NOOR AZWANI ZAKARIA

MARA-JAPAN INDUSTRIAL
INSTITUTE, BERANANG, SELANGOR
TITLE
TITLE
A Critical Evaluation of
English Language Needs in
MARA-Japan Industrial Institute,
Beranang, Selangor
OVERVIEW
1) Introduction
- Institutional Context
- Statement of Problem
- Research Questions
- Theoretical Framework
2) Literature Review
- ESP & Needs Analysis
3) Methodology
4) Results & Discussion
5) Conclusion
- Generalised Needs Profile (GNP)
- Implications of the Study
- Suggestions for Future Research

PART 1 - INTRODUCTION
Part 1 - Introduction
ESP - English for Specific Purposes is generally understood
as the teaching of a variety of the English language in its
specific context use. (Robinson, 1990; Dudley-Evans & St
John, 1998).

It is crucial mostly for the development of specific
vocabularies and terms that are discipline-based such as
Medical English, English for Engineering, English for Science
and many other disciplines.

The central focus of ESP is the learners Different from GE.


Mackay (1978) outlined the two different needs of students in
learning ESP that is:
(i) academic needs.
(ii) job needs.


But the ultimate need of these learners is to understand the
language register and lexical properties that are present in the
context of certain discipline and master them.
Institutional Context - MJII

The EAP course being reviewed in current study is English for
Personal Development and Technical Purposes (DUE 3252).

Focus: English in workplace context such as the practical use of
language in interviews, report writing, delivering reports, organizing
meetings, briefings and discussions.


Statement of the Problem

The common teaching practices of many learning institutions
lack the sensitivity to the real needs of the students.

The importance of the analysis is highly relevant to identify
the needs and to help design effective courses by
responding to the learners point of views.

The data collected could be used to amend and improvise
the current syllabus and curriculum and above all to
facilitate the student learning the ESP courses in future.




Research Questions

1. What are the target situation language needs of
the students?

2. What are the present situation needs of
the students in question?

3. What are their English language learning needs?

Theoretical Framework

TSA
PSA
LSA
TSA (Target Situation Analysis)
- Target needs is defined as what the learner needs to do
in target situation and what learner needs to do in order
to learn.

PSA (Present Situation Analysis)
- Estimates the strengths and weaknesses in language,
skills and learning experience.

LSA (Learning Situation Analysis)
- The learning needs of the students in terms of their
learning preferences, learning expectations, attitudinal
and motivational factors.
- How students learn the way they learn English language.
PART 2 LITERATURE REVIEW
2.1 Brief literature review

An extensive definition of ESP outlined by Dudley-Evans and St
John (1998):

Absolute characteristics:
1) ESP is designed to meet the specific needs of the learners.
2) ESP makes use of the underlying methodology and
activities of the disciplines it serves.
3) ESP is centered on the language, skills, discourse and
genres appropriate to these activities.




Variable characteristics:

1) ESP may be related to or designed for specific disciplines.

2) ESP may use, in specific teaching situations, a different
methodology from that of General English.

3) ESP is likely to be designed for adult learners, either at tertiary
level institution or in a professional work situation. It could,
however, be used for learners at secondary school level.

4) ESP is generally for intermediate or advanced students.
ESP operations (Dudley-Evans and St
John, 1998)
In ideal setting In reality.
PART 3 - METHODOLOGY
Methodology
The present study was an exploratory non-experimental
study.

The findings of different kinds of data (TSA, PSA and LSA)
would enable the construction of generalized needs profile
(GNP) regarding the English language learning in the
institution.

The target population consisted of 41 semester three students
from five different programmes in Diploma of Electronics
Engineering.

The data acquired from the questionnaires was analysed
using SPSS version 16.0.
Methodology
Questionnaire:
Part 1: Personal Details (PSA)
Part 2: Academic English Skills (TSA)
Part 3: Language Priorities (LSA)
Part 4: English Language Learning Needs (TSA)
Part 5: Learning Evaluation (PSA + TSA)
Part 6: Course Evaluation (LSA)



PART 4 RESULTS AND
DISCUSSION
Table 1: Personal Details (PSA)
Table 2: Academic English Skills
(TSA)
Table 3: Language Priorities (LSA)
Table 4: English Language
Learning Needs (TSA)
Table 5: Learning Evaluation
(PSA + TSA)
Table 6: Course Evaluation (LSA)
Table 6: Course Evaluation (LSA)
PART 5 - CONCLUSION
The Generalised Needs Profile
(GNP)
The Generalised Needs Profile
(GNP)
The Generalised Needs Profile
(GNP)
Implications of the Study
1. It can be a guidance for the institution to form
relevant and effective syllabus that matches the
needs of the students.

2. In the current practice of the institution, there is no
specific ESP teaching methodology conducted such
as team-teaching where language instructors are
present in technical classes to really understand the
aspect of learning from different perspectives.

Suggestion for Future Research
- Needs analysis is one of the tools that can be used to
elicit such information on TSA, PSA and LSA and
practical solutions can be suggested accordingly on
certain issues of concern.

- Among the research projects that can be proposed are:
1) analysis of current language programme syllabus
2) the effectiveness of materials used in current ESP
or EAP classrooms.
3) ESP teaching methodology


ANY QUESTION?
THANK YOU