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This paper explores the integration of English for Specific Purposes (ESP) and Content-
Based Instruction (CBI) within undergraduate accounting education in a non-Anglophone
higher education setting. Adopting a qualitative case study approach, the research examines
a series of task-based learning (TBL) activities designed to merge language instruction
with specialised disciplinary content through authentic accounting tasks. The evidential
basis of this study derives from a single-cohort case study of 36 third-year undergraduate
students, organised into 10 distinct groups at a single public higher education institution.
Data collection focused on content analysis of qualitative student-produced outputs
and metacognitive reflections compiled from 10 group e-portfolios that documented the
completion of five specific pedagogical tasks over one semester. Qualitative analysis of
these e-portfolios and digital platform interactions suggests that this task-based framework
appears to support students in interpreting accounting-related texts and applying technical
accounting concepts in English. Furthermore, student reflections indicate an increased
awareness of the language’s relevance to future professional practice. Given the localised,
naturalistic design of this action-research intervention, the findings are framed as contextbound
to this specific institutional cohort, offering a transparent, transferable framework
for embedding communicative language practice within specialised accounting curricula.