inside the esp classroom: analyzing mba students' learning difficulties through teachers' eyes

English for specific purposes, known by the acronym “esp,” has been a distinct activity in the field of english language teaching (elt). this study investigates the challenges iranian mba students face by iranian mba students in english for specific purposes (esp) programs from the perspectives of their instructors. utilizing semi-structured interviews and classroom observations with ten esp teachers, the research identifies five major themes: lack of relevant business background, medium of instruction issues, communication challenges (oral and listening skills), the speed of teachers' speech, and deficiencies in writing skills. findings reveal that students with non-business backgrounds struggle with quantitative coursework, while the transition from persian to english exacerbates difficulties, particularly for those juggling work and study. teachers noted persistent issues with students’ english proficiency, notably in speaking and listening, which hindered class participation and comprehension. the rapid pace of lectures and poor note-taking skills further complicated students’ ability to keep up with the curriculum. to address these multifaceted challenges, the study suggests implementing remedial courses, enhancing english language support, and adjusting teaching methodologies. these tailored interventions aim to improve students' academic performance and overall learning experience in esp programs, offering valuable insights for educational institutions striving to support mba students better. the pedagogical implications are discussed.