Резюме

Academic perfectionism is increasingly evident among university students and may play a particularly significant role in English for Specific Purposes (ESP) learning contexts. This theoretical article offers a conceptual analysis of academic perfectionism as it may manifest in early bachelor’s ESP learning contexts, drawing on a developmental and identity-based perspective. Drawing on research in educational psychology, foreign language learning, and learner identity, the paper conceptualizes perfectionism as a context-sensitive response to the evaluative and professional demands of academic English. The article discusses its potential effects on learning engagement and performance, and outlines pedagogical implications for ESP instruction in higher education, particularly in relation to task design, feedback practices, and the framing of performance expectations.

JEL: I23, I29