Toward a Design Framework for EAP Reading Materials in Management Contexts: Integrating Flipped Learning and Self-Regulated Learning for Lower-Proficiency Students

Abstract

This article develops a review-based design framework of reading materials English for Academic Purposes (EAP) in management education by integrating flipped learning and self-regulated learning (SRL). The article responds to a common issue of practical problem especially for non-English-major in higher education, management students. EAP is important to support students’ academic reading English proficiency before studying independently with disciplinary texts.  This article treats students’ lower English proficiency as a design consideration. Furthermore, CEFR descriptors were used only as a pedagogical reference for estimating students’ appropriate linguistic complexity and scaffolding, not as students’ language level in a formal measurement. A structured literature review was conducted by synthesizing recent studies on EAP needs, academic reading, disciplinary literacies, flipped learning, and SRL. The synthesis indicates that effective EAP reading materials for management students’ lower-proficiency should be organized as a connected learning cycle, such as accessible pre-class exposure, guided in-class engagement, and reflective post-class consolidation. The proposed framework emphasizes discipline-sensitive content, graded reading input, vocabulary support, reading strategy instruction through learning model, and embedded SRL tools such as planning, monitoring, and reflection phases. The article contributes a practical framework for lecturers who need to design and teach English language learning for non-English major students through context-relevant, manageable, and pedagogically sequenced of EAP reading material for management students in EFL higher education.