scholarly journals ESP Need Analysis: A Study of English Language Learning of Business Students

2017 ◽  
Vol 8 (2) ◽  
pp. 623
Author(s):  
Anser Mahmood
Keyword(s):  
Language Learning ◽  
English Language ◽  
Business Students ◽  
English Language Learning ◽  
Need Analysis

scholarly journals ESP Need Analysis: A Study of English Language Learning of Business Students

2017 ◽  
Vol 8 (2) ◽  
pp. 623-626
Author(s):  
Anser Mahmood
Keyword(s):  
Language Learning ◽  
English Language ◽  
Business Students ◽  
Writing Skills ◽  
Business Communication ◽  
Language Training ◽  
Final Exam ◽  
Course Materials ◽  
Need Analysis ◽  
University Level

The present study explores the need and use of English language for business students at university level. For that purpose, pedagogical knowledge and existing curriculum has been analysed and also investigated the current needs of students lastly recommended end dealing with the learner requests regarding the connection circumstances and different obstructions. A questionnaire was administered containing 19 close ended items. This investigation persuaded by the understanding that "Needs investigation is neither one kind of language teaching nor inside the language training, however it will regularly have seen similar to the foundation of ESP and it leads to the engaged course" (Dudley-Evans & St John, 1998). It has been observed that most of the learners need to learn business communication and also such type of English in future for job profession. Basically most of the learners focus on writing skills which facilitate them in the final exam. They have least concerned with speaking skills in the classroom but face difficult when they have to communicate with their clients in practical life. The selected course materials or teacher must have to consult different courses such as text books CD and DVD and also use different materials for the training of people to get a job such as work form, samples and charts of the assignment and statement of course. 

scholarly journals NEED ANALYSIS IN ENGLISH LANGUAGE LEARNING (ELL) CURRICULUM DEVELOPMENTS

2020 ◽  
Vol 3 (2) ◽  
pp. 58
Author(s):  
Dedi Aprianto
Keyword(s):  
Curriculum Development ◽  
Language Learning ◽  
Curriculum Design ◽  
English Language ◽  
Educational Programs ◽  
English Language Learning ◽  
Learning Program ◽  
Language Program ◽  
Need Analysis ◽  
Learning Programs

Lately, the arguable consensus of curriculum has many of cavities, the experts, academicians, and stake-holders, take position, in purpose of settling the curriculum problems. The globalizing aspects of life must have had the curriculum makers do the revisions as well as developments toward the present curriculum. Developing curriculum should be setting out needs of students hence it must be related to the contexts. So, competitiveness as the keystone to develop the students’ needs. The development of the language learning curriculum should be paid attention in terms of constructed curriculum design having based on the theoretically-constituted frameworks. In the context of curriculum development, the basic assumption which should be considered in the educational programs, that is, the analysis of students’ needs. Need analysis as part of system approach to curriculum developments in the scope of educational programs. This procedure let most of linguists to employ needs analysis as the basis to language learning curriculum. The usage of such procedure is underlain upon the learners’ needs toward competitive world. In addition, the development and implementation of English Language Learning programs must be approached to the three aspects of English learning programs. These have different implications to the curriculum development, that is, each of them differs in relation to the input, process, and output. Thus, the general part of English language program curriculum design can be divided to forward design; concerning to the syllabus design, center design; the methodology of learning , and backward design; the assessment is based on the learners’ outcomes. In turn, the three designs of language learning program must be in accordance with philosophical purposes of curriculum.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

Motivation in English Language Learning

2018 ◽  
Vol 63 (3) ◽  
pp. 201-208
Author(s):  
Farraj Summer ◽  
◽  
◽  
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Learning
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