Abstract
Needs analysis can be a vital asset for teachers of English for specific purposes (ESP) to identify their learners’ key requirements or needs and determine the areas in which they are lacking skills. Against this background, this study was undertaken during the academic year 2015-16 to define the English language needs of engineering students (N= 200) majoring in civil engineering and industrial engineering. The data of this study was collected from different sources, including a classroom observation protocol, a questionnaire, and a semi-structured interview with both ESP and subject-matter teachers (SM) at Umm Al-Qura University. Results of the data analysis offered significant insights as to the teaching of ESP course. The study revealed that receptive skills (i.e., reading and listening) were mostly focused on in ESP classes. It has been also reported that writing and reading along with speaking skills were needed more than others. The data analysis helped to determine the most important language tasks in the context of engineering studies. Finally, a call was being made by both ESP and SM teachers to enhance the quality of the ESP course taught to engineering students by offering relevant suggestions. Based on these findings, the present study concluded with implications for course designers and recommendations for future studies.
Highlights
Seen as a data collection process (Nunan, 1988), needs analysis can be a vital asset for teachers of English for specific purposes (ESP) to identify learners’ key requirements or needs and determine the skills they need to develop
We present results about the importance of English for engineering students as perceived by teachers, the most salient skills that students need, the teaching of field-specifi terminology and teachers’ comments and suggestion for a practical ESP course at the engineering colleges of Umm Al-Qura University
The results generated by the three instruments: classroom observation, close-ended questionnaire, and semi-structured interview protocol identifi d that reading skill was the most important skills for engineering students
Summary
Seen as a data collection process (Nunan, 1988), needs analysis can be a vital asset for teachers of English for specific purposes (ESP) to identify learners’ key requirements or needs and determine the skills they need to develop. While Hutchinson and Waters (1987) consider learning needs as what the learner needs to do in order to learn, Benesch (2001: 72) perceives that needs are associated strictly with target situation demands Some other researchers such as Taillefer, (2007) and Cowling, (2007) empirical evidence shows that the success of teaching and learning process in ESP depends much on needs analysis. The current study comes to add to the bulk of research on ESP Needs analysis It can be considered a pragmatic and objective attempt to help ESP teachers Saudi Arabia to identify the best methods of teaching that are truly relevant to their learners
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