A study of needs, problems and wants of using English of Engineering students at Quaid-e-Awam university of Engineering, Science and Technology, Pakistan (original) (raw)
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This paper aims at designing a technical English course for postgraduate students of Engineering at Badji Mokhtar Annaba University. The course design is based on thorough needs analysis taking into consideration needs analysis concepts forwarded by Hutchinson and Waters (1987) and Dudley-Evans and St.Johns (1998). Through a pilot study, the postgraduate students of engineering at Badji Makhtar Annaba university declared that they need to have courses in technical English in order to read and understand the newly updated researches in English, to take part in classroom discussions and to be able to write their own final doctoral project article without referring to experts for the translation from French into English. Thus English for Specific Purposes (ESP) course design is expected to be beneficial to the aforementioned group of learners. The needs analysis in this action research was conducted through the use of different tools. The results revealed that all postgraduate students...
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The purpose of this study is to find out the needs and wants required for effective professional communication in English writing and speaking proficiency for engineering students at Presidency University, Dhaka. The study attempts to investigate the needs of students, analyses the existing teacher content and pedagogical knowledge and finally suggest to compromise with the learner demands in terms of the context situations and other barriers. To do so the subjects were invited to provide their opinions through a set of questionnaire containing 20 close ended questions. My research was motivated by the insight that “Needs analysis is neither unique to language teaching nor within language training but it is often seen as being the corner stone of ESP and leads to a very focused course” [1].
investigating the English language needs of engineering students
The purpose of the study was three-folds: to evaluate students' needs, to evaluate the psychometric qualities of the developed questionnaire, and to explore the possibility of writing a textbook based on the insights gained from the study. To evaluate the students' needs, wants, and lacks (Hutchinson and Waters, 1987), a questionnaire was administered to 225 students at Sharif University of Technology when they took their final exams. Students' scores were made use of with respect to one dimension of the questionnaire which dealt with students' self assessment of themselves most of which correlate positively with their final scores. Another purpose of the study was to evaluate the questionnaire itself in terms of its statistical properties. In other words, a construct validation study was conducted. There were distinct parts to this questionnaire. A confirmatory factor analysis using Principal Components Analysis (PCA) with varimax rotation was applied to see if different needs were neatly delineated by the questionnaire (see Hatch and Lazaraton, 1991 for limitations of PCA). Having applied a CFA with PCA using a three-factor solution, it was seen that items loaded on the expected factors with high loadings. In terms of students' needs, here are the findings: Translation was not deemed appropriate. Note taking was not considered important in their future careers. Technical writing was considered to be very important. Unfortunately, the skill has been totally ignored in the English curriculum in the university.
English Learning Innovation, 2020
English for Specific Purposes in tertiary level puts its importance to Need Analysis (NA) process for syllabus design. This present research is concerned with designing ESP syllabus for Mechanical Engineering students in tertiary level through need analysis. The research aims to identify the immediate needs of the Mechanical Engineering students and design appropriated syllabus based on students’ needs using Target Situation Analysis (TSA) and Present Situation Analysis (PSA). In order to achieve the research’s objectives, a questionnaire was administered to a total 50 respondents. The finding of the research shows that among 4 basic English skills, listening skill emerged as the most important skill that students’ really need, followed by speaking, reading, and writing. Thus, this research suggests that ESP teachers should design more varied activities on listening course that students will have the competence to apply the skills later in future life context.
This paper hypothetically discusses the impulse of a course development that purposely stands for " Mastery in English for Engineers Professional Achievement " , and later pontificated to use an acronym " MEEPA ". With the use of an acronym it is emphasized not as a sub-domain, but rather as a scholastic focus necessary for effective achievement by our engineers, either within language or communication pedagogy. It is envisioned as a contextual subset under " applied linguistics ". The model of MEEPA originates from my own doctoral research in Dravidian University, which was surveyed at Biju Patnaik University of Technology, Odisha in India during 2008-2013. The finding of the paper shows how the global professionalism and the needs-oriented competencies are significant for mastery of Professional or Business English communication for future engineers. This research theoretically proposes to develop an ESP-based course across different engineering streams. Simultaneously, the present syllabus and the review of literature serve to keep the learners' needs in view and are regarded as an ESP course for engineering education. It also discusses important canons about engineering students within teaching-learning ecology which included a syllabus formulation, besides implementation and evaluation. This research can be used as an eclectic variation in the use of hedging between ESOL, ESP, ESL, EFL and ELT disciplines and can be disseminated in different ways in the field, or as a Booster to strengthen successful efforts in the future.