Assessment of ITP Learners’ English: A Needs Analysis
Keywords:learners’ needs, present situation analysis, target situation analysis, English course, ITP
This study is to seek out learners’ needs of International Training Program (ITP) English course (batch 58) at the English and Foreign Languages University (EFLU) in India. Thirty participants involved in the survey come from nine different countries. The questionnaire-based survey is designed with a focus on two main categories: Target situation analysis (TSA) and Present situation analysis (PSA), which is based on the adaptation of the theoretical frameworks of Dudley-Evans and St John (1998) and of Hutchinson and Waters (1987). The result of TSA has shown that Office job and Social communication are learners’ main purposes for this English course. Two most important elements that the learners expect to develop from this course are oral communication and listening skills, and linguistic knowledge of grammar and pronunciation. Meanwhile, the finding of PSA has indicated vocabulary as their most difficult element. The majority of learners perceive that they are at the third current level of English proficiency, whereas speaking skills are most frequently used in the workplace. Finally, this study has indicated the proportional relation of the elements of PSA to those of TSA. The overall finding contributes to the design for a proper English specific course for learners’ needs in the future.
Abdelgawad et al. (2012). Investigating the academic English language target needs of undergraduates at the faculty of applied science at Al-Aqsa University. The Asian ESP Journal, 8(2), 5-26.
Alderson, C. J. & Urquhart A.H. (1985). The effect of students' academic discipline on their performance on ESP reading tests. Language Testing, 2(2), 192-204.
Alderson, J. C. & Urquhart, A. H. (1983). The effect of background discipline on comprehension: A pilot study. In Hughes, A. and Porter, D. (eds.), Current developments in language testing. London: Academic Press, 121-127.
Berwick, R. (1989). Needs assessment in language programming: From theory to practice. In R. K. Johnson (ed.), The Second Language Curriculum. Cambridge: Cambridge University Press, 48-62.
Biswanandan Bash. (2015). MEEP: An ESP syllabus design for the engineering students of Biju PatNaik University of Technology, India. The Journal of Teaching English for Specific and Academic Purposes, 3(2), 385-401.
Brindley, C. (1989). The role of needs analysis in adult ESL programme design. In R. K. Johnson (ed.), The Second Language Curriculum. Cambridge: Cambridge University Press, 43-78.
Clement, A. & Murugavel, T. (2015). Professional development of English professors in Indian engineering colleges: The need of the hour. English Language Teaching, 8(5), 132-142.
Crocker, A. (1981). Scenes of Endless Science: ESP and Education. ELT documents 112. The ESP Teacher: Role, Development and Prospects. London: The British Council.
Dudley-Evans, T. & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Erandi Kithulgoda et al. (2020). From analysis to pedagogy: Developing ESP materials for the Welcome Address in Sri Lanka. English for Specific Purposes, 60, 140-158.
Francisco Rubio-Cuenca. (2018). Using CLIL strategies for lesson planning in an English for Aerospace Engineering course. Languages at the Crossroads: Training, Accreditation and Context of Use. Spain: Universidad de Jaén, Servicio de Publicaciones.
Hawkey, R. (1980). Syllabus design for specific purposes. ELT documents special. Projects in Materials Design. London: The British Council.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learner-Centered Approach. Cambridge: Cambridge University Press.
McDonough, Jo. (1984). ESP in perspective: A Practical Guide. London: Collins ELT.
Mohamed Benhima et al. (2021). The factors behind studying English for Academic Purposes. The Asian ESP Journal, 17(2), 249-272.
Mortaza Aslrasouli. (2012). Challenging one-size-fits-all approach in ESP material design: Insights from Iran & India. Procedia-Social and Behavioral Sciences, 69, 1374-1382.
Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.
Riddell, P.G. (1991). Analyzing student needs in designing specific purposes language syllabuses. Language Learning Journal, 3, 73-77.
Robinson, P. C. (1991). ESP today. New York: Cambridge University Press.
Robinson, P. C. (1991). ESP Today: A practitioner’s guide. Hemel Hempstead: Phoenix.
Rodgers, C. R. (1969). Freedom to learn. Columbus, Ohio: Charles E. Merrill Publishing Company.
Sasikala N. (2012). Overcoming English proficiency challenges through needs assessment. The Asian ESP Journal, 8(2), 125-144.
Schutz & Derwing. (1981). The problems of needs assessment in English for specific purposes: Some theoretical and practical considerations. In R, Mackay and J.D. Palmer (eds.), Language for Specific Purposes, Program Design and Evaluation. Rowley, MA: Newbury House, 29-45.
Smrutisikta Mishra. (2014). Role and need of ESP in engineering education: A case study of status in Odisha, India. Asian Journal of Social Sciences and Humanities, 3(3), 194-201.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (ed.), ESP: State of the Art. Singapore: SEAMEO Regional Centre, 1-13.
Swales, J. (1985). Episodes in ESP. Pergamon: Pergamon Institute of English.
Swales, J. (1980). The educational environment and its relevance to ESP programme design. ELT Documents Special. London: The British Council.