though considered as important, ESP program evaluation remains the “roads less taken” stage
compared to need analysis. Whereas, program evaluation is needed to measure the effectiveness of the current
program as well as to plan a revised program which better fulfill related stakeholders’ need. This paper describes
a newly updated ESP program evaluation framework by Tsou and Chen (2014) which covers comprehensive
elements involved in the ESP program. This framework combines the established Hutchinson and Waters’(1987) model and the Watanabe, Norris, and Gonzalez-Lloret’s (2009) model. These two models were widely accepted by ESP scholars in conducting ESP program evaluation. Additionally, this framework adds authenticity, learner autonomy and learning transfer. This newly updated framework will contribute significantly to ESP program coordinators/ experts/ teachers to measure whether their goals of ESP program have been met and to ensure their program’s continuous improvement
