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• W3157296105 abstract "English language, as one of the key mechanisms of the changing and developing world, serves for various purposes such as politics, diplomacy, trade, and business worldwide. It also includes education ranging from pre-school to university where a need for English for Specific Purposes (ESP), as an approach to course design starting with the motivation to meet specified needs of particular learner groups, emerges. Much of ESP work, on the other hand, relies on common core language and skills mainly because practitioners’ lack of awareness and practice of needs analysis. Therefore, the data for this study comes from a course which has not had any assessment of its learners’ needs since its initiation at the faculty. With this in mind, the researcher assessed a group of 2 nd and 3 rd graders’ ( N =88) language needs as they were taking the ESP course running consecutively in their faculty program. To get a fuller sense, their language needs were analyzed through two perspectives; their target needs, tasks and activities learners need/will need to use language for and wants, reasons for attending the course and expectations of it . To this aim, a 26-item Likert scale, adopted from that of Naruenatwatana and Vijchulata (2001), and assessing language needs on four macro skills, reading, listening, speaking, and writing complemented by micro skills, was validated if the items represent the language skills used in medicine. Reliability coefficient of the scale was also computed to ensure its internal consistency ( α .90). The data analyzed through descriptive (means and standard deviations) and inferential (t-tests) means showed that although the 3 rd graders had stronger perceptions of target needs except speaking skills, on a professional basis, both groups needed reading the most followed by speaking , writing , and listening skills. However, t-tests showed no statistically significant difference between both groups’ target needs. As for the wants, personal perspective in other words, the analysis showed that reading was still the top need for the 3 rd graders, while it was speaking for the 2 nd graders, and followed by writing and listening skills. Besides, although the 3 rd graders were also found to have stronger personal wants perceptions, the analysis of inferential means showed no statistical significant difference between both groups, except the listening skill ( p <.05) indicating that they significantly differed in their personal reasons and expectations of learning and needing listening skills. In this regard, the results could primarily suggest that the likeness in their perceptions of language needs can be an indicator of the stage they are at, but particularly, the need to read, as the top professional language need for both parties, could be a reflection of the requirements of their faculty program. On the other hand, the need to speak, as a productive skill generally challenging learners, also deserves attention as it could reflect the learners’ openness and motivation to be competent in spoken discourse both on a professional and personal basis." @default.
• W3157296105 created "2021-05-10" @default.
• W3157296105 creator A5027434364 @default.
• W3157296105 date "2018-03-24" @default.
• W3157296105 modified "2023-09-23" @default.
• W3157296105 title "Target needs and wants analysis in an undergraduate ESP course at faculty of medicine: Professional and personal perspectives" @default.
• W3157296105 hasPublicationYear "2018" @default.
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