The framework consists of three principles and 46 competency indicators. Fundamentally, ESEP framework is structured by three principles of Malaysian Teacher Standards (MTS, 2009) which encompass all domains of learning i.e. Professional Values (Affective), Knowledge and Understanding (Cognitive), and Skills of Learning and Teaching (Psychomotor).

The three principles of ESEP framework are incorporated with three international frameworks namely British Association of Lecturers in English for Academic Purposes (BALEAP) Teaching of EAP Framework (2008), Framework of Competencies for Teachers of English in Engineering Colleges (Venkatraman & Prema, 2007; 2012), and ELT Professional Service Standards (Walker, 2011) and adapted to form ESEP practitioners’ competency indicators. Agreed by the experts and MTUN ESL practitioners, ESEP framework comprehensively covers all the required competencies for the practitioners as a valid and reliable guideline for ESEP practitioners. ESEP framework is an initiative that aims at generating successful professional practices in academic field based on the national standards. ESEP framework is utilised to

• establish opportunities for apprenticeship between novice and experienced ESEP practitioners and encourage reflective teaching in advocating the ESEP tenet of needs driven and contextualised approach
• encourage the practitioners to be conversant with research practices and moves beyond everyday experiences for more reliable theoretical learning and teaching practices
• be the standards for ESEP practitioners’ evaluation and development – a mechanism for ensuring and extending quality practices; to self-evaluate own competencies and use the result from the evaluation to self-develop by engaging in the required professional development training

ESEP framework supports and guides ESEP practitioners to grow professionally for their continuous quality learning and teaching at the institutions.