scholarly journals Needs Analysis of English Language for Geoscience Undergraduates of Bamyan University

2021 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Yasin Hamdard
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Main Tool ◽  
Intermediate Level ◽  
Needs Analysis ◽  
Language Program ◽  
English Classes ◽  
Student Questionnaire ◽  
Language Needs ◽  
Vital Effect

The purpose of this investigation was to identify the English language needs of the students currently studying at the Geoscience faculty of Bamyan University in Afghanistan. Total number of 306 under-graduates of Geoscience students from the second and third-year classes took part in this investigation. The main tool for data collection was a student questionnaire used to evaluate learners’ perceptions and needs of the English language. The results of the study show that when students come to the University, the English language proficiencies are quite low. The finding of the research shows that 20 per cent of the students’ level are beginner, 30 per cent of the students’ level are in pre-intermediate, 30 per cent of them are intermediate level and 15 per cent of them are in the upper-intermediate level and 5 per cent of them are in advance level. And most of the students’ study English for academic purpose and for their future profession. Likewise, the students believe that their English language proficiency has a vital effect on their academic performance in content subjects. Furthermore, the current English language program and classroom resources do not fulfil their needs as they prefer to have a class with lots of activities or more student-centred. Moreover, a majority of the students were not satisfied with the amount of time allocated for English classes. In addition, the majority of the students believe that if we don’t know English well, we can’t find a handsomely paid job. It is hoped that the findings of this study would be the basis for designing a suitable course that would meet students’ needs. Keywords: Needs analysis, English language needs, language proficiency

scholarly journals LANGUAGE NEEDS ANALYSIS FOR WORKING ABROAD: A CASE-STUDY IN THUA THIEN HUE PROVINCE

2020 ◽  
Vol 129 (6B) ◽  
pp. 117-134
Author(s):  
Nguyễn Ngọc Bảo Châu
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Needs Analysis ◽  
Language Program ◽  
Language Programs ◽  
Language Curriculum ◽  
Life Tasks ◽  
Vocational Tasks ◽  
Language Needs

Needs analysis is the first essential step of designing a language curriculum [26]. Needs analysis provides a mechanism for obtaining a wider range of input in the contents, design, and implementation of a language program. The process identifies general or specific language needs so that they can be addressed while developing goals, objectives, and content for a language program. In this study, we aimed to explore the language needs analysis for labor export. We regarded foreign language for labor export with a view that all decisions in instructions are based on the learners’ reasons for learning. As a case in point, we studied the language needs for labor export of laborers in Thua Thien Hue province. A task-based needs analysis approach [17] was utilized due to its methodological cogency.  45 laborers who were working abroad participated in our study. Five were interviewed and 40 were surveyed to elicit the foreign language needed for everyday life tasks and occupational domains. The results outlined export laborers language needs in regards to everyday survival (i.e. language at the supermarket, hospital, etc.) and vocational tasks (i.e. understanding employer’s requests, interacting with customers/clients, etc.). The findings of this study inform the design of an English language curriculum for labor export and serve as the basis for reviewing and evaluating existing language programs for labor export. The research also affords implications for future designs of task-based needs analysis.

scholarly journals Needs Analysis and Course Design; A Framework for Designing Exam Courses

2017 ◽  
Vol 6 (6) ◽  
pp. 274
Author(s):  
Reza Eshtehardi
Keyword(s):  
English Language ◽  
Course Design ◽  
Diagnostic Testing ◽  
Needs Analysis ◽  
Testing System ◽  
Course Assessment ◽  
English Classes ◽  
Evaluation Procedures ◽  
Language Courses ◽  
Language Needs

This paper introduces a framework for designing exam courses and highlights the importance of needs analysis in designing exam courses. The main objectives of this paper are to highlight the key role of needs analysis in designing exam courses, to offer a framework for designing exam courses, to show the language needs of different students for IELTS (International English Language Testing System) exam, to offer an analysis of those needs and to explain how they will be taken into account for the design of the course. First, I will concentrate on some distinguishing features in exam classes, which make them different from general English classes. Secondly, I will introduce a framework for needs analysis and diagnostic testing and highlight the importance of needs analysis for the design of syllabus and language courses. Thirdly, I will describe significant features of syllabus design, course assessment, and evaluation procedures.

scholarly journals Informal Order, Needs Analysis, and the EAP Curriculum

2017 ◽  
Author(s):  
Faisal Al-Maamari
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Research Study ◽  
Academic Literacy ◽  
Education Institution ◽  
English Language Proficiency ◽  
Needs Analysis ◽  
Small Scale ◽  
Qualitative Research Study ◽  
The Public

The academic curriculum is developed through a systematic process whereby content is created through the alignment of needs to stakeholder or target group. This qualitative research study features a small-scale, English for academic purpose (EAP) needs analysis (NA) of three credit-bearing EAP programs and the corresponding departmental programs conducted at a Language Center at a higher education institution in Oman. Based on interview, observational and documentary data, the analysis showed divergences in academic literacy (writing and reading) between the EAP and content programs. Principally, the findings pointed to the presence and operation of a group of informal orders and the emergence of two interrelated stories: public and real. The public story purported to blame the learner’s English language proficiency for unfavorable performance at EAP and Departmental levels, whereas the real story revealed that institutional factors were equally responsible. The paper ends by making a few conclusions about the importance of heeding informal order when carrying out needs analysis.

scholarly journals use of ‘I-Do’ methodology in integrating moral characters into the development of ELT materials for transactional speaking skills

2021 ◽  
Vol 6 (1) ◽  
pp. 1-29
Author(s):  
Kaharuddin Kaharuddin ◽  
Ismail Ismail
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Needs Analysis ◽  
Teaching Materials ◽  
Moral Value ◽  
Language Program ◽  
Materials Development ◽  
Speaking Skill ◽  
The University

This study is aimed at improving the quality of teaching English at the university level by aligning the students’ needs and the expectations of the lecturers (a needs analysis) with moral values in developing moral character-based English language teaching materials. Development research method is used to carry out this research by employing the ‘I-DO’ methodology which contains three distinct phases namely; 1). The input phase which is passed by a needs analysis involving 60 participants (55 students and 10 lectures). The participants were purposively selected. Questionnaires were used to collect the data which were analyzed by using descriptive approach. 2). The development Phase which is passed by formulating goals and objectives based on the information gathered from the needs analysis. 3) The output phase which is completed by making lesson plans, and producing prototype of the moral value-based teaching materials. This research has built one prototype of a well-developed ELT material for transactional speaking skill. We believe that our findings on the use of ‘I-DO’ methodology could have a profound impact on the way ELT materials is developed in language program.

scholarly journals Attitude of Male and Female Students Towards Computer Assisted Language Learning at Intermediate Level

2019 ◽  
Vol 12 (3) ◽  
pp. 108
Author(s):  
Muhammad Arfan Lodhi ◽  
Ayesha Fatima ◽  
Farzana Ismail ◽  
Nadia Amin ◽  
Faiza Khalid ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Dominant Role ◽  
Research Work ◽  
Female Students ◽  
Intermediate Level ◽  
Male Students ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

Today’s world is the era of technology and it is playing a dominant role in the field of education. The current research work is quantitative in nature. It aims to investigate students’ attitudes, their interests and difficulties regarding the concept of computer assisted language learning at intermediate level. A self reported questionnaire (SRQ) was designed and administered to obtain the objectives of the current study. The sampling statistic comprised of 300 students with equal gender from public and private colleges. The collected data was statistically analyzed by running descriptive statistic technique. The findings revealed that male students had more positive attitude towards CALL as compared to their female counterparts. However, it was also revealed that male students found CALL interesting for the development of language proficiency while female students faced more difficulties in using computer technology for English Language learning. The results provide ideas, paths and suggestions to the future researchers to undergo further investigations in developing computer mediating language learning programs for the benefits of learners and learning.

scholarly journals Achieving Flex in the Inflexible: Dealing with Individual Differences in Highly Structured EFL Preparatory College Courses

2017 ◽  
Vol 10 (6) ◽  
pp. 151 ◽  
Author(s):  
Fatimah M. A. Alghamdi ◽  
Sarah A. M. Alnowaiser
Keyword(s):  
Individual Differences ◽  
Focus Group ◽  
Language Proficiency ◽  
English Language ◽  
Focus Group Participant ◽  
College Preparatory ◽  
College Courses ◽  
Language Program ◽  
Group Participant ◽  
Four Levels

This study explores a field-motivated concern among English as a Foregin Language (EFL) teachers at a college preparatory English language program. The course syllabus for this program is fixed and systematically paced over four, seven-week modules. Despite formal assessment measures that result in placing the learners into four levels of English language proficiency, it has been reported by teachers, that inside the classrooms, the learners are of varying degrees of language proficiencies and attitudes. This study utilized a focus group approach and case-study classroom observations to explore the extent to which teachers take any measures to address these variations in proficiency and affect in the classroom. Focus-group participant teachers showed a great deal of awareness of variations amongst students and expressed tendencies towards using teaching strategies that would address these variations. However, limitations of time and material, they reported, tend to hinder such efforts. Likewise, when observing two classrooms within the same context, the researchers identified some individual differences among teachers in terms of strategies that account for student individual differences in the classroom, but these strategies were limited in number and variation. It was concluded that in highly-structured courses, with fixed material and unified learning outcomes, there remains room for creating dynamic classroom practices that are sensitive and reactive to students’ needs and interests. The study calls for a larger scale investigation of this topic and advocates teaching approaches that have the potential to compensate for the unified syllabus and structured pacing of the courses.

scholarly journals An Analysis of the English Language Needs of Medical Professionals Within the Saudi Context: An Exploratory Study in Light of Covid-19 Pandemic

2020 ◽  
Vol 12 (6) ◽  
pp. 1
Author(s):  
Misfer Ali Hasan Azzhrani ◽  
Ahmed Alghamdi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Medical Professional ◽  
Primary Data ◽  
Medical Professionals ◽  
Sample Population ◽  
International Crisis ◽  
Medical Language ◽  
Medical English ◽  
Language Needs

This study, based on explanatory sequential, mixed methods, descriptive research design, was conducted at eleven hospitals and medical centers in the city of Makkah in the Western Province in the Kingdom of Saudi Arabia (KSA). The study aimed at exploring the efficacy of the current ESP courses at Saudi tertiary institutes and whether those courses meet the needs of the medical professionals with regards to medical English language proficiency. In addition, the study explored the needs of English medical language proficiency during an international crisis such as the recent corona virus (covid-19) pandemic. The quantitative and qualitative primary data collection was gathered from the medical professionals' responses to a custom designed, twenty-nine items on a psychometric five-point Likert items and open-ended questions, questionnaire. The overall sample population of the medical professional participants in this study was 315 participates (130 male and 185 female participants). The gathered quantitative data from the questionnaire was statistically analysed and the qualitative data gathered from the three open ended questions was analysed for emergent codes using open coding and eventually forming overarching themes. The findings of the study indicated that medical professionals in KSA regard English medical language proficiency as a vital necessity for the profession, especially during an international crisis requiring global communication and cooperation. Furthermore, the majority of the participants indicated that they are not satisfied with the current English language courses provided on the undergraduate level since they felt that rigid and comprehensive English for Specific Purposes (ESP) courses with designated focus on medical English to meet their English language needs are required. Suggestions and emphasis with regards to the provision of medical ESP at tertiary level institutions in KSA are given and possible recommendations for further research investigations in future are also given.

scholarly journals Identifying the English language needs of humanities students at Dhaka University

2011 ◽  
Vol 2 (4) ◽  
pp. 59-91 ◽  
Author(s):  
Tazin Aziz Chaudhury
Keyword(s):  
Curriculum Design ◽  
English Language ◽  
Language Skills ◽  
Needs Analysis ◽  
Skills Development ◽  
Classroom Teaching ◽  
Analysis And Evaluation ◽  
Language Needs ◽  
Humanities Students ◽  
Development Course

Till recently freshmen at all the departments of the Faculty of Humanities of Dhaka University compulsorily attended a centrally conducted English language skills development course titled the English Foundation Course. Since 2006 the Foundation Course was discontinued and replaced by individual courses conducted by the respective departments. However neither the English Foundation Course nor the present individual courses were designed on the basis of Needs Analysis - the primary pre-requisite of any curriculum design nor have they ever been evaluated. This article presents the findings of a formal needs analysis and evaluation conducted by the researcher. Key Words: Needs Analysis; Evaluation; Language skills and sub-skills; Course usefulness and difficulty; Classroom teaching styleDOI: 10.3329/dujl.v2i4.6900Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.59-91

ANALYSIS OF ENGLISH FOR BUSINESS ADMINISTRATION STUDENTS

2018 ◽  
Vol 3 (2) ◽  
pp. 131
Author(s):  
Lucia Septiana
Keyword(s):  
English Language ◽  
Language Use ◽  
Business Administration ◽  
Needs Analysis ◽  
Education Management ◽  
Business Administration Students ◽  
Language Needs ◽  
Vocational Student ◽  
Collection Methods ◽  
Administration Students

The importance of needs analysis is fundamental in vocational student learning. Therefore this study aims to identify English language needs for business administration students at Amik. The focus of this study is to find out whether students need to learn English in business administration, lecturer teaching materials for students whether it is in accordance with their skills (majors), references to students' English books are relevant to their needs. To find answers a qualitative approach was mixed with a quantitative approach in mixed methods. Data was collected through questionnaires, interviews, and documentary studies to check data trust. Data collection methods that refer to language skills, language use, teaching methods and other related issues for needs analysis. The informants of this study were students, lecturers and Amik Dapernas LP3I Padang education management. The results of this study indicate that 1), AMIK students in Dapernas need English skills that will be used in business administration is the ability to read and write. 2), English material used by lecturers does not suit the needs of business administration students, 3) materials and handbooks for business administration students do not fully complement the students' English needs. Based on these findings, it is recommended that an analysis of the English language needs of students to find out the interests, needs and shortcomings of business administration students in English. Then, lecturers and education staff need to conduct evaluations of English language needs of students based on their chosen majors.

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