English For Specific Purposes Curriculum Research Articles

INDUSTRY-ACADEMIA COLLABORATION: MEETING UNDERGRADUATE ENGINEERS’ EMPLOYMENT NEEDS

Purpose of the study: The aim of this study is to investigate undergraduate engineers’ perceptions on the industrial collaboration program. Methodology: This study used both quantitative and qualitative methods of analysis. Based on purposive sampling, 150 undergraduate engineers were selected and were required to complete a questionnaire and participate in focus group interviews. Numerical data obtained using the questionnaire were tabulated based on frequencies and percentages. Thematic analysis was performed to identify patterns that emerged from the focus group interview transcripts. Main findings: Study findings indicate a positive trend in students’ perceptions on the benefits of the program besides indicating a gap in their ability and competency. Thematic analysis based on the focus group interviews reveal three emerging themes which indicate that the respondents found the program to have boosted their confidence, besides being useful and meaningful. Applications of this study: This study contributes to the design of English for Specific Purposes (ESP) curriculum, specifically for engineers. ESP curriculum design as well as teaching and learning should include industry leaders’ intervention. Novelty/Originality of this study: This study will be the entry point for employer engagement in teaching and learning as well as in ESP curriculum development for engineers in the context of a technical university.

The Sufficiency and Efficiency of the New Curriculum of English Language (EL) in the College of Administrative and Financial Sciences. A Case Study at Cihan University

ESP (English for Specific Purposes) and ESL (English as a Second Language) have been for many years a material of controversial discussion. The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP programme is therefore built on an assessment of purposes and needs and the functions for which English is required ( Fiorito, 2005).
 This study has been conducted to investigate the opinions of ESP lecturers in four departments in addition to fifty students from each department about adapting an ESP curriculum instead of the general one by two questionnaires for the two parties. The problem of the study has been stated with a literature review. The purpose of the study has been illustrated in addition to the methodology adopted in data collection and it is supported by tables and charts. Conclusions have been drawn at the end of the study.
 The method used in conducting the study is applied by collecting data from two different questionnaires distributed to lecturers and to students as well. All lectures who teach English in the four departments have answered this questionnaire. The sample of students is 50 students from each department from the 2nd year. So, the total number is 200 students.

A Triangulated Study of Workplace English Needs of Electrical Engineering Students

English for Specific Purposes (ESP) is one of the considerable programs in the world of English language teaching and research since it pertains to specific needs of various specialties. Meanwhile, university students’ ability to communicate effectively through English language can greatly affect their career development in the target situation, namely in their future workplace. Moreover, ESP instructors play a conspicuous role in flourishing students’ English achievements, as they need to be equipped with the knowledge and awareness of their students’ English needs not only in the academic setting but also in the workplace environment. Thus, this study intended to investigate workplace English needs of Electrical Engineering (EE) students from ESP instructors’ point of view, together with the English requirements of EE employers in different Electrical companies in Iran. In doing so, data were elicited from 97 EE students, 39 EE employers from 15 well-reputed Electrical companies, and 15 ESP instructors. The results of t-test between instructors and employers indicated that ESP instructors were not fully aware of EE students’ future workplace needs. Therefore, having the rudimentary knowledge of the technical content in English on the part of ESP instructors can raise their awareness toward EE workplace needs Moreover, the findings of interview revealed that EE employers required their prospective workforce to be more proficient in speaking skills and to be more skilled in technical translation. The findings provide implications for ESP instructors and curriculum developers in order to be more aware of English needs of EE workforce.

IMPLEMENTING EUROPEAN STANDARDS IN THE ESP CURRICULUM FOR STUDENTS OF NON-LINGUISTIC SPECIALITIES IN UKRAINIAN UNIVERSITIES

The article presents the current tendencies in teaching English for Specific Purposes (ESP) for students of non-linguistic specialities in the European context. The author analyses the requirements of English language proficiency set by the Common European Framework of Reference for Languages (CEFR), in the context of European integration processes. The National ESP Curriculum for Universities (2005) focuses on the necessity to acquire professional and functional communicative competence in English by the graduates, providing an opportunity for effective functioning in a professional environment. The current challenges in the ESP field in Ukraine are caused by the integration of the Ukrainian education system into the international academic community. The present situation of ESP teaching, learning and assessment does not satisfy the needs of students of non-linguistic specialities in Ukrainian higher educational institutions. The author discusses the idea of incorporating international English tests, such as FCE, CAE, IELTS and TOEFL in a higher education environment in Ukraine as a part of teaching ESP. The possibility of gaining the international experience in the field of certification and evaluation of students’ English language proficiency level in accordance with the European requirements and criteria will help future specialists to develop their professional foreign language competence. The improvement and development of new forms and methods of ESP training and assessment in accordance with CEFR will give an opportunity for students to succeed in the competitive job market in the future.

Some comparison of english for specific purposes curriculum

Some comparison of english for specific purposes curriculum

ENGLISH FOR SPECIFIC PURPOSES: CHARACTERISTIC FEATURES AND CURRICULUM PLANNING STEPS

Knowledge of a foreign language opens new prospects of mobility and collaboration for professionals in the modern world. Education authorities recognize the increased role that foreign languages, especially English, play in the professional development of future specialists and try to introduce this subject at tertiary level. Such courses are aimed at preparing students to effectively communicate in English in their work settings. However, many university students do not have work experience in their field of specialization, or they do not know what language skills they might need in their future work. Thus, the choice of course content and teaching methods depends on the instructor who seldom has clearly defined national guidelines to rely on. The study focuses on characteristics of English for Specific Purposes (ESP). The research outlines the approaches to ESP curriculum development and planning. The paper outlines the prerequisites and methods of analysing learners’ expectations and goals. The study determines what components of course content help to align aims, form, and conditions of educational activities with the students’ future professional roles. The research sets to analyze ESP students’ goals and expectations employing qualitative and quantitative techniques. DOI: http://dx.doi.org/10.7220/2335-2027.7.4

Designing ESP Curriculum for EFL Learners at College of Navigation

This paper aims to identify what is needed to improve the English for Specific Purposes(ESP) curriculum for English as a Foreign Language(EFL) college learners at navigation school. Different needs from learners and experienced professionals are identified through diversified methods, and the findings from these are analysed and consolidated from a balanced point of view. For this purpose, putting learners at the centre of analysis, identifying their subjective and objective needs serves as a point of departure in formulating the curriculum. Then, the target situation is analysed according to the short-term aim of getting a job, followed by long-term needs for successfully fulfilling future duties as a pilot. Based on findings, it is suggested that ESP curriculum for learners in navigation studies should be focused on the successful language performance of their actual duties and tasks to be given in the future working situations, rather than on immediate needs for getting a job. In particular, special attention needs to be paid to enhancing learners’ productive language competences through a series of hands-on trainings and a wide range of extra-curricular activities, specifically for a higher command of oral communication. For this, not only ESP, curriculum for EGP(English for General Purposes) should be systematically structured as ESP-oriented EGP, and naturally move onto areas of ESP in a coherent manner.

Needs Analysis and Environment Analysis: Designing an ESP Curriculum for the Students of the Polytechnic University of Tirana

Needs analysis is important in terms of students’ involvement in every phase of the educational process. Developing an English for Specific Purposes Curriculum is closely related to learners’ objectives, learning strategies, language attitudes, and expectations from the course and learning habits. Another important factor is the environment where this curriculum will be implemented.The purpose of this paper is to explain how to conduct needs and environment analyses for the engineering students in the Polytechnic University of Tirana and how to include them in the development of an ESP curriculum. We pose the hypothesis that by focusing on students’ needs, objectives, expectations and learning styles as well as by taking into consideration the learning environment is improved the teaching/learning of a language for specific purposes.First, we will set some basic principles for conducting needs and environment analyses and afterwards we will proceed with the practical application of such analyses in the PUT’s context. The results of the surveys, students’ observations and the interviews conducted with ESP teachers indicate the variety of students’ needs. Finally, based on those needs, there are drawn conclusions regarding the development of a more effective curriculum for the students of the engineering sciences. DOI: 10.5901/jesr.2013.v3n7p425

Needs Analysis on English Language Use in Tourism Industry

Needs analysis plays a vital role in developing English for specific purposes curriculum. This study surveyed the needs, functions and problems of English language use by 40 tourism employees. A questionnaire was used and data were analyzed by frequency, percentage, mean and standard deviation. Findings revealed that speaking is most important, then listening, reading and writing. The three most relevant functions in using English language were giving information, followed by providing services, and offering help. English use problems included; inability to understand foreigners” accents, inappropriate words and expressions, inadequate vocabulary, and lack of grammar knowledge.

Teaching aviation English in the Chinese context: Developing ESP theory in a non-English speaking country

This note introduces readers to the development of English for specific purposes (ESP) teaching and research in China and, more specifically, aviation English curriculum development in the Chinese context, so that ESP professionals can be acquainted with the recent development of ESP theory and practice in a non-English speaking country like China. The purpose of the note is to explore an appropriate approach to teaching aviation English in the Chinese context from the perspective of ESP curriculum development. This note focuses on a contrastive study of aviation language between English and Chinese and aims to present a possible approach to ESP teaching more suitable to the Chinese context. As an important component of an aviation English course, the teaching of aviation linguistics is now in an experimental stage, and student response is positive. It is hoped that the establishment of this course, along with its teaching methods, will contribute to the development of ESP teaching in China.