scholarly journals Evaluation of Business English Writing Course-book Based on the Needs Analysis Model

2020 ◽  
Vol 3 (3) ◽  
pp. p11
Author(s):  
Guihang Guo ◽  
Beiying He
Keyword(s):  
Evaluation Criteria ◽  
Needs Analysis ◽  
Ministry Of Education ◽  
Analysis Model ◽  
Business English ◽  
Undergraduate Major ◽  
English Writing ◽  
Writing Course ◽  
Basic Course ◽  
Book Evaluation

Since business English (BE) was ratified as an undergraduate major in China by the Ministry of Education in 2007, domestic research on it has been mushrooming. BE writing course is one of the core courses in the module of English knowledge and skills for BE undergraduate program. Although there are more than 354 BE writing course-books have been published, few researches have been done to evaluate these textbooks. This paper aims to evaluate one of the BE writing course-books used by Guizhou University, namely, A Basic Course for Business English Writing. Targeting on the students majoring in Business English, the paper adopted the needs analysis model proposed by Hutchinson and Waters as well as the present situation analysis model raised by Richterich and Chancerel to design the questionnaire, which was used to identify students’ needs for business English writing. Based on the results of the questionnaire survey and the course-book evaluation criteria created by McDonough and Shaw, we identified the problems with the course-book and proposed some suggestions for modifications and further improvement.

scholarly journals Needs Analysis in ESP Context: A Project in English for Specific Purpose: English Writing Course for Diploma Students in Management

2020 ◽  
Keyword(s):  
Language Skills ◽  
Management Program ◽  
Needs Analysis ◽  
Listening Skills ◽  
English Writing ◽  
Academic Task ◽  
Writing Course ◽  
Research Questions ◽  
Management Students

This study aims to analyse the needs of Management students for English for Specific Purpose (ESP) course as well as to design an ESP course for the Management students. In addition, this research is carried out to answer the research questions; 1. What is the importance of the use of English in management program? 2. What are the most important language skills used in Management program? 3. What is the frequency of the language skills used in management program? 4. What is the level of students’ performance based on the academic task? The findings of the study indicated that the use of English is very important as it is used in every task related to management. The students revealed that they have to give presentations in English and have discussions with peer in English. The listening skills are known to be least used in management program. Furthermore, the findings revealed that the students mostly have some difficulty in completing speaking tasks in their program.

scholarly journals Voices from EFL Thai learners towards English writing

2020 ◽  
Vol 15 (6) ◽  
pp. 1495-1507
Author(s):  
Chutamas Sundrarajun
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
Structured Interview ◽  
Educational Organizations ◽  
Business English ◽  
English Writing ◽  
Writing Course ◽  
Language Writing ◽  
Written Assignments

English language writing is seen as one of the most difficult skills for undergraduate students. When composing a piece of writing, students usually face various problems ranging from grammatical aspects to expressing ideas and opinions. To answer the research questions, this study employed a mixed method of both qualitative and quantitative approaches to identify the students’ perceptions towards Business Article Writing Course, as well as to pinpoint their challenges when working on the written assignments. The intensive data were collected from 20 fourth year students majoring in Business English via the use of questionnaire and a semi-structured interview. The findings give teachers, course designers, and educational organizations an insight into students’ problems in learning English language writing. It also highlights the need to integrate different genres of writing to enhance students’ writing skills so that they can use such techniques to overcome any struggles when composing a piece of writing.   Keywords:  Academic Writing, EFL, Writing Strategies, Peer Feedback

scholarly journals Needs Analysis in ESP Context: A Project in English for Specific Purpose: English Writing Course for Diploma Students in Management

2020 ◽  
Vol 3 (1) ◽  
pp. 11-17
Author(s):  
Zia ur Rahman Zaheer ◽  
Wahidullah Alokozay ◽  
Hamza Atifnigar
Keyword(s):  
Language Skills ◽  
Management Program ◽  
Needs Analysis ◽  
Listening Skills ◽  
English Writing ◽  
Academic Task ◽  
Writing Course ◽  
Research Questions ◽  
Management Students

This study aims to analyse the needs of Management students for English for Specific Purpose (ESP) course as well as to design an ESP course for the Management students. In addition, this research is carried out to answer the research questions; 1. What is the importance of the use of English in management program? 2. What are the most important language skills used in Management program? 3. What is the frequency of the language skills used in management program? 4. What is the level of students’ performance based on the academic task? The findings of the study indicated that the use of English is very important as it is used in every task related to management. The students revealed that they have to give presentations in English and have discussions with peer in English. The listening skills are known to be least used in management program. Furthermore, the findings revealed that the students mostly have some difficulty in completing speaking tasks in their program.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

scholarly journals Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors’ Perspectives

2017 ◽  
Vol 11 (1) ◽  
pp. 33
Author(s):  
Grace Hui Chin Lin ◽  
Patricia J. Larke ◽  
Douglas S. Jarvie ◽  
Paul Shih Chieh Chien
Keyword(s):  
Language Learning ◽  
Negative Impact ◽  
Advanced Level ◽  
English Writing ◽  
Emotional Factors ◽  
Writing Course ◽  
English Majors ◽  
Key Issues ◽  
Southern Taiwan ◽  
Time Restriction

Anxiety (e.g., Dallos, 1976, 2006; Krashen, 2003, 2016) sometimes might be unavoidable in the learning process, because the cognitive and intellectual systems are usually connected with emotional factors. This empirical study was conducted in an English majors’ advanced-level writing course to explore relevant explanations about why Taiwanese university students experienced “anxiety” (Tomlinson, 1981, 2016). Seventeen participants of junior grade at a southern Taiwan university had cooperated with their teacher to examine their anxiety occurring during writing in English. The findings discovered five key issues explaining their apprehension including mentioned (1) time restriction, (2) teacher evaluation, (3) peer competition, (4) uninteresting writing topics. The fifth factor repeated by most of the student is displayed by this study. The study implies the anxiety should be a negative impact upon language learning.

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

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