scholarly journals Needs analysis of English for Specific Purposes (ESP) courses in vocational higher education

2021 ◽  
Author(s):  
Nurmala Elmin Simbolon
Keyword(s):  
Higher Education ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Vocational Higher Education

scholarly journals The need for ESP in Burundi: What do tertiary English teachers say sbout it?

2018 ◽  
Vol 23 (1-2) ◽  
pp. 14-24
Author(s):  
Arcade Nduwimana
Keyword(s):  
Higher Education ◽  
English Teachers ◽  
Theory And Practice ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Ministry Of Education ◽  
Online Questionnaire ◽  
Do So

This study examines the views that tertiary English teachers hold on the need for English for Specific Purposes (ESP) in Burundi higher education. To do so, it investigates the extent to which they are familiar with the theory and practice of ESP. For this study, 32 English teachers were contacted to participate in it. They were all requested to complete an online questionnaire, but only 17 proved willing to do so. The findings revealed that the majority of teachers are familiar with the practice of ESP. Although many of them reported to have high familiarity with the field of ESP, a few of them conduct a Needs Analysis (NA) before teaching ESP courses. Results also indicated that tertiary English teachers highly acknowledge the importance of teaching ESP in Burundi higher Education and, therefore, would encourage the ministry of education to fund an ESP project.

scholarly journals Needs analysis for the design of a professional English curriculum: insights from a French lifelong learning context

2020 ◽  
pp. 37-70
Author(s):  
Naouel Zoghlami
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Curriculum Study ◽  
Study Data ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Learning Context ◽  
English Curriculum ◽  
Research Institution ◽  
Professional Learners

In Chapter 2, Naouel Zoghlami draws on needs analysis as a fundamental approach to inform the design of a professional English curriculum at the Cnam, a unique French research institution of higher education dedicated to lifelong learning. While needs analysis is still not widely used in the development of English for specific purposes programs in French higher education contexts, this study attempts to fill this gap by revealing the kinds of tasks adult professional learners studying at the Cnam say they need to perform in English at work. One of the strengths of this study thus lies in relying on data provided by domain insiders rather than assumptions held by the researcher-teacher about what adults need to learn to inform a professional English curriculum. Study data provide the information needed to improve the existing syllabus and the basis on which to build relevant pedagogical tasks.

scholarly journals Revitalization Road Map of Vocational Higher Education in Industry 4.0 (a study in Politeknik Negeri Balikpapan)

2021 ◽  
Vol 1807 (1) ◽  
pp. 012021
Author(s):  
Gozali ◽  
Elisabeth Milaningrum ◽  
Bambang Jati Kusuma ◽  
Lilik Damayanti
Keyword(s):  
Higher Education ◽  
Industry 4.0 ◽  
Road Map ◽  
Vocational Higher Education

scholarly journals Needs Analysis of Agricultural English Teaching in an Indonesian Islamic Higher Education Context

Tamaddun ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 106-114
Author(s):  
Muhammad Yunus ◽  
Sitti Halijah
Keyword(s):  
Higher Education ◽  
Research And Development ◽  
Needs Analysis ◽  
Teaching Material ◽  
Teaching Materials ◽  
Student Responses ◽  
Academic Field ◽  
English Teaching ◽  
Is Research ◽  
Learning English

The research is the development of Agricultural English teaching materials at Universitas Muslim Indonesia. The purposes of this research are to (1) produce a type of Agricultural English teaching material suitable to be used by the students of Faculty of Agriculture UMI and to (2) discover why the students are learning English. The method used is research and development. The research site was at the Faculty of Agriculture UMI with the number of 50 respondents. The results showed that based on the student responses, 12 out of 42 topics occupy the highest percentage needed for Agricultural English teaching materials. Those 12 topics are as follows: rice, tomatoes, chili,  shallots, eggplant, papaya, rambutan, coconut, coffee, land, disease pest, and seeds. Then, the purposes of the students learning English can be categorized into two major groups, namely to anticipate competition in the workplace where the ability to communicate both oral and written is needed and to prepare themselves in the academic field both to complete S1 (undergraduate degree)  and to continue their studies S2 (master degree).

scholarly journals An Action Research on Design, Delivery, and Evaluation of a Distance Course in a Vocational Higher Education Institution

2015 ◽  
pp. 138-166
Author(s):  
Erman Uzun ◽  
M. Yaşar Özden ◽  
Ali Yildirim
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Web Design ◽  
Evaluation Process ◽  
Education Institution ◽  
Design Development ◽  
Higher Education Institution ◽  
Face To Face ◽  
Wide Range ◽  
Vocational Higher Education

In this chapter, the main purpose is to explain design, development, delivery, and evaluation process of a new distance web design course for the needs of students in a vocational higher education institution. It is important to highlight how wisely instructional technology was designed and used to mitigate problems to effectively support the course. Proactive action research was used as a framework of the study. This research focused on an analysis of the existing face-to-face course to mitigate its problems in the new design. Then, strengths and weaknesses of the new design in the new context were investigated. It is important to highlight that technology comes with its unique problems and opportunities. Thus, teaching in a technological environment confronts instructors with a wide range of pedagogical, technological, and physical challenges.

Alternative model of curriculum development for vocational higher education: Indonesian perspective

2020 ◽  
Vol 40 (2) ◽  
pp. 173-187
Author(s):  
Muji Setiyo ◽  
Budi Waluyo ◽  
Ari Suryawan ◽  
Mochamad Bruri Triyono ◽  
Dewi Eka Murniati
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Alternative Model ◽  
Vocational Higher Education

Vocational Higher Education Governance Recommendation Based On Cobit 5 Enabler Generic Model

2016 ◽  
Vol 1 (3) ◽  
pp. 647 ◽  
Author(s):  
Heru Nugroho ◽  
Kridanto Surendro
Keyword(s):  
Higher Education ◽  
Good Governance ◽  
Organization Structure ◽  
Generic Model ◽  
Education Governance ◽  
Or Groups ◽  
Vocational Higher Education ◽  
Enterprise Governance ◽  
Goals And Objectives ◽  
Blue Print

<p>Enterprise governance for higher education can be viewed as arrangements that include a variety of university assets in order to support the strategy in achieving the goals and objectives.  In the implementation governance in university there are factors that affect good governance which are individual or groups. This factors are then called an enabler of enterprise governance. In the previous research obtained the fact that the enabler of enterprise governance that provide significant influence in the governance of vocational higher education is the organization structure and information. Using four common dimensions for enablers in COBIT 5 Enabler Generic Model will give recommendation for governance in vocational higher education. These recommendations are expected help the vocational higher education in preparation of blue print of governance needs by considering the enablers of organizational structure and information.</p>

scholarly journals Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom

2019 ◽  
Vol 12 (1) ◽  
pp. 144-176 ◽  
Author(s):  
Melita Vega ◽  
Maria Moscoso
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Effective Means ◽  
Cognitive Demand ◽  
English For Specific Purposes ◽  
Integrated Learning ◽  
Language Level ◽  
Group Control ◽  
The University ◽  
Study Participants

Content and Language Integrated Learning (CLIL) has often been touted as an effective means of enhancing the language proficiency gains among its learners due to its focus on content over form and higher cognitive demand. However, cautions have been raised regarding the varying conditions and contexts that need to be taken into consideration in order to ensure its effectiveness. This study aimed to analyze the outcome of switching from an English for Specific Purposes (ESP) program to a CLIL program in the fourth and fifth semesters of the School of Tourism at the University of Azuay. Study participants were randomly divided into two groups: a CLIL (experimental) and a non-CLIL group (control), where the former received CLIL instruction and the latter received ESP instruction for an average of five hours per week over a period of two consecutive semesters. The findings revealed no significant increases in language proficiency or differences in achievement between the two groups, thus suggesting that the starting language level of learners influenced the results of the CLIL program.

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