Keywords: English for Specific Purposes (EPS), CALL (Computer-Assisted Language Learning), BYOD (Bring Your Own Device), Pedagogical Design and Instructional strategies.