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 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.

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 on English language use by homestay owners in Ubud Gianyar

2021 ◽  
Vol 5 (1) ◽  
pp. 422-437
Author(s):  
Ni Made Diana Erfiani ◽  
Ni Nyoman Tri Sukarsih ◽  
I Gede Neil Prajamukti Wardhana ◽  
Ni Putu Lindawati
Keyword(s):  
English Language ◽  
Language Use ◽  
Language Skills ◽  
Needs Analysis ◽  
Mixed Method Research ◽  
Listening Skills ◽  
Language Functions ◽  
Language Pattern ◽  
The Village ◽  
Basic Level

This study aims to conduct a basic level needs analysis of the use of English by homestay owners in the village of Ubud, Gianyar, Bali. The analysis was carried out in three main areas, namely what the learners know in terms of language skills and language functions, what they do not know in terms of problems they encountered in in handling guests and what they want to know in terms of their expectation to increase their competencies in handling guests. This study used a mixed method research by exploratory design that focuses on a qualitative approach before measuring or testing it quantitatively. The results showed that in terms of language skills what they need the most are speaking and listening skills, whereas in terms of language functions they mostly need general conversation, providing information, providing services and answering question. In terms of problem they often face are guests who speak too fast, do not have enough vocabulary and the feeling of insecure communicating with guests. In terms of expectation on language use, homestay owners need a standard of language pattern which includes handling guests from checking in to checking out.

scholarly journals THE NEEDS ANALYSIS OF FOUR PRIMARY LANGUAGE SKILLS IN DEVELOPING JAPANESE TEACHING MATERIALS FOR TOURISM PURPOSES

2021 ◽  
Vol 20 (2) ◽  
pp. 185-196
Author(s):  
Juju Juangsih ◽  
Emzir Emzir ◽  
Yumna Rasyid
Keyword(s):  
Reading Skills ◽  
Response Rate ◽  
Language Skills ◽  
Needs Analysis ◽  
Primary Language ◽  
Listening Skills ◽  
Teaching Materials ◽  
Study Program ◽  
Interview Method ◽  
Speaking Skills

The aim of this study was to analyse the needs of four primary language skills in developing Japanese teaching materials for tourism purposes. Research data was collected by applying questionnaire and interview method. In Tourism and Marketing Management Study Program - FPIPS UPI, the needs analysis result of Japanese teaching materials for tourism showed the average level of percentage ranging from 4 to 5 by applying Likert scale measurement. Based on the questionnaire conducted to 40 participants, speaking skills showed the highest response rate, both from students and lecturer’s perception. Listening Skills from student’s perception yielded approximately 86% or an average of 4.3, while from lecturer’s perception yielded 90% or an average of 4.5. Meanwhile, speaking skills from student’s perception reach 95% response rate or an average of 4.7, and from lecturer’s perception yielded 100% response rate or an average of 5.0. For the need of reading skills, student’s perception showed 86% response rate or an average of 4.3, and 80% or an average of 4.0 for lecturer’s perception. Further, the need of writing skills yielded 88% or an average 4.4 response rate from the students’ perception, and 80% or an average of 4.0 response rate of the lecturer’s perception.

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

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.

scholarly journals Students' Responses to the Use of Drama Technique in Learning Literature

2018 ◽  
Vol 2 (1) ◽  
pp. 181
Author(s):  
Utut Kurniati
Keyword(s):  
Cultural Differences ◽  
Learning Process ◽  
Language Skills ◽  
Learning Objective ◽  
Teaching Literature ◽  
High Motivation ◽  
Research Questions ◽  
The Way

This research aimed to investigate the students' motivation in learning Literature using drama technique, to show what kinds of difficulties faced by the students and to show the way how they overcome the problems. The subjects of the research were all the fifth semester students in the academic years of 2014/2015 of UNSWAGATI. There were 12 classes. Each consisted of 25 students. The researcher took K and L class as the sample of her study by using lottre. It means there were 50 students as the sample.Revering to the research questions ad the findings, the researcher found that students had high motivation in learning, facing some difficulties in the learning process like limited vocabulary, cultural gap, the length of the story and feeling shy to act. Concerning the problems, the students had done may solutions. They enriched their action by using gesture, asking their friends, opening notes, reading the script and watching the original videos.There are some suggestions to enhance and find the best way in teaching literature. Practically, in order to gain the learning objective more optimal, lecturer are expected to be more creative in finding drama and enrich the class by teaching them cultural differences. For further researcher, drama is also possible to develope other language skills other than speaking.

scholarly journals Effects of Explicit Instruction on Text Structure in Process Writing

2020 ◽  
Vol 2019 (1) ◽  
pp. 433
Author(s):  
Sachi Oshima
Keyword(s):  
Explicit Instruction ◽  
Writing Skills ◽  
Text Structure ◽  
Self Report ◽  
Process Writing ◽  
Advanced Level ◽  
English Writing ◽  
Proficiency Levels ◽  
Research Questions ◽  
Efl College Students

This study investigates the effectiveness of explicit instruction on text structure in the development of Japanese EFL college students’ English writing skills by examining two research questions: (1) How does students’ writing change after being given lessons on explicit instruction and process writing?; and (2) How do students’ perceptions of English writing change due to process writing and explicit instruction on text structure? Two groups of students were given four lessons on process writing and explicit instruction. While one group of advanced-level students wrote an argumentative essay, the other group with beginner-level students wrote a descriptive essay. The results suggest that explicit instruction on text structure can be a useful means of developing English writing skills regardless of students’ English proficiency levels. Students self-report indicated that their ability to organize ideas was highly improved, and they exhibited positive changes in writing in terms of organization and awareness of readers. 本研究では、EFL環境下にある日本人大学生を対象に、文章構成（text structure）の明示的指導がライティングにどのような効果を有するかを、次の2点について考察し、検証した。（1）プロセスライティングと文章構成の明示的指導により、学習者の英語ライティングはどのように変化するか。（2）プロセスライティングと文章構成の明示的指導により、学習者の英語ライティングに対する認識はどのように変化するか。2グループの学生に対しプロセスライティングと文章構成に関する明示的な指導を4レッスンずつ行った。英語上級者のグループにはargumentative essay（議論型エッセイ）を、初級者のグループにはdescriptive essay（記述型エッセイ）を書かせた。結果、文章構成の明示的指導は、学習者の英語運用能力に関わらず、英語ライティングの向上に効果的であることが分かった。学習者は文章構成力が最も上がったと回答しており、ドラフトにも文章構成力の向上や読み手を意識した文章への変容といった効果が表れた。

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