Needs Analysis in ESP as a Motivator and Means to Optimise Academic ESP Courses
Keywords:English for Specific Purposes, ESP, needs analysis, needs analysis in ESP, ESP courses
The paper presents the results of a needs analysis conducted to optimise the academic ESP courses at a Bulgarian university. There are few studies on the issue in Bulgaria unlike the global situation with universities and employers studying the ESP needs of their students and workforce regularly. Hence by carrying out a survey of the students at this particular university along with students from another six local universities and fifteen universities from eleven countries worldwide, all with the same profile, the research team expected to gather reliable information about the course parameters that require improvement. The student sample includes 939 local and 167 foreign students. In addition, a survey of 32 local faculty teaching language and/or subject matter was conducted to triangulate data and strengthen the research contribution to the enhanced course effectiveness based on the greater motivation for ESP acquisition by formulating recommendations for syllabi development.
Alsamadani, H. (2017). Needs Analysis in ESP Context: Saudi Engineering Students as a Case study. Advances in Language and Literary Studies, 8(6), 58-68. https://doi.org/10.7575/aiac.alls.v.8n.6p.58
Bacha, N. N. & Bahous, R. (2008). Contrasting Views of Business Students’ Writing Needs in an EFL Environment. English for Specific Purposes, 27, 74-93. https://doi.org/10.1016/j.esp.2007.05.001
Basturkmen, H. (1998). A Needs Analysis Project at Kuwait University. English Teaching Forum, 36(4), http://exchanges.state.gov/forum/vols/vol36/no4/p2.htm
Basturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan. https://doi.org/10.1057/9780230290518
Bolsher, S. & Smalkoski, K. (2002). From needs analysis to curriculum development: designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes, 21, 59-79. https://doi.org/10.1016/S0889-4906(01)00002-3
Carter, D. (1983). Some propositions about ESP. The ESP Journal, 2, 131-137. https://doi.org/10.1016/0272-2380(93)90003-P
Chambers, F. (1980). A Re-Evaluation of Needs Analysis in ESP. The ESP Journal, 1(1), 25-33. https://doi.org/10.1016/0272-2380(80)90007-4
Chia, H.U., Johnson, R., Chia, H.L. & Olive, F. (1999). English for college students in Taiwan: A study of perceptions of English needs in a medical context. English for Specific Purposes, 18(2), 107–119. https://doi.org/10.1016/S0889-4906(97)00052-5
Council of Europe (2018). Common European Framework of Reference for Languages (CEFR). https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Dudley-Evans, T. & St John, M. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge University Press.
Ferris, D. (1998). Students’ Views pf Academic Aural/Oral Skills: A Comparative Needs Analysis. TESOL Quarterly, 32(2), 289-318. https://doi.org/10.2307/3587585
Gu, H., Bo, H. & Ren, L. (2019). Developing ESP Teaching Materials Based on the Analysis of Information Engineering Majors’ Needs. Open Journal of Social Sciences, 7, 121-131. https://doi.org/10.4236/jss.2019.710011
Gundasheva, Zh. Spasova, L., Dvorska, O., Petrillova, M. (2016). Designing an innovative EAP/ESPP course for students of veterinary medicine based on a comparative needs analysis survey. Pedagogicheski forum, 4 [Pedagogical Forum]. 54-63 https://doi.org/10.15547/PF.2015.066
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A Learning Centred Approach. Cambridge University Press. https://doi.org/10.1017/CBO9780511733031
Ibrahim, H. H. (2020). Needs Analysis as a Prerequisite for Designing an ESP Course for Medical Students. Open Journal of Modern Linguistics, 10, 83-103. https://doi.org/10.4236/ojml.2020.102006
Kim, S. (2006). Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes, 25(4), 479-489. https://doi.org/10.1016/j.esp.2005.10.001
Lee, C-L. (2016). Principles and practices of ESP course design - a case study of a university of science and technology. International Journal of Learning, Teaching and Educational Research,15 (2), 94-105. https://www.ijlter.org/index.php/ijlter/article/view/564/266
Li So-mui, F. & Mead, K. (2000). An analysis of English in the workplace: the communication needs of textile and clothing merchandisers. English for Specific Purposes, 19, 351-368. https://doi.org/10.1016/S0889-4906(99)00011-3
Liu, D. Y., & Zhang, P. (2020). A Needs Analysis Proposal for ESP: A Case Study of a Short English Training Course for Bank Tellers in a Chinese Bank. Open Journal of Social Sciences, 8, 206-217. https://doi.org/10.4236/jss.2020.87017
Mian, M. & Sarwar, M. (2016). Needs analysis of English for specific purposes for receptionists working in private-sector hospitals of Lahore (Pakistan). Science International (Lahore), 28(4), 741-746. http://www.sci-int.com/pdf/636380778179864615.pdf
Munby, J. (1978). Communicative Syllabus Design: A Sociolinguistic Model for Defining the Content of Purpose-Specific Language Programmes. Cambridge University Press.
Sakr, A. (2001). English for textile and clothing industry. Paper presented at TESOL Convention. St. Louis.
Stefanova, A. (2021). Motivating students for greater engagement in ESP acquisition. UNWE Publishing Complex.
West, R. (1997). Needs Analysis: A State of the Art. In R. Howard & G. Brown (Eds.), Teacher education for LSP, (pp. 24-95). Multilingual Matters.
How to Cite
Copyright (c) 2023 Albena Stefanova, Denitsa Bozeva
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All published articles in the ESNBU are licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don't have to license their derivative works on the same terms.
In other words, under the CC BY-NC 4.0 license users are free to:
Share - copy and redistribute the material in any medium or format
Adapt - remix, transform, and build upon the material
Under the following terms:
Attribution (by) - All CC licenses require that others who use your work in any way must give you credit the way you request, but not in a way that suggests you endorse them or their use. If they want to use your work without giving you credit or for endorsement purposes, they must get your permission first.
NonCommercial (nc) - You let others copy, distribute, display, perform, and modify and use your work for any purpose other than commercially unless they get your permission first.
If the article is to be used for commercial purposes, we suggest authors be contacted by email.
If the law requires that the article be published in the public domain, authors will notify ESNBU at the time of submission, and in such cases the article shall be released under the Creative Commons 1 Public Domain Dedication waiver CC0 1.0 Universal.
Copyright for articles published in ESNBU are retained by the authors, with first publication rights granted to the journal. Authors retain full publishing rights and are encouraged to upload their work to institutional repositories, social academic networking sites, etc. ESNBU is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
Occasionally ESNBU may co-publish articles jointly with other publishers, and different licensing conditions may then apply.