scholarly journals APPROACHES AND STEPS IN ESP COURSE DESIGN

2021 ◽  
Author(s):  
Muthmainnah -- ◽  
Like Raskova Octaberlina ◽  
Nenni Dwi Aprianti Lubis
Keyword(s):  
Course Design ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Efl Teaching ◽  
Teaching Area ◽  
Structured Approach ◽  
Three Components

This paper discusses how ESP (English for Specific Purposes) course design has developed into one of the most trending EFL teaching fields since the early 1960s. It's a phenomenon that has grown out of a number of other course designs. To date we have come across a huge range of course offers in the ESP field. each course has its own teaching area and has a design or approach to running the course. This paper aims to find out what kind of approach and design is contained or used in each ESP course that integrates all the needs of the course. It is about how to integrate the three components of needs analysis, PSA, TSA, and LSA, and integrated sources of data holders, students, teachers, and experts. Each step of the structured approach will integrate all the components required in an ESP course.

scholarly journals Needs Analysis and Esp Course Design: Self-Perception of Language Needs Among Pre-Service Students

2014 ◽  
Vol 38 (1) ◽  
pp. 43-57 ◽  
Author(s):  
Barbora Chovancová
Keyword(s):  
Central Europe ◽  
Course Design ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Social Changes ◽  
Self Perception ◽  
English Classes ◽  
Language Needs ◽  
Syllabus Design ◽  
Actual Target

Abstract In the context of recent social changes in Central Europe, the article outlines the need for a change in the traditional syllabi for legal English classes. It deals with needs analysis as one of the most important sources of inspiration in syllabus design. First, needs analysis is situated within the methodology of English for Specific Purposes. Then, the rationale for a needs analysis survey among pre-service students in current legal English courses is presented and, finally, the findings are interpreted with respect to the actual target situations that students are likely to encounter after graduation. The article concludes by pointing out that although pre-service students may have vague ideas about the use of English in their future jobs, course instructors should consider their needs and wants because they are crucial for increasing the students’ motivation. Instructors and course designers should, however, obtain information from professionals and former graduates as well because that will enable them to address the actual target situations most effectively.

scholarly journals A NEEDS ASSESSMENT APPROACH TO ENGLISH FOR SPECIFIC PURPOSES (ESP) BASED SYLLABUS DESIGN IN BANGLADESH VOCATIONAL AND TECHNICAL EDUCATION (BVTE)

2018 ◽  
Vol 2 (2) ◽  
pp. 18
Author(s):  
Md Abdul Rauf
Keyword(s):  
Common Core ◽  
Course Design ◽  
Technical Education ◽  
Data Gathering ◽  
Language Teachers ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Structured Interviews ◽  
Vocational And Technical Education ◽  
Assessment Approach

Abstract: This paper describes the initial phase of a needs analysis which is developed in the context of Bangladesh Vocational and Technical Education (BVTE) with the aim to identify the needs of a target group of learners and introduce English for Specific Purposes (ESP) course design. Although the compulsory English for Academic Purposes (EAP) courses have been used at various programs of BVTE since 1996, they were not based on any systemic Needs Analysis nor have they been subjected to any evaluation. The paper also aims to conducts a Needs Analysis to obtain data which will be used to develop a meaningful, useful and beneficial, common core ESP programme for Bangladesh Vocational and Technical Board (BVTB) students. This process takes into account the needs of the various stakeholders involved including the policy makers, decision-makers, subject and language teachers and prospective employers. It mainly will make use of Hutchinson and Waters’ (1987) Learning-centred approach, Holliday and Nunan’s (1988) Needs Analysis description for conducting the Needs Analysis and specifying the content for a common-core ESP course. A mix method is adopted with questionnaires, semi-structured interviews, classroom observation and document study being the main data gathering tools, in order to ensure triangulation of data.

Investigating English for Specific Purposes Tourism Management Textbooks. Evidence from Iranian ESP Needs Analysis

2018 ◽  
Vol 9 (2) ◽  
pp. 248
Author(s):  
Mahmoud EGHDAMI ◽  
Ahamd MOINZAHEH ◽  
Hossein BARATI
Keyword(s):  
Content Analysis ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Tourism Management ◽  
The World

The current study was an attempt to investigate whether the current textbooks applied in English for Tourism Management courses complied with the standards of such texts in the world-leading universities. In addition, it explored the instructors’ and students’ needs in relation to the quality of the texts. To this end, 5 instructors and 61 students of Tourism Management from four universities were selected. Two questionnaires were administered among the participants in the study. The obtained data were analysed through descriptive and content analysis. The findings revealed that current texts were in line with the standards of the world-leading universities. Concerning the second question, the instructors’ and students’ needs were clarified and discussed. Suggestions for further research were also reported.

scholarly journals Challenges in English for Specific Purposes: Case-Study of Economics Students

2021 ◽  
Vol 11 (1) ◽  
pp. 30-38
Author(s):  
Djamila djam Benchennane ◽  
Mustapha Stambouli
Keyword(s):  
Classroom Observation ◽  
Research Work ◽  
Language Teachers ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
First Year ◽  
Economics Students ◽  
Modern Methods ◽  
The Status

This research work is to investigate the status of English for Specific Purposes course on first year Master students of Economics in their development of English for Specific Purposes. It focuses on one research instrument for data collection which is: classroom observation. The results revealed that teachers of English are not ESP teachers; therefore, they need to collaborate more with subject specialists to improve their own levels and to learn modern methods of teaching, they should also proceed to Needs analysis as far as the learners are concerned. Hence some recommendations and tips are provided so as to boost the students’ learning process.   Key words: collaboration;  ESP; language teachers ; needs analysis, subject specialists

scholarly journals Needs Analysis on the Improvement of English for Informatics Courses Based on the Perception of Non-English Teachers of State Polytechnic of Malang

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
Atiqah Nurul Asri ◽  
Farida Ulfa ◽  
Satrio Binusa Suryadi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
English Language Teaching ◽  
Needs Analysis ◽  
Teaching Skills ◽  
Online Questionnaire ◽  
Teaching Preparation ◽  
It Department ◽  
Teaching Learning

The purpose of the present study was to reveal the needs analysis commissioned by the Information Technology Department regarding the non-English teachers’ perceptions on the teaching and learning practices of the English language in the department. The study employed an online questionnaire and interview to 23 IT teachers. The questionnaire covered  the five categories, namely English Language Teaching at IT Department, Language Skills and Components, Teaching Learning Activities, Teaching Skills, IT related topics should be included and Assessments. It used Likert Scale ranging from 1-4 showing disagree to really agree. In addition, the interview utilized a prompt designed beforehand to get the necessary advice to formulate appropriate English language materials for IT students. The results revealed that the teachers needed a more efficient course design and development covering the design of the course syllabus, the creation of activities and materials, and the evaluation of learner progress. They are expected to provide insights as the basis for the improvement both on the teaching preparation and practices

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